Organizatrional and career development

Management and Organizational Development
 Management Development Process
Determining the Net Management Requirements
- Organizational Objectives
- Management Inventory and Succession Plan
- Changes in the Management Team

 Establishing Management Development Objectives
 Methods used in Management Development
- Understudy assignments
- Coaching
- Special Projects and Committee Assignments
- University and Professional Association Seminars
- Classroom Training - In-Basket Technique
- Business simulation - Adventure learning
- Experience - Job rotation

 Evaluation of Management Development Activities
 Assessment Centers
 Organizational Development
- Diagnosis
- Strategy Planning
- Education
- Evaluation

Career Development
 Why is career development necessary?
 Who is responsible for career development?
- Organization’s Responsibility
- Employee’s Responsibility
- Manager’s Responsibility

Websites
 www.hr2000.com
 www.caso.com
 www.tcm.com/trdev
 www.deped.gov.ph
 www.neap.deped.gov.ph

Webpage
 http://oser.state.wi.us
 http://www.doleta.gov/reports/papers/tbl_paper_f
inal.pdf
 http://www.cpmacademy.org
 http://www.exxonmobil.com

Books
 Needs Analysis Survey: New Supervisor
Training, State of Wisconsin, Department of
Employee Relations, 2001
 The History of the Certified Public Manager,
Thomas H Patterson, 2014
 Academy of Management Review, TP Ference,
et al, 1977 Academy of Management (NY)

Articles & Journals
 Technology-Based Learning Strategies, Vinz Koller et at
2014
 “Psychological Biases May Influence Feedback on
Evaluations” Training and Development 67, no.11 Nov
2013, p 12
 “Training Managers for Their Role in a Career
Development System” Trading and Development July
1981 p 74
 “Custom Careers” HR Magazine June 2013, pp 54-56
 “Unambitious Workers Still Need a Plan” Canadian HR
Reporter June 15, 2009 p 16

Articles & Journals
 “Employee Development Is a Great Business
Opportunity” Human Resource Management Industrial
Digest, 20.6 (2012) pp 27-30
 “Best Morale to Gain Productivity” HR Magazine,
February 1993 pp 46 – 49
 “State to Use $12M Grant to Offer Online Career
Counseling” McClatchy-Tribune Business New, June 22,
2012
 “New Kids on the Block” HR Magazine, October 2013 pp
34 – 36, 40

Career Development
 Implementing Career Development
- Individual Assessment
National Competency-Based Teacher Standards (NCBTS)
Teachers’ Strength and Needs Assessment (TNSA)
Individual Plan for Professional Development (IPPD)
 Assessment by the Organization
- Individual Performance Commitment Review (IPCRF)
 Communicating Career Options
 Career Pathing
 Career Self-Management
 Career Counseling

Career Development
 Reviewing Career Progress
 Career-Related Myths
- Myths held by Employees
- Myths held by Managers
 Dealing with Career Plateaus
- Rehabilitating Ineffective Plateauees
- Career Lattices
- The Impact of Dual-Employed Couples
and Single-Parent Employees
- Outplacement
- Breaking the Glass Ceiling
- Career Development Online

MANAGEMENT DEVELOPMENT PROCESS
concerned with developing the experience, attitudes
and skills necessary to become or remain an effective
manager
must have the full support of the organization’s top
executive to be successful
designed, conducted and evaluated on the basis of the
objectives of the organization, the needs of the individual
managers to be developed and anticipated changes in the
organization’s management tea,

Needs Management Requirements
(quality and quantity
of managers needed)
Needs Assessment
Management Development Objectives
Management Development Programs
Evaluation of Programs
Management Inventory
and Succession Plan
Organizational
Objectives
Changes in the
Management
Team
MANAGEMENT DEVELOPMENT PROCESS

ORGANIZATIONAL OBJECTIVES play a significant role in
determining requirements for managers
rapid expansion program calls for new managers at all levels
if growth is limited, few managers may be needed but the
skills of the present management team may need to be
upgraded

MANAGEMENT INVENTORY is a specialized and
expanded form skills inventory for the organization’s
current management team
it includes basic personal and professional information
includes brief assessment of past performance and
potential for advancement

MANAGEMENT INVENTORY cab be used to fill vacancies
That occur unexpectedly like those that resulted from death
Or resignation.
another use is in planning the development needs of
Individual managers and using these plans to pinpoint
development activitis for the toal organization

Name
Present
Position
Length of
Service
Retirement
Year
Replace
ment
Positions
Previous
Training
Amorganda, Albert E SP II 29 2029 SP III NEAP- SHDP
Cabrera, Ermina R HT III 18 2040 ESP I NEAP- SHDP
Cabrera, Virginia D SP IV 28 2030 ES I Int Mgmt
Galleposo, Gabriel T SP II 18 2040 SP III NEAP- SHDP
Mangubat, Jimmy D HT I 18 2040 HT II Int Mgmt
Tarnate, Antonio A ESP I 33 2025 SP II NEAP- SHDP
Tipo, Jison P T III 8 2050 HT I Int Mgmt
Yabo, Jose ESP I 30 2028 SP II NEAP- SHDP
Sample of a Simplified Management Inventory

Management Succession Plan (Replacement Chart/
Schedule) is a management tool that evolved from
Management Inventory scheme.
it records potential successors for each manager within
the organization.
the format is similar to Management Inventory and may
contain simply list of positions and potential replacemet

Management Succession Plan (Replacement Chart/
Schedule) may also contain other information such as
length of service, retirement data, past performance
evaluations and salary
Management Inventory and Succession Plans are generally
kept confidential and can be computerized, maintained by
HRD for use of top executives of the organization

Sample of a Simplified Management Inventory
Schools Division Superintendent
NATIVIDAD P BAYUBAY, CESO VI
OLIVER B TALAOC, Ed D
JERRY B BOKINGKITO
ROSMINDO L ANCHETA
Assistant SDS
OLIVER B TALAOC, Ed D
EVELYN F IMPORTANTE
JERRY B BOKINGKITO
Don GABRIEL T GALLEPOSO
Chief, CID
EVELYN F IMPORTANTE
HOPE ACUESTA
JOSEPH CASTRO
VALERIANO FUGOSO
Chief, SGOD
JERRY B BOKINGKITO
ELIZETHA EVARDO
FERLYN ALVARADO
PRELYN PALLON
Planning & Research
GLORIFE CLAVERO
FERLYN ALVARADO
PRELYN PALLON
VALERIANO FUGOSO
HRMO
REZ ROY RAMOS
JISON P TIPO
JIMMY D MANGUBAT
ERMINA R CABRERA
Accounting Section
MARYBETH LAGROMA
JOY LORENA MAATA
MA FE MALINTAD
GANIEDITH YABO
Finance Section
TERESITA INGCONG
MERILYN SALADA
VIVIAN UGBAMIN
JENEVY LABAO
Supply Section
FE LADJA
ROGER YATOR
JERRY SARMIENTO
ROMEL APDUHAN
Records Section
ESPERANZA HERMOSO
MYRNA SARMIENTO
SHIELA TINGO
LUZ SALAVE

CHANGES IN THE MANAGEMENT TEAM can be estimated
fairly accurately and easily while others are not so easily
determined. Changes such as retirements can ne predicted
from the information in the management inventory
deaths, resignation and discharges are difficult to forecast
when these changes occur, the MI & SP can be used to
help fill the vacancies.

Needs Assessment
every organization has physical, financial and human
resource needs
a fundamental need of any organization is the need for an
effective management team
to meet this need, use of a well-organized management
development program is advised

Needs Assessment
before management development activities are undertaken,
the specific development needs of managers in the organi-
zation must be determined
needs assessment is a systematic analysis of the specific
management development activities the organization
requires to achieve its objectives

Needs Assessment
TRAINING NEEDS SURVEY focuses on the knowledge
and skills required in performing the job
COMPETENCY STUDIES examine the competencies
required in performing the managerial job
TASK ANALYSIS is concerned with what tasks are
required in performing the managerial job
PERFORMANCE ANALYSIS deals with the job performance
requirements in performing the managerial job

Needs Assessment
TRAINING NEEDS SURVEY what Knowledge/Skill is
required?
Approach: ask key people what KS they think performers
require to do their job & prioritize the KS recommended and
summarize as a topical list, training agenda, curriculum, etc
Advantage: fast, inexpensive, broad involvement, low risk,
low visibility
Disadvantage: not precise of specific, based on opinion,
difficult to validate and set priorities, difficult to relate to
output, to evaluate importance of training, and an implicit
expectation that you will deliver it

Needs Assessment
COMPETENCY STUDY what competencies are required?
Approach: ask key people what Cs they think performers
require to do their job, determine KS required to attain the
stated competencies and prioritize recommended KS and
summarize as a training agenda or curriculum
Advantage: relatively fast, inexpensive, broad involvement,
consensus, generic needs covering broad population
Disadvantage: difficult to: relate to output, evaluate training,
assess relative importance of competencies, set priorities
for KS input & will not identify the critical difference between
exemplary and average performance and factors influencing it

Needs Assessment
TASK ANALYSIS what tasks are required?
Approach: determine what tasks are required of the trainee
to be performed correctly/successfully, determine KS
required to correctly perform the tasks identified, KS is
summarized to training design, training agenda, curriculum
Advantage: precise identification of tasks, a form of output
and can be measured, objective, validated by observation
Disadvantage: takes time and skill, difficult to assess relative
importance of tasks, does not address other factors affecting
performance

Needs Assessment
PERFORMANCE ANALYSIS what job performance
required?
Approach: determine: performance required, accomplish-
ments, KS required to correctly perform identified tasks, other
factors that influence job performance & summarize KS as a
training design, training agenda, or curriculum
Advantage: links KS to job performance, can be validated,
evalauated, address other factors, can prioritize KS input
Disadvantage: takes time and skill, visible

Establishing Management Development Objectives
OBJECTIVES for the overall management development
program and for individual programs must be established
to meet management development needs of the
organization.
objectives should be expressed
in writing and should be
measurable

Training objectives can be categorized within 3 areas
which can also be used for management development
objectives that are needed for the principles, facts and
concepts to be learned in the management development
program
Instructional Objectives incorporate targets relating to the
number of trainees, number of hours, cost per trainee and
the time required of them to reach a standard level of
knowledge

Organizational and Departmental Objectives concern on
the impact the programs will have on organizational and
departmental outcomes such as absenteeism, turnover,
safety, and number of grievances
Individual and Personal Growth Objectives concern on the
impact on the behavioral and attitudinal outcomes of the
individual.
After all these objectives are developed, course content
and method of instruction can be specified.

How IBM develop its managers.
IBM has invested a large-scale in-house plan to train
employees and managers at all levels and functions within
the company. Training program use the following styles:
- Outline Information Delivery – on the company’s intranet,
participants can choose the information they need when
they need it.
- Gaming and Simulation – a media-based activities that
allows participants to apply gained knowledge to real life
on-the-job situations.
- Teamwork – these activities include online groups of co-
workers in virtual classroom where they take part in
discussions or tasks facilitated in the area.
HRM IN ACTION

- Traditional Classroom Sessions – learning is face-to-
face in these sessions. Coworkers and a facilitator build
in prior activities, and look into case studies, and
strengthen the sense of teamwork and community.
Sessions cover topics such as IBM company policies,
leadership skills and productivity.
Upon completion of the activities, the managers undergo
an online assessment as well as assessment on how well
they might apply their gained knowledge on the job.
HRM IN ACTION

Methods Used in Management Development
After the organization’s needs has been assessed and its
objectives stated, management development programs
can now be implemented
Methods to be employed in carrying-out the program
should be carefully selected to match the desired outcomes
which anchored on the organization’s objectives. These
methods are classified into 2 general categories based on
the principles of learning:

On the Job training methods are those which are given to
the employees within the everyday working of a concern.
The motto of such training is “learning by doing.” This
includes understudy assignments, coaching,
experience, job rotation, special projects and committee
assignments.

Off the Job training methods are those in which training is
provided away from the actual working condition. It is also
called as vestibule training, i.e., the employees are
trained in a separate area ( may be a hall, entrance,
reception area, etc. known as a vestibule) where the actual
working conditions are duplicated, classroom training,
lectures, case studies, role playing, in-basket technique,
adventure learning, business simulation,
university and professional association seminars and
web-based training.

On the Job
Understudy Assignments are used to develop individual’s
capacity to fill a specific job, works for the incumbent and
usually given the title assistant. The heir realizes the
purpose of the training and can learn in a practical and
realistic situation without directly being responsible for
operating result. The negative side of this method is that
the understudy learns the bad practices of the incumbent. It
is generally supplemented with one or more of the other
management development methods.

On the Job
Coaching is usually carried out by experienced managers,
emphasizes the responsibility of all managers for
developing employees. Experienced managers advise and
guide trainees in solving managerial problems. Trainees
are allowed to develop their own approaches to
management with the counsel of a more experienced
manager. There is danger that the coach will neglect
training responsibilities or pass on inappropriate
management practices.

On the Job
DepEd LPP or Learning Partnership Program is a coaching
method required by the department from Master Teachers.
Selection process of the learning partner is done through the
NCBTS and the curriculum and instructional delivery
competence as observed by the principal. This method is
advantageous to teachers who are coping with certain aspects
in curriculum implementation. The learning program may span
across the whole school year or for only a couple of months
depending on the progress of the mentee.
Coaching

On the Job
Experience Many organizations use development through
experience. Individuals are promoted into management
jobs and allowed to learn on their own from their daily
experiences. The individual, in attempting to perform the
job, may recognize the need for management development
and look for a means of satisfying it. However, the
individual who are allowed to learn management only
through experience can create serious problems by making
mistakes. It is also frustrating to attempt to manage without
the necessary background and knowledge.

On the Job
Job Rotation is designed to give an individual broad
experience through exposure to many different areas of the
organization. This method allows the trainee to experience
from one job to another within the organization, generally
remaining in each from 6 months to a year. Large
organizations frequently use this technique for training
recent college graduates. The trainee can see how
management principles can be applied in a cross section of
environments and allows the trainee to become familiar
with the entire operation of the company.

On the Job
Special Projects and Committee Assignments require the
trainee to learn about a particular subject. Ex. If told to
develop a training program on safety, the trainee would
have to acquire learning about the organization’s present
safety policies and problems and the safety training
procedures used by other companies. The trainee must
also learn to work with and relate to other employees. If
organizatoin has regularly constituted ad hoc committees,
the trainee develops skills in working with others and learns
through the activities of the committee.

Off the Job
Classroom Training is a most familiar kind of training that
can utilize several methods. It is used not only in
management development but also in the orienting and
training activities
Certified Public Manager Program is a certified and
accredited management and leadership program based on
the belief that systematic training and management
programs are essential to maintain and improve the
effectiveness and professionalism of government
managers and supervisors

Certified Public Manager Program is a certified and
accredited management and leadership program that
started in 1970s in Georgia based on the belief that
systematic training and management programs are
essential to maintain and improve the effectiveness and
professionalism of government managers and supervisors.
Today this innovative program is offered in many states
and includes seminars, application projects, case studies,
role playing, structured readings and examinations. The
curriculum addresses various management principles and
skills to improve manager’s understanding of complex
organizations. It includes the management of individual
and group performance, social change and its impact on
public managers, problem solving and decision making,
improving organizational effectiveness, managing change
and leadership
HRM IN ACTION

Off the Job
Classroom Training
Lecture is one of the most common methods in
classroom training, teaching by the spoken words,
or by other media such as transparencies, slides,
video tapes, and computer slides.

Off the Job
Classroom Training
Lecture strengths:
- can communicate the intrinsic interest of the
subject matter. The lecturer can communicate his
interest for the subject, which should enhance the
audience’s interest in learning
- can cover materials not otherwise available
- can reach many learners at one time
- pose minimal threat to the learners

Off the Job
Classroom Training
Lecture strengths:
- lecturers can serve as effective models for the
audience. An effective lecturer not only conveys
information but also conveys what does and does
not work in different settings.
- lets the instructor control what will be covered,
the sequence in which it will be covered and how
much time will be devoted to each topic

Off the Job
Classroom Training
Lecture weaknesses:
- it often does not allow feedback from the
audience
- listeners are often passive
- the lengths of lecture periods often does not
match the learners’ interest span
- fails to allow individual differences in ability or
experience

Off the Job
Classroom Training
Lecture weaknesses:
- unsuitable for certain higher forms of learning
such as analysis and diagnosis
- partially dependent at the public speaking skills
and abilities of the lecturer

Off the Job
Case Studies popularized by Harvard School of Business,
real or hypothetical situations are presented to the trainee
to analyze. This would force the trainee to think through
problems, propose solutions and choose among them and
analyze the consequence of the decision. The success of
the case study method depends heavily on the skills of the
instructor. Asking probing questions and keeping everyone
involved in the analysis of the case are critical to the
success of this method.
Classroom Training

Off the Job
Case Studies advantages:
- expose learners to a wide range of true-to-life
management problems
- cases inspire interest in otherwise theoretical and
abstract training materials
- emphasize the analysis of the situation that is
typical of the manager’s world
- improve the trainee’s verbal and communication
skills
Classroom Training

Off the Job
Case Studies weaknesses:
- cases often focus on past and static conditions
- analysis often lacks emotional involvement on the
part of the student and this is unrealistic in terms
of what the trainee would actually do in the
situation
- can sometime confuse students who are used to
definite solution.
Classroom Training

Off the Job
Case Studies
Incident Method is a variation of the case study
where the learner is initially given on the general
outline of the situation. The instructor then provides
additional information as the learner requests it. It
makes students probe the situations and seek
additional information, much as they would be
required to do in real life.
Classroom Training

Off the Job
Role Playing is a method where participants are
assigned different roles and required to act out those
roles in a realistic situation. the idea is for the
participants to learn from playing out the assigned
roles. The success of this method depends on the
ability of participants to assume the roles realistically.
Videotaping allows for review and evaluation of the
exercise to improve its effectiveness.
Classroom Training

Off the Job
In-Basket Technique simulates a realistic situation by
requiring each participant to answer one manager’s mail
and telephone calls. Important duties are interspersed with
routine matters. Participants analyze the situations and
suggest alternative actions. They are evaluated on the
basis of the number and quality of decisions and on the
priorities assigned to each situation.

MANAGEMENT DEVELOPMENT AT EXXONMOBIL
Exxonmobil’s British operation makes use of the in-basket
technique in its management development program. This is
a two-part exercise: One hour’s preparation, followed by an
interview.
During the preparation, participants read through a number
of memos that reflect the issues which they could face on a
daily basis. They are asked to prioritize the memos and
consider how they would respond to the issues presented
in the memos.
The follow-up interview is with one interviewer who
discusses the participant’s general approach to the tasks
as well as some of the specific issued posed. One of the
memos requires written response from the trainee on a
subject relevant to their department.
HRM IN ACTION

MANAGEMENT DEVELOPMENT AT EXXONMOBIL
This written test is not discussed but is assessed
separately. This exercise is designed to test the
participants’ organizational abilities and written/verbal
communication skills. It requires them to assimilate
information quickly, be able to quickly assess unfamiliar or
unexpected situations when events are moving at a fast
pace, and make wise and sensible decisions in those
situations.
HRM IN ACTION

Off the Job
Web-Based Training – online courses are most often given
in conjunction with instructor-led courses, so that
employees still have the advantage of seeing hands-on
demonstrations when necessary. The flexibility of time,
place and programs offered via WBT appeals to
employees who often must balance schooling with work
and home responsibilities.

Off the Job
Business Simulations generally provide a setting of a
company and its environment and require teams of players
to make decisions involving their company operations in
connection with other teams. The instructor can add
complexity and economic events and human resource
challenges. This method forces individual not only to work
with other group members but also to function in an
atmosphere of competition within the industry.

Off the Job
Business Simulations advantages
- simulate reality, decisions are made in a competitive
environment
- feedback is provided concerning decisions
- decisions are made using less than complete data
The only Business Simulations disadvantage is that many
participants simply attempt to determine the key to
winning. When this occurs, the simulation is not used to its
fullest potential as a learning device.

Off the Job
Adventure Learning also known as experiential – learning
use many kinds of outdoor activities, often involving
physical risk, to help participants achieve their objectives,
which generally fall into two categories
Group-focused objectives include better
communication, more creative problem solving, more
effective teamwork and improved leadership. One
activitiy often included is “The Wall” that the teams
must get over by working together. The wall is viewed
as a symbol for any business challenge.

Off the Job
Adventure Learning
Personal growth objectives include improved self-
esteem, risk-taking skills, increased self-awareness
and better stress management. Rope activities are favorite
methods for achieving personal growth objectives. One example
of a rope activities is the “electric rope” game. A team has to get
every member over a rope strung high up between two tress.
Team members must try not to touch the rope, and they cannot
use props. The rope is view as an analogy for the difficult
business challenge the team faces at work

Off the Job
University and Professional Association Seminars are
courses intended to help meet the management
development needs of various organizations ranging from
courses in principles of supervision to advanced executive
management programs.
DepEd INSET are training courses usually conducted
by the National Educator’s Academy of the Philippines
to provide assistance/enhancement to managerial skills
of school heads (SHDP) and teaching skills of teachers
(K to 12)

Off the Job
University and Professional Association Seminars
DepEd INSET on curriculum implementation usually
are held with partner agencies (CHED, DOST, DOH,
DOJ, etc) and with other universities and colleges.
Some DepEd Thrusts and Programs are also aided
with foreign government educational agencies and
professional organizations/association such as the
PAHRODF, DepEd-BMG and others.

Evaluation of Management Development Activities
Four Alternatives in evaluating MDA
A I – Are the trainees happy with the course?
A II – Does the training course teach the concepts?
A III – Are the concepts used on the job?
A IV – Does the application of the concepts positively
affect the organization?

EVALUATION MATRIX
What We Want to Know What Might be Measure
I. Are the trainees happy with the course?
If not, why not?
a. concepts not relevant
b. format of the presentation
II. Do the materials teach the concepts?
If not, why not?
a. concepts too complex
b. examples not relevant
c. exercises not relevant
d. format of presentation
III. Are the concepts used? If not, why not?
a. Concepts:
- not relevant
- too complex
b. Environment not supportive
I. Does application of concepts positively affect
the organization? If not, why not?
Trainees reaction during workshop
Trainees reaction after workshop
Trainees performance during
workshop
Trainee performance at end of
workshop
Performance improvements
Performance improvements

TRAINEE REACTIONS
The most frequently used evaluation method focuses on
the question: Are the trainees happy with the course?
However, these evaluations should not be taken at face
value because psychological biases can skew the accuracy
of the feedback. There are possible reasons for
participants responding more positively that expected on
these evaluations.
1. participants are primed to assume that the presenter
wants them to answer positively
2. individuals tend to be rated more highly when they are
on their own, than viewed as part of a group, the
participants sympathize the trainer as an individual
3. as participants near the completion of the training, they
are more likely to rate the training more favorably than
they would have at some earlier point in the course.
HRM IN ACTION

TRAINEE REACTIONS
Although this method does not provide sufficient feedback,
it can be a useful tool.
• It can tell us how relevant participants thought the
training was.
• It can tell us whether or not they were confused by any
of the training.
• It can point out any areas in which trainees thought
information was missing.
• It can give us an idea of how engaged the trainees felt
by the training.
• It can tell us how favorable overall participant reactions
were.
HRM IN ACTION

Assessment Centers
An assessment center is a formal method used in
training and/or selection and aimed at evaluating an
individual’s potential as a manager by exposing the
individual to simulated problems that would be faced in
real-life managerial situation.
Assessment centers are used for making decisions on
promoting, evaluating, and training managerial
personnel.

Assessment Centers
Exercises include in-basket, business simulations, group
discussions, cases, interviews, and various paper-and-
pencil tests.
These exercises involve the assessees in situations that
require decision making, leadership, written and oral
communication, planning, and organizing.
Assessees are generally examined in groups of
approximately six persons whose personality
characteristics to be assessed are similar and who
occupy similar positions in the organization.

Assessment Centers
Each assesse is ranked in a relative scale such as “more
that acceptable”, “acceptable” or “not acceptable”
The primary use of assessment centers has been a
predictor of success in some position for which the
assesse is being considered. However, the method can
also be used to identify special training that the assessee
may require.

Organizational Development
Organizational development seeks to improve the
performances of groups, departments and the overall
organization. It is an organization-wide, planned effort
managed from the top, with the goal of increasing
organizational performance through planned
interventions and training experiences.
It looks at the human side of organizations. It seeks to
change attitudes, values, organizational structures, and
managerial practices in an effort to improve
organizational performance.

The ultimate goal of OD it to structure the organizational
environment so that managers and employees can use
their developed skills and abilities to the fullest.
The initial phase of an OD effort is a recognition by
management that organizational performance can and
should be improved. Following this initial recognition,
most OD effort include the following phases:
1. diagnosis
2. strategy planning
3. education
4. evaluation

It involves gathering and analyzing information about the
organization to determine the areas in need of
improvement usually gathered from employees through
the use of questionnaires or attitude surveys.
Diagnosis is the first decision to make in the OD process
is to diagnose whether the organization has the talent
and available time necessary to conduct diagnosis. If
not, an alternative is to hire an outside consultant. Once
the decision has been made regarding who will do the
diagnosis, the next step is to gather and analyze
information.

Some of the most frequently used methods for doing
diagnosis involve the following:
Diagnosis
Available records that may be pertinent will be reviewed
such as personnel records and financial reports
Survey questionnaires is a popular method which will be
filled out by employees. This is intended to measure
employee attitudes and perceptions about certain work-
related factors.

Diagnosis
Personal interviews are conducted to each of the
employees regarding their opinions and perceptions
about the organization. It takes time but can result in
better information
Direct observation will be done by the person conducting
diagnosis to observe firsthand the behavior or
organizational members at work. It will allow observation
of what people actually do as opposed to what they say
they do.

The data collected in the diagnostic stage must be
carefully interpreted to determines the best plan for
organizational improvement,
Strategy Planning
The key to interpreting the data is to look for trends and
areas of general agreement. The end result is to identify
specific problem areas and outline steps for resolving the
problems

The purpose of the education phase is to share the
information obtained in the diagnostic phase with the
affected employees and help them realize the need for
change.
Education
A thorough analysis in the change-planning phase often
results in identifying the most appropriate
intervention/education method to use.

Education/Intervention Methods
Education
With the Direct Feedback the change agent
communicates the information gathered in the
diagnostic and change-planning phases to the involved
parties. He describes what was found and what
changes are recommended. Then workshops are often
conducted to initiate the desired changes.

Education
The objective Team Building is to increase the groups
cohesiveness and general group spirit. It stresses the
importance of working together. Specific activities used
include clarifying employees roles, reducing conflicts,
improving interpersonal relations and improving
problem-solving skills.

Education
Sensitivity Training is designed to make one more aware
of oneself and one’s impact on others. Sensitivity training
involves a group of 10 to 15 people who may or may not
know each other, meets with no agenda or particular
focus, no planned structure or no prior common
experiences, the behavior of individuals in trying to deal
with the lack of structure becomes the agenda. Members
are encouraged to learn about themselves and others in
this non-structured environment

Education
Sensitivity Training has been both passionately criticized
and vigorously defended as to its relative value for
organizations. Research shows that people who have
undergone sensitivity training tend to show increased
sensitivity, more open communication, and increased
flexibility. Same studies indicate that while the outcomes
are generally beneficial, it is difficult to predict the
outcomes for any one person.

The most difficult phase in the OD process is the
evaluation phase. The basic question to be answered is:
Did the OD process produce desired results?
Evaluation
Before any OD effort can be evaluated, the first
requirement is that explicit objectives must be
determined, outcome-oriented and lend themselves to
the development of measurable criteria. The second
requirement is that the evaluation effort must be
methodologically sound.

Evaluation Approaches
Evaluation
One approach is to compare data collected before the OD
intervention against data collected after the OD intervention.
An even better approach is to compare “before” and “after”
data with similar data from a control group. When using this
approach, two similar groups are identified, an experimental
group and a control group. The OD effort is then
implemented with the experimental group but not with the
control group. After the intervention has been completed, the
data of both groups are compared.

Evaluation Approaches
Evaluation
From a practical standpoint, it may be desirable to use
different personnel to evaluate an OD effort than those who
implemented the effort. The people who implemented the
effort may not be capable of objectively evaluating it.

Knowledge Application
The 40-Year Employee
Consolidating Three Organizations

WHY IS CAREER DEVELOPMENT NECESSARY?
Career Development is an ongoing, formalized effort by an
organization that focuses on developing and enriching the
organization’s human resources in light of both the
employees’ and the organization’s needs
can reduce costs due to employee turnover
companies assist employees in developing career plans and
and these plans are closely tied to the organization, hence,
employees are less likely to move to another organization

the fact that an organization shows interest in employees’
career development has a positive effect in the part of the
employees, improve morale and boost production and help
the organization become more efficient ,employees believe
the company regards them as part of the overall plan of the
organization, not just figures and numbers an emphasis on
career development can also have a positive effect on the
ways employees view their job and their employers
career planning is a process by which an individual
formulates career goals and develops a plan for reaching
these goals

career planning objectives
to meet the immediate and future human resource needs
of the organization on a timely basis
to better inform the individual and the organization about
potential career paths within the organization
to utilize human resource programs to the fullest by
integrating the activities that select, assign, develop and
manage individual careers with the organization’s plans

career planning
realistic career planning forces individual to look at
available opportunities in relation to their abilities
with a career plan, a person is much more likely to
experience satisfaction while making progress along
the career path
a good career path identifies certain milestones along
the way, when the person consciously recognizes and
reaches this milestone, he is much more likely to
experience feeling of achievement

The Millennial Generation.
The Millennial Generation, also known as Generation Y, are
those born between 1978 and 1999. The generation grew
up with computers and is the most technologically savvy in
the history. Millennials are expected to make up 75% of
the US labor force by 2025. Millinnials have strong opinions
about work and the things they are looking for are
somewhat different from those of the Baby Boomer
generation. They are looking for more flexibility in areas
such as work locations, schedules, and work assignments.
They want expanded transparency, they want to
understand the rationale behind every decision. They are
looking for flatter organizations and less hierarchy. They
tend to be more team oriented and want to know that work
is not “just a bunch of random different experiences.
HRM IN ACTION

Because Millennials are expected to outnumber Baby
Boomers in the workplace, it behooves today’s
organizations to adapt policies, practices, and even careers
to leverage this generation’s strengths and minimize its
weaknesses.
HRM IN ACTION

WHO IS RESPONSIBLE FOR CAREER DEVELOPMEN
Organization’s Responsibilities
the organization is the entity that has primary responsibility for
instigating and ensuring that career development takes place
to develop and communicate options within the
organization
to carefully advise employees concerning possible
career paths to achieve their career goals
HR are responsible for ensuring that this information is
kept current as new jobs are created and old ones
are phased out

Organization’s Responsibilities
working closely with both employees and their managers,
HR should see that accurate information is conveyed and
that interrelationships among different career paths are
understood
the organization should promote the conditions and create
an environment that will facilitate the development of
individual career plans by employees

Employee’s Responsibilities
the primary responsibility for preparing individual career
plans rests with the individual employee.
career planning is not something one person can do for
another, it has to come from the individual
only the individual knows what he wants out of a career,
and certainly these desires vary appreciably from
person to person

Employee’s Responsibilities
the primary responsibility for preparing individual career
plans rests with the individual employee.
career planning is not something one person can do for
another, it has to come from the individual
only the individual knows what he wants out of a career,
and certainly these desires vary appreciably from
person to person
while the individual is ultimately responsible for preparing
his career plan, people who do not receive encouragement
and direction make little progress

Manager’s Responsibilities “the critical battleground in career
development is inside the mind of the person charged with
supervisory responsibility”
the manager can and should play a key role in facilitating
the development of a subordinate’s career
many managers do not perceive career counseling as part
of their managerial duties, they are not necessarily
opposed to this role, rather they have never considered it a
part of their job
many organizations have designed training programs to help
their managers develop the necessary skills in this area

Manager’s Responsibilities
1. Communicator
- holds formal and informal discussion with employees
- listens to and understands an employee’s real
concerns
- clearly and effectively interacts with an employee
- establishes an environment for open interaction
- structures uninterrupted time to meet with employees
Potential Career Development Roles of Managers

2. Counselor
- helps employee identify career-related skills, interests
and values
- helps employee identify a variety of career options
- helps employees evaluate appropriateness of various
options
- helps employee design/plan strategy to achieve an
agreed-on career goal

3. Appraiser
- identifies critical job elements
- negotiates with employee a set of goals and
objectives to evaluate performance
- assesses employee performance related to goals and
objectives
- communicates performance evaluation and
assessment to employee

3. Appraiser
- designs a development plan around future job goals
and objectives
- reinforces effective job performance
- reviews an established development plan on an
ongoing basis

4. Coach
- teaches specific job-related or technical skills
- reinforces effective performance
- suggests specific behaviors for improvement
- clarifies and communicates goals and objectives of
work group and organization

5. Mentor
- arranges for employees to participate in a high-
visibility activity either inside or outside the
organization
- serves as a role model in employee’s career
development by demonstrating successful career
behaviors

5. Mentor
- supports employee by communicating employee’s
effectiveness to others in and out of organization
- share knowledge about how to learn and work with
others

6. Advisor
- communicates realities of progression in the
organization
- suggests appropriate training activities that could
benefit employee
- suggests appropriate strategies for career
advancement

7. Broker
- assists in bringing employees together who might
mutually help each other in their career
- assists in linking employees with appropriate
educational or employment opportunities
- helps identify obstacles to changing present situation
- helps identify sources enabling a career development
change

8. Referral agent
- identifies employees with problems (career, personal.
health, financial)
- identifies resources appropriate to an employee
experiencing a problem
- bridges and supports employee with referral agents
- follow up on effectiveness of suggested referrals

9. Advocate
- works with employee in designing a plan for redress
of a specific issue at higher levels of management
- works with employee in planning alternative
strategies if a redress by management is not
successful
- represents employee’s concern to higher-level
management for redress specific issues

IMPLEMENTING CAREER DEVELOPMENT
successful implementation of a career development
program involves four basic steps at the individual level
individual’s assessment of his abilities, interests, and career
goals
organization’s assessment of the individual’s abilities and
potentials
communication of career options and opportunities within
the organization
career counseling to set realistic goals and plans for their
accomplishment

Individual Assessment
individual’s assessment of his abilities, interests, and career
goals
while this is not something an organization can do for the
individual, the organization can provide the impetus and
structure
It should not be limited by current resources and abilities,
career plans normally require that the individual acquire
additional training and skills

assessment should be based on reality
this involves identifying personal strengths, not only the
individual’s developed abilities, but also the financial
resources available
once an individual has a grasp of his interests and abilities,
it is very helpful to develop a personal vision statement
which can help stay on track and avoid events that don’t
positively relate to this career

effective vision statement are concise (not more than two
sentences) and they are stated in measurable terms
I want to develop my career by gaining knowledge, skills, abilities and
credentials needed to become a quality schools division superintendent
in Dapitan City earning an annual salary of 1 289 328 by the year 2020
once drafted, it is a good idea to share it with key
stakeholders; it may be revised as one progresses
throughout his career

Assessment by the Organization
the most frequently used source for assessment
performance has been the performance appraisal process
assessment centers can also be a excellent source of
information
other sources include personnel records reflecting
information such as education and previous work experience
it is a good idea for an organization not to depend on any
one source of information but to use as many as are readily
available

Communicating Career Options
to set realistic career goals, an individual must know the
options and opportunities that are available to which the
organization can do several things to facilitate such
awareness
posting in the intranet/boards and advertising job vacancies
are among the several activities that help employees get a
feel for their options
identify possible paths of advancement within the
organization is helpful, done through performance appraisal
process and in sharing human resource planning forecasts

Career Pathing
a technique that addresses the specifics of progressing
from one job to another in the organization
it is a sequence of developmental activities involving formal
and informal education, training and job experiences that
help make an individual capable of holding advanced jobs
it exists on an informal basis in almost all organizations, however
career paths are much more useful when formally defined and
documented as a result in specific descriptions of sequential work
experiences, and how these relate to one another

Career Self-Management
the ability to keep pace with the speed at which change
occurs within the organization and the industry and to
prepare for the future
the basic concept is for the employees to take the
responsibility for managing their own development
the organization defines the necessary core competencies
and each employee assesses whether he has it, or if not,
how these competencies can be developed

it emphasizes the need of individual employees to keep
learning because jobs that are held today may evolve into
something different tomorrow or may simply disappear
entirely
it involves identifying and obtaining new skills and
competencies that allow the employee to move to a new
position
the payoff is more highly skilled and flexible employees and
the retention of these employees

it requires commitment to the idea of employee self-
development on the part of management and provision of
self-development programs and experience for employees
the trend today in many organizations is to emphasize
career self-management

Career Counseling
it is an activity that integrates the different steps in the
career-development process.
it may be performed by an employee’s immediate manager,
a human resource specialist, or a combination of the two
in most cases, it is preferable to have the immediate manager
conduct counseling with appropriate input from human resource
personnel since the immediate manager generally has the
advantage of practical experience, knows tha company and is in a
position to make a realistic appraisal of organizational
opportunities

Career Counseling
managers who are skilled in basic human relations are
successful as career counselors
developing a caring attitude toward employees and their
career is of prime importance
being receptive to employee’s concerns and problems is
another requirement to becoming career counselors

Career Counseling
suggestions for helping managers become better career counselors
1. Recognize the limits of career counseling. Remember
that the manager and the organization serve as catalysts
in the career development process. The primary
responsibility for developing a career plan lies with the
individual employee
2. Respect confidentiality. Career counseling is very
personal and has basic requirements of ethics,
confidentiality and privacy

Career Counseling
3. Establish a relationship. Be honest, open and sincere
with the subordinate. Try to be empathetic and see things
from the subordinate’s point of view
4. Listen effectively. Learn to be a sincere listener. A
natural human tendency is to want to do most of the
talking. It often takes a conscious effort to be a good
listener

Career Counseling
5. Consider alternatives. Help subordinates realize that a
number of choices are usually available, help them
expand their thinking and avoid being limited by past
experience.
6. Seek and share information. Be sure the employee and the
organization have completed their respective assessments of
the employees abilities, interests and desires and that the
result is clearly communicated to the employee and that he is
made aware of potential job openings within the organization.

Career Counseling
7. Assist with goal definition and planning. Remember
that the employee must make the final decisions.
Managers should serve as “sounding boards” and help
ensure that the individual’s plans are valid

REVIEWING CAREER PROGRESS
Individual careers rarely go exactly according to plan. The
environment changes, personal desires change and other
things happen. However, if the individual periodically
reviews both the career plan and the situation, he can
make adjustments so that career development is not
impaired.
A career plan that is not kept current rapidly becomes
useless. Complacency is the greatest danger once a career
plan has been developed. The plan must be updated as the
circumstances and the individual change

CAREER-RELATED MYTHS
Employees and managers hold many myths related to career
development and advancement, which are misleading and can inhibit
career development
Myth 1: There is always room for one more person at
the top. This myth contradicts the fact that the structures of the
overwhelming majority of today’s organizations have fewer
positions available as one progresses up the organization.
Adherence to this myth fosters unrealistic aspirations and
generates self-perpetuating frustrations
Myths held by Employees

Myth 2: The key to success is being in the right place at
the right time. One can always find a highly successful person
who attributes all of his or her success to being in the right place at
the right time.
People who adhere to this myth are rejecting the basic philosophy
of planning: that a person, through careful design, can affect rather
than merely accept the future.
Adherence to this myth is dangerous because it can lead to
complacency and a defeatist attitude.

Myth 3: Good subordinates make good superiors. This
myth is based on the belief that those who perform best in their
current jobs should be the ones who are promoted. This is not to
imply that good performance should not be rewarded, for it should.
However, promotions are made based on the requirements of the
new job in addition the individual’s present job performance. Many
a times good employees failed when promoted to managerial
positions. Not because someone excels at one job does not mean
he will excel in all jobs, or even the next-level job

Myth 4: Career development and planning are functions
of human resource personnel. The ultimate responsibility for
career development and planning belongs to the individual, not to
human resource personnel or the individual’s manger. HR can
assist the individual and answer questions, but they cannot develop
a career plan for him. Only the individual can make career-related
decisions.

Myth 5: All good things come to those who work long,
hard hours. People guided by this myth often spend 10 to 12
hours a day trying to impress their managers. However, extra hours
on the job often have little or no relationship to what the manager
considers important, to the person’s effectiveness on the job or to
the individual’s long-range career growth.

Myth 6: Rapid advancement along a career path is
largely a function of the kind of manager one has. A
manager can affect a subordinate’s rate of advancement, however,
those who adhere to this myth often accept a defensive role and
ignore the importance of their own actions. Belief in this myth
provides a ready-made excuse for failure. It is easy and convenient
to blame failures on one’s manager.

Myth 7: The way to get ahead is to determine your
weakness and then work hard to correct them. Successful
salespeople do not emphasize the weak points of their products,
rather, they emphasize the strong points. The same should be true
in career development and planning. Individuals who achieve their
career objectives do so by stressing those things they do
uncommonly well. The secret is to first capitalize on one’s strengths
and then try to improve deficiencies in other areas.

Myth 8: Always do your best, regardless of the task. This
myth stems from the Puritan work ethic. The problem is that
believers ignore the fact the different tasks have different priorities.
Because there is only a limited amount of time, a person should
spend that time according to priorities. The ideas is to give
something less than one’s best effort to unimportant tasks in order
to have time to give one’s best effort to the important ones.

Myth 9: It is wise to keep home life and work life
separated. An individual cannot make wise career decisions
without the full knowledge and support of his spouse, he should
share his inner feelings concerning their jobs so that his spouse will
understand the basic factors that weigh in any career decisions.
A healthy person usually has interests other than a job. Career
strategy should be designed to recognize and support, not
contradict, these other interests. Career objectives should be a
subset of one’s life objectives.

Myth 10: The grass in always greener on the other side
of the fence. Regardless of the career path an individual follows,
another one always seems a little more attractive. However, utopia
does not exist. More than likely, a job involves many of the same
problems every working person might face.
This is not to say that job and related changes should not be made;
however, one should avoid making such changes hastily.

Myth 1: Career development will raise expectations.
Many managers fear that an emphasis on career development will
raise employee expectations to unrealistically high levels. Career
development should do the opposite, it should bring employee’s
aspirations into the open and match their skills, interests and goals
with oppurtunities that are realistically available
Myths held by Managers

Myth 2: We will be overwhelmed by requests. This myth is
based on the fear that an emphasis on career development will
raise employee will deluge their managers for information about
jobs in other parts of the organization and that employees will
expect the organization to provide them with a multitude of career
development. While this fear is very realistic in the minds of the
managers, it is basically unfounded

Myth 2: We will be overwhelmed by requests. This myth is
based on the fear that an emphasis on career development will
raise employee will deluge their managers for information about
jobs in other parts of the organization and that employees will
expect the organization to provide them with a multitude of career
development. While this fear is very realistic in the minds of the
managers, it is basically unfounded.

Myth 3: Managers will not be able to cope. Management
often becomes concerned that introducing career development and
planning will place managers in a counseling role for which they are
ill prepared.
Myth 4: We do not have the necessary systems in
place. This myth is based on the belief that before the
organization can introduce career development, it must first put in
place a whole series of human resource planning mechanisms
such as job posting, succession planning, and certain training
experiences

DEALING WITH CAREER PLATEAUS
It is the point in a career where the likelihood of an additional
promotion is very low.
It takes place when an employee reaches a position from
which he is not likely to be promoted further.
All employees reach a plateau in their career, others reached
this level earlier than others
Plateaued employees are those who “reach the promotional
ceiling” long before they retire

Because it is inherently true that fewer positions are available
as on moves up the hierarchical ladder, plateauing does not
necessarily indicate failure.
However the case of a plateauee may need to be handled
differently in some situations than that of an employee still on
the rise in the organization

T2
T1
T3
MT1
MT2
MT3
MT4
HT
SP
PSDS, ES1
ES2
CHIEF
ASDS
SDS
CHIEF
ARD
RD

Four Principal Career Categories
LEARNERS – individuals with high potential for advancement
who are performing below standard
STARS – individuals presently doing outstanding work and having
a full potential for continued advancement; these people are on
the fast-track career paths
SOLID CITIZENS – individuals whose performance is
satisfactory but whose chance for future advancement is small.
DEADWOOD– individuals whose present performance has fallen
to an unsatisfactory level

Four Principal Career Categories
Naturally, organizations would like to have all stars and solid
citizens
The challenge however, is to transform the learners into stars
and solid citizens and keep the current stars and solid
citizens from slipping into the deadwood category
There is a tendency to overlook solid citizens. The learners,
stars and deadwood usually get the most of attention in terms
of development programs and stimulating assignments

Actions that can aid in managing career plateauing process
Prevent plateauees from becoming ineffective (prevent a
problem from occuring)
Integrate relevant career related information systems
(improve monitoring so that emerging problems can be
detected and treated early
Manage ineffective plateaus and frustrated employees more
effectively (cure the problem once it has arise)

Rehabilitating Ineffective Plateaus
Certainly deadwoods are can have negative impact but there
are also several good reasons to salvage these employees
Job Knowledge – plateaued employees have usually
been in the job for quite some time and has amassed
considerable job knowledge
Organizational knowledge – plateaued employees not
only know their jobs but also know the organization
Loyalty – plateaued employees are not job hoppers and
demonstrated above-average loyalty in the organization

Rehabilitating Ineffective Plateaus
Possibilities that exist in rehabilitating plateaus
Provide alternative ways of recognition  assignment to
chair technical committees, training new employees
Develop new ways to make their current jobs more
satisfying by relating employees’ performance to the
organization’s goal achievements
Effect revitalization through reassignment. The ideas
here is to implement systematic job switching to positions
at the same level that require many similar, though not
exactly the same skills, and experiences

CAREER LATTICES
The idea of a career lattice is to think of employees moving at
any angle, heading from side to side, supporting organizational
goals while getting their career goals met at the same time.
The lattice approach supports employees to move to different
projects and locations across the organization rather than only
through higher ladder-like levels.
Mass Career Customization (MCC) goal is to align current and
future career development options.

CAREER LATTICES
MCC Framework outlines a definite set of options along each of
four core career dimensions:
PACE – addresses how fast the employee wants to grow and
accelerate on his career
WORKLOAD – addresses whether the employee wants to
work of part time
LOCATION/SCHEDULE – focuses when and where the
employee works
ROLE – focuses what kind of work responsibilities the
employee has or wants

CAREER LATTICES
LATTICE THINKING LADDER THINKING
Movement in the organization is at any
angle: side to side, up or down
Movement is restricted to up or down
What and how employees contribute is
most important
Promotions and titles are most important
Fluid, long term strategy, grow in your
current position
Static, long term strategy
Look organization-wide for expertise Look upward in the organization for
expertise
Rewards are based on learning and
performance
Rewards are related to titles

THE IMPACT OF DUAL-EMPLOYED COUPLES AND
SINGLE-PARENT EMPLOYEES
Dual-employed couples are usually classified into two categories
DUAL-CAREER COUPLES both members are highly committed
to their careers and view work as essential to their psychological
sense of self and as integral to their personal identities. They
view their employment as part of a career path involving
progressively more responsibility, power and financial
renumeration

THE IMPACT OF DUAL-EMPLOYED COUPLES AND
SINGLE-PARENT EMPLOYEES
Dual-employed couples are usually classified into two categories
DUAL-EARNER COUPLES one or both of the members defines
employment as relating to rewards such as money for paying
bills, an opportunity to keep busy, or an additional resource to
help out. They do not see their employment as an integral part of
their self-definition

LIFE PREPAREDNESS
A healthy state of vigilance regarding threats to one’s career
well-being as well as alertness to resources and opportunities to
which one capitalizes.
Use proactive strategies to manage barriers, build supports and
otherwise advocate for one’s own career life future.
Under this principle, one considers the things that can go right
and the things that can go wrong
Its goal is an expanded awareness that obstacles often impede
career paths, a healthy sense of career vigilance towards career
threatening events, a set of strategies for responding to and
recovering from setbacks and a proactive stance towards
managing one’s own work life and promoting one’s own work

LIFE PREPAREDNESS
Goals
- expanded awareness that obstacles often impede
career paths
- a healthy sense of career vigilance towards career
threatening events
- a set of strategies for responding to and recovering
from setbacks and
- a proactive stance towards managing one’s own work
life and promoting one’s own work well-being

“Behind every
successful person,
there is one
elementary truth.
Somewhere,
someway,
someone cared about
their growth and
development.”
- Donald Miller, UK Mentoring
Programme

Organizatrional and career development

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