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Transcript of Career Progression is No Longer Necessarily Linear And
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Career progression is no longer necessarily linear and "up the ladder." It can take a variety of forms
and can
involve:
increasing the breadth or depth of responsibilities,
using more advanced knowledge or skills,
taking on bigger or more challenging projects, and/orsupporting or interacting with higher level administrators or faculty.
Who is responsible for an employee's career progression?Career planning is a shared responsibility between an employee and a manager/supervisor. The role of
a
manager/supervisor is ongoing, and continues throughout the employment relationship. It is an
expectation and
responsibility of a manager/supervisor in a broadbanded environment to provide leadership in
facilitating an
employee's career development and progression, salary progression, performance, and skilldevelopment.
Employees are responsible for identifying their career goals and areas in which they would like to
expand their
knowledge and skills, then discussing with managers/supervisors how these goals can support the
mission of the
employing unit.
How is the determination made that an employee is ready for career progression?Employees should be established and meeting department performance standards before beginning the
careerprogression process. If there are performance issues, these should be addressed before a career
progression plan
is developed.
Why encourage employee career progression?
It is the role of managers/supervisors to create an environment of learning and professional growth for
staff. A
learning environment reflects the values of the Ohio State Mission and Values Statement, which
encourages
continuous learning and opportunities to develop professional growth. Providing career development
opportunities assists in creating a motivating environment which can lead to increased job
satisfaction. Theuniversity, as well as the employee, is the beneficiary when already knowledgeable staff are provided
with
opportunities to enhance their skills and abilities. Providing opportunities for growth can also be an
effective
retention strategy.
When should career progression discussions occur?
The university's Core Performance Management Process
includes discussions about employee development as an integral part of the process. During
performance
planning, managers/supervisors and employees set goals for development.
The coaching phase of the core performance management process recognizes that this is an ongoing
process that
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continues throughout the year. As needs within a unit change, additional opportunities are created for
identifying
growth and development potential within the unit.
What is the relationship between career progression and salary increases?
Career progression can encompass both short-term and long-term goals. Sometimes career
advancement is
significant enough to warrant an increase in salary. At other times, it is an opportunity for learning
and growth
that will position the employee for possible salary advancement in the future.
Roles and Responsibilities for Career Progression
Who is responsible for an employee's career progression?Career planning is a shared responsibility between an employee and a manager/supervisor. The role of
a
manager/supervisor is ongoing, and continues throughout the employment relationship. It is an
expectation andresponsibility of a manager/supervisor in a broadbanded environment to provide leadership in
facilitating an
employee's career development and progression, salary progression, performance, and skill
development.
Employees are responsible for identifying their career goals and areas in which they would like to
expand their
knowledge and skills, then discussing with managers/supervisors how these goals can support the
mission of the
employing unit.
How is the determination made that an employee is ready for career progression?Employees should be established and meeting department performance standards before beginning the
careerprogression process. If there are performance issues, these should be addressed before a career
progression plan
is developed.
Why encourage employee career progression?It is the role of managers/supervisors to create an environment of learning and professional growth for
staff. A
learning environment reflects the values of the Ohio State Mission and Values Statement, which
encourages
continuous learning and opportunities to develop professional growth. Providing career development
opportunities assists in creating a motivating environment which can lead to increased job
satisfaction. The
university, as well as the employee, is the beneficiary when already knowledgeable staff are providedwith
opportunities to enhance their skills and abilities. Providing opportunities for growth can also be an
effective
retention strategy.
When should career progression discussions occur?
The university's Core Performance Management Process (http://www.ohr.ohio-
state.edu/ohrd/pmmenu.htm)
includes discussions about employee development as an integral part of the process. During
performance
planning, managers/supervisors and employees set goals for development.
The coaching phase of the core performance management process recognizes that this is an ongoing
process that
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continues throughout the year. As needs within a unit change, additional opportunities are created for
identifying
growth and development potential within the unit.
What is the relationship between career progression and salary increases?
Career progression can encompass both short-term and long-term goals. Sometimes career
advancement is
significant enough to warrant an increase in salary. At other times, it is an opportunity for learning
and growth
that will position the employee for possible salary advancement in the future.
Considerations for salary advancement can be found on Page 11. University guidelines for salary
administration
are contained in Section 3.10 of the Human Resources Policy and Procedure Manual
USING THE CAREER PROGRESSION MATRIX
The Ohio State UniversityOffice of Human Resources, 9/20003What is represented in the matrix?The sample career progression matrix on Page 7 represents a basic overview of the core duties of the
office
associate classification. This sample matrix is intended as a reference tool--not a definitive formula--
for career
progression and development within the office associate classification.
The sample matrix is based upon information gathered by OHR, Employment Services, in a study of
office
associate positions posted and hired at Ohio State during 1999. Not all office associates are currently
performingduties in each area. In addition, not every skill area that an office associate may currently be engaged
in is
represented in the matrix. However, these areas are representative of office associate positions
throughout the
university.
Why might I use the matrix in my planning process and discussions?Career progression planning can begin by identifying the level at which office associate staff are
currently
functioning in the range of duties represented by the matrix. Although the major categories of skill are
fairly
comprehensive for this classification, you may find you want to add to the specific skills listed within
each
category to customize the matrix to your position.
Career progression planning for an employee may involve charting development in an area where the
employee
has already acquired some skills and knowledge, and is ready for development opportunities. It can
also involve
adding new areas of expertise that the employee is not currently using.
What specific steps should I follow when using this matrix?The steps below outline a process that can be followed in using the career progression matrix.
However, each unit
should identify the most appropriate uses of the matrix, and consider developing a customized model
to supportthe specific mission and goals of the unit.
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Step 1: Assess existing skills and responsibilitiesAs part of the Core Performance Management Process, a dialogue between the manager/supervisor
and employee
should occur to assess the employee's current duties. Key questions may include:
Has the employee successfully mastered the skills to succeed in the current job?
In what areas of the matrix, and at what level, is the employee currently engaged?What skills does the employee possess that are not currently being utilized?
Step 2: Strategize potential areas for growth and developmentThese questions should be asked during the Core Performance Management Process, and throughout
the year.
Consider the following:
What is the employee currently doing that could be enhanced with additional training and/or the
opportunity to take on higher level or a broader range of responsibilities?
What additional skills or responsibilities may enhance the employee's ability to further the mission
and
goals of the unit?
What are the employee's interests or goals?
Using the Career Progression MatrixThe Ohio State UniversityOffice of Human Resources, 9/2000
4Step 3: Identify goals and expectations.Goals and expectations should be clearly defined with a timeframe for completion.
Step 4: Identify training, mentoring, or coaching opportunities so that employees can
successfully apply
new skills and knowledgeMentoring, coaching, and suggestions for training alternatives that will support the career progression
process are
discussed on Page 14. Employees should be provided with opportunities for adequate training for new
and/or
existing responsibilities while balancing employee interests with the business needs of the unit.
Step 5: Evaluate the career development process and provide the employee with feedbackEvaluation is key to the success of the career progression process. Employees who succeed in taking
on new
responsibilities will continue to look for opportunities for growth. Sometimes it will become evident
that
development occurred too rapidly, without adequate resources, or beyond the comfort level of the
employee. An
effective manager/supervisor will continuously evaluate along with the employee, and make
appropriateadjustments to the career progression plan as needed.
Step 6: Evaluate and manage compensationIt is important, as the employee gains new skills and responsibilities, to review compensation and
ensure
employees are being compensated for attaining value-added skills. There are three instances in which
salary
might be increased.
If the employee has acquired a significantly new set of content knowledge or skills, a salary increase
might
occur if the nature of the employees position changed. For instance, if the employee began doingHR/ARMS
work, then accepted fiscal responsibilities later.
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A second example would be if the employee began to manage people or multiple projects or
programs.
When the position requires an increase in the depth or level of complexity in a particular area of
expertise, a
salary increase may be warranted.
What if an employees career progression plan involves moving to another unit?Appropriate growth and development opportunities should be identified within the employing unit.
However,
movement from one unit to another and/or to a different classification will sometimes be necessary for
continued
growth. Units should not be deterred from developing an employee out of fear of the employee
securing a
position elsewhere.
Step 3: Identify goals and expectations.
Goals and expectations should be clearly defined with a timeframe for completion.Step 4: Identify training, mentoring, or coaching opportunities so that employees can
successfully apply
new skills and knowledgeMentoring, coaching, and suggestions for training alternatives that will support the career progression
process are
discussed on Page 14. Employees should be provided with opportunities for adequate training for new
and/or
existing responsibilities while balancing employee interests with the business needs of the unit.
Step 5: Evaluate the career development process and provide the employee with feedbackEvaluation is key to the success of the career progression process. Employees who succeed in taking
on new
responsibilities will continue to look for opportunities for growth. Sometimes it will become evidentthat
development occurred too rapidly, without adequate resources, or beyond the comfort level of the
employee. An
effective manager/supervisor will continuously evaluate along with the employee, and make
appropriate
adjustments to the career progression plan as needed.
Step 6: Evaluate and manage compensationIt is important, as the employee gains new skills and responsibilities, to review compensation and
ensure
employees are being compensated for attaining value-added skills. There are three instances in which
salary
might be increased.If the employee has acquired a significantly new set of content knowledge or skills, a salary increase
might
occur if the nature of the employees position changed. For instance, if the employee began doing
HR/ARMS
work, then accepted fiscal responsibilities later.
A second example would be if the employee began to manage people or multiple projects or
programs.
When the position requires an increase in the depth or level of complexity in a particular area of
expertise, a
salary increase may be warranted.
What if an employees career progression plan involves moving to another unit?
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Appropriate growth and development opportunities should be identified within the employing unit.
However,
movement from one unit to another and/or to a different classification will sometimes be necessary for
continued
growth. Units should not be deterred from developing an employee out of fear of the employee
securing a
position elsewhere.
The Ohio State UniversityOffice of Human Resources, 9/2000
5IntroductionJane Doe is hired as an office associate, with a working title ofDepartment Secretary. She provides
general
office support and customer service for the Department of Surgery. Her primary duties include typing
grants,
manuscripts and other documents, responding to inquiries, and reconciling financial statements. She
works
directly for one physician and provides support to one or two additional physicians. She reports to anOffice Staff
Coordinator, Ms. I.M. Progressive.
What instances would merit consideration of an annual increase, an off-cycle increase, and/or
career
progression within the classification, or a re-classification for Jane Doe?
Scenario 1
Background
As part of the units performance management process, Supervisor Progressive notes that Jane hascompleted a
number of training sessions that she and her supervisor had discussed at the beginning of the
performance cycle.
Additionally Jane has shown the ability to apply many of the skills she learned to her duties as an
office associate.
Factors to considerSupervisor Progressive considers several factors when contemplating what to do to recognize Janesexcellent job
proficiency. These factors include the units compensation philosophy and internal equity. The unitscompensation philosophy includes a desire to provide managers/supervisors the flexibility needed to
recruit and
retain high quality staff. Additionally the supervisor is considering whether to recognize Janesaccomplishments
through the annual salary increase process or through an off-cycle salary action.
ResultsSince the supervisor is getting ready to complete Janes performance evaluation for the fiscal year,she decides to
utilize the upcoming annual increase process to recognize Jane. A change in classification is not
warranted at this
time.
Scenario 2
BackgroundSupervisor Progressive acknowledges that Jane is proficient at all the basic aspects of her position and
has taken
on some new and/or expanded duties. These duties include maintaining spreadsheets, generating
reports, and
assisting with maintaining the department web site.Factors toconsider
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Supervisor Progressive looks at the salary levels of other office associate/department secretaries in her
unit,
department, and college. She determines that Janes pay is a little low compared to other departmentsecretaries
with similar responsibility levels. She also wants to consider external market data and local value.
Supervisor P.
learns that Janes pay is even lower compared to the external data than it was compared to internal
data.
The Ohio State UniversityOffice of Human Resources, 9/2000
5
Career Progression- Sample ScenarioIntroductionJane Doe is hired as an office associate, with a working title ofDepartment Secretary. She provides
general
office support and customer service for the Department of Surgery. Her primary duties include typing
grants,
manuscripts and other documents, responding to inquiries, and reconciling financial statements. She
works
directly for one physician and provides support to one or two additional physicians. She reports to an
Office Staff
Coordinator, Ms. I.M. Progressive.
What instances would merit consideration of an annual increase, an off-cycle increase, and/or
career
progression within the classification, or a re-classification for Jane Doe?
Scenario 1
Background
As part of the units performance management process, Supervisor Progressive notes that Jane hascompleted anumber of training sessions that she and her supervisor had discussed at the beginning of the
performance cycle.
Additionally Jane has shown the ability to apply many of the skills she learned to her duties as an
office associate.
Factors to considerSupervisor Progressive considers several factors when contemplating what to do to recognize Janesexcellent job
proficiency. These factors include the units compensation philosophy and internal equity. The unitscompensation philosophy includes a desire to provide managers/supervisors the flexibility needed to
recruit and
retain high quality staff. Additionally the supervisor is considering whether to recognize Janesaccomplishments
through the annual salary increase process or through an off-cycle salary action.
ResultsSince the supervisor is getting ready to complete Janes performance evaluation for the fiscal year,she decides to
utilize the upcoming annual increase process to recognize Jane. A change in classification is not
warranted at this
time.
Scenario 2
BackgroundSupervisor Progressive acknowledges that Jane is proficient at all the basic aspects of her position and
has taken
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on some new and/or expanded duties. These duties include maintaining spreadsheets, generating
reports, and
assisting with maintaining the department web site.
Factors to considerSupervisor Progressive looks at the salary levels of other office associate/department secretaries in her
unit,
department, and college. She determines that Janes pay is a little low compared to other departmentsecretaries
with similar responsibility levels. She also wants to consider external market data and local value.
Supervisor P.
learns that Janes pay is even lower compared to the external data than it was compared to internal
data.
Scenario 2 (Continued)
Result
Supervisor Progressive discusses Janes situation with her department HRP, who indicates the currentworking
title is still appropriate, but the increased responsibilities merit a salary increase. Supervisor
Progressive shares
the information with Dr. Z, who approves the request and forwards it to the department HRP and the
college
office for an off-cycle salary increase.
Scenario 3
BackgroundSome time later, the department experienced growth and added new positions and support staff. Jane
is now
providing support for two additional physicians, preparing the department newsletter and coordinating
officeactivities in the supervisors absence. She discusses her increased responsibilities along with herrecent training
she has attended on ARMS-HR System and desktop publishing with Supervisor Progressive.
Supervisor
Progressive confers with the department HRP regarding Janes situation and how other departmentsare dealing
with similar issues.
ResultAfter discussing Janes increased responsibilities and the recent growth of the department, they bothagree on
Janes progression within the classification. The HRP recommends that Supervisor Progressive
change Janesworking title to Department Lead Secretary and increase her pay. Generally this increase would be
between 5%
to 10%.
Scenario 4
BackgroundApproximately one year later, the office staff coordinator moved to a different position and Jane has
continued to
pick up administrative duties in the department. These additional duties include preparing and
maintaining
financial records, and assisting with budget preparation and maintenance, including preparing initial
budget
recommendations and representing the department fiscal officer at meetings.
Result
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Jane discusses with the supervising physician whether her current title is most appropriate, who
concurs that a
review of her position is warranted. She updates her position description and forwards it to the
department HRP
for review. Upon review by the college HRP and OHR, it is recommended that Janes position bereclassified to
an office administrative associate.
The sample career progression matrix on the following page represents an overview of the various
duties an office
associate may progress through while employed in the office associate classification. Although the
matrix is
intended to be read from top to bottom, an office associate is not likely engaged at the same level in
all of the skill
areas. For example, an office associate may be very advanced in the duties performed with regard to
communication, but have no fiscal duties whatsoever. The matrix is intended to stimulate
conversation about the
opportunities for career progression, and is not a formula for progressing in the office associate
Career Progression MatrixSample Scenario
e Ohio State University
Office of Human Resources, 9/2000
8
The categories on this planning document can be defined by the unit to match the duties of aparticular position. The following table can
be used to identify the current status of an office associate in each category, the goals for
progression, and a strategy for achieving
identified goals.
EXAMPLE:General
Scope/Content Area Current status Goals
Training/Mentoring
Plan TimeframeCommunication Effectively responds to inquiries and requests
by identifying appropriate sources of
information (faculty or staff member) and
relaying information in timely manner to
customers
Broaden knowledge of sources of information
(Web sites, on- and off-campus information
sources, information materials) so that greater
responsibility can be assumed for researching
and providing information to customers
Arrange a six week (two
hours each week)
mentoringplan with
content specialist
Complete
mentoring plan
by end of winter
quarter
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Career Progression Worksheet
Salary Considerations
Where do I begin when considering a salary action?
The first factor to evaluate when considering a change in salary is the units compensationphilosophy. A
compensation philosophy is a set of guiding principles that are based on values that drive
compensation decisionmaking.It should describe the desired competitive position (see discussion on local value below) and the
critical
factors (see discussion below) for moving pay for employees of the unit. The specific factors
evaluated in making a
pay decision are then filtered through this philosophy. After considering the relevant factors, a unit
must determine if
it is most appropriate to take action at the time of the annual budget increase or outside of that
process.
What other factors should be considered when determining pay and how do they specifically apply
to the office
associate classification?
1. What is internal equity?Internal equity refers to the pay relationships among jobs (taking into consideration skill levels and
years of
experience within a single organization) and focuses attention on employee and management
acceptance of these
relationships. It involves establishing equal pay for jobs of equal worth and acceptable pay
differentials for
positions with greater scope and responsibility.
How do I evaluate internal equity?
To evaluate internal equity for an office associate position in your work unit, you would first identify
any other
office associate jobs in the work unit, identify groups of those jobs based on any differences within
that group in
role and nature of job duties, and note the salary levels of each incumbent in each of those groups.
The next step would be to compare the pay levels of the incumbents in the job groups to the position
in question
and determine if the relative ranking of the salary of the position is logical in the context of the other
positions. If
it is not, then a further evaluation of skills and experience of all incumbents and/or any other factors
would be
critical to making an appropriate pay decision.
2. What is relevant market?
Relevant market is the competitive geographical, educational and/or occupational area within which
the universitycompetes for qualified employees.
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What is the relevant market for an office associate position?
Generally speaking, the relevant market for an office associate position includes central Ohio
employers, both
public and private sector. Although there is competition with the State Government of Ohio for some
of these
positions, standard industry practice for compensation professionals in the local area would suggest
that this
should be given less weight than all other comparisons since their system is significantly impacted by
the decisions
of the state legislature, by the collective bargaining process, and generally requires new hires to enter
at the salary
grade minimum.
Salary ConsiderationsThe Ohio State UniversityOffice of Human Resources, 9/2000
12
3. What is market value?Market value is the result of a process to identify the relative worth of a specific position compared to
a broadly
applied industry standard. Typically this involves comparing a specific job and salary to similar jobs
and their
respective salaries in the university, in higher education, and with other local and national employers.
The
comparison process will typically result in a range of dollars rather than a single dollar point since
generally no
two jobs are exactly the same in scope and range of duties.
What is the market value for an office associate position?
For assistance in determining the market value of an office associate position, employees should
contact theirmanager/supervisor who may then consult with OHR, Consulting Services.
4. What is local value?
Local value refers to the relative worth of a particular job to a department/unit. Local value should be
thought of
as a filtering process for broadly applied industry salary data that includes an examination of:
availability of funds to pay for the position
impact of the position on the units ability to accomplish its mission
desired competitive position for the units employees (intentions to lag, meet or lead the market) asit
relates to recruitment strategies for the position.
Generally speaking:The greater and more direct impact a job has on the organization, the greater the local value.
The greater or more complex the skill set required, the greater the local value, assuming that
performance is at or above an acceptable level.
This filtering process typically will result in a narrowed range of dollars versus a single dollar point.
How do I use local value with a position?
Once you have obtained a range of market salary data (internal and/or external), you should look at
that range and
determine exactly where to position the target salary based on the funds you have available, the
amount of growth
you expect in the position, the recruitment and retention strategy needed to maintain the position, and
the criticality
of this job to the ability of your group to accomplish its mission.
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Example: This position is the only office support position assigned to a newly established academic
program. The
employee must perform a wide range of duties including support for the HR, purchasing, and student
programs
functions. A portion of the programs success can be tied to the level of customer service given by thisindividual.
Therefore, a target salary range that is in the mid to upper portion of the range would be appropriate.
What situations should be recognized through the annual salary increase process?Annual increases are the primary vehicle for progressing employees toward their competitive market
salary and for
recognizing and rewarding staff performance. Annual increases are given during the universitysannual salary budget
process. On-going normal skill development and gradual increases of responsibility should be
addressed through this
process. Therefore, it is critical that managers/supervisors review performance of their staff as part of
this annual
process.
The Ohio State UniversityOffice of Human Resources, 9/2000
13What should I consider in determining an annual increase amount?
Allocations of larger amounts should be made to those whose performance levels separate them
positively from
the norm and who are further from their competitive market salary. This may mean smaller increases
for
satisfactory or less than satisfactory performers or for those earning salaries that are substantially
above the
internal/external market.
What situations should be recognized through an off-cycle increase?
Off cycle increases are given at a time of the year outside of the annual salary budget process.
Generally they are given
to recognize substantial changes in scope or organizational structure that affect a position (career
progression,
situations that would have resulted in a reclassification pre-broadbanding, substantial new
responsibility for employee
supervision, etc.). However, they may also be given for reasons including improving internal/external
equity,
recognition of shifts in the market for a given set of skills, performance review cycles and/orfunding cycles that
require increases to be given at a time other than at the beginning of a new university fiscal year.
What factors should I consider in determining an off-cycle increase amount?Factors to be considered include:
the degree to which the scope and primary function of the position has changed,
the degree the market may have shifted for the particular skill set and level of responsibility,
the relative level of performance of this staff member to his or her peers,
the proximity of his or her current salary to their competitive market salary,
the level of incumbents salary compared to others in department and across university,
the employees overall contribution to the organization, and
the degree of difficulty to recruit and retain a comparably qualified employee.
The fact that Ohio State is a public employer and that salary records are public record should also be
considered. This
consideration should be made from two perspectives: 1) since these increases are given outside the
annual budget
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process, other employees in the unit are typically very keenly interested in why an increase of this
nature is given to an
employee at this time and will likely question or want to vie for a raise for comparable reasons and 2)
our ultimate
accountability is to the public and we therefore need to be accountable for any expenditure of funds.
So how do I use all of this information to form a decision?The most critical first step is to determine if the individuals salary is equitable when compared toother similarly
situated staff in the unit. The second tier of the decision making process is to then evaluate the
incumbents skills andability to perform the assigned tasks of their position. If the employee has accomplished the desired
skill and
experience level for the position, then his or her salary should be equitable to others performing at a
similar level. If
not, then a development plan and accompanying compensation plan should be established to guide the
growth process.
The Ohio State University
Office of Human Resources, 9/200014When employees seek professional development and advancement they often need to increase their
knowledge, skills
and abilities in various areas. An employee and supervisor can enter into a partnership to assess what
kinds of skills
are needed to enrich the present position or to facilitate career advancement. The supervisor can
recommend and
develop a training plan. The manager/supervisor or employee may initiate this process.
When should a manager/supervisor and employee discuss training opportunities?Opportunities for discussions about training may naturally occur:
during performance planning goal-setting sessions
when there is a change or addition of responsibilities
when there is a new department vacancy and opportunity to advance
when a change in department organization leads to changing roles
when an employee desires to learn a new skill to enhance performance.
Training can provide individuals with needed skills in areas such as supervision, computer software
skills, university
policies, payroll, budgeting and ARMS. An example of such a need for training may occur when an
employee whose
main responsibility has been assisting customers is presented with additional responsibilities such as
assisting with
payroll and budget, producing a newsletter and/or supervising staff.
What formal training does the university offer?The university offers a variety of training to Ohio State employees. Some of the training that would
assist in the office
associate classification includes:
ARMS training (Web site--www.arms.ohio-state.edu/training/train2000.html)
Organization and Human Resource Development (OHRD) offers Supervisor Training to Enhance
Performance
or Certificate Program for Office Administrative Staff--(614) 292-4500
Office of Information Technology (OIT) offers computer training: covers use of several computer
software
programs including PowerPoint--(614) 688-HELP
Continuing Education--more in depth training on some software applications including Microsoft
Word and
Power Point for a fee--(614) 292-8571
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Office of the Controller: Financial Training and Documentation Workshop Series--(614) 292-8411
What other training options are there to consider?While there are various formal training opportunities available at the university, many exist externally
as well. For
information on possible training opportunities outside the university, you may contact OHRD at (614)
292-4500. They
also house a learning resource center, which serves as a lending library of books and videotapes on
building workplace
skills.
Some training options to consider are coaching, mentoring and rotation or cross-training.
COACHING
What is coaching?Managers/supervisors may serve as coaches to assist individuals in attaining career goals. Coaching
consists of a
combination of ongoing as well as spontaneous meetings between supervisors and employees to
discuss the employee's
career goals and professional development. An experienced supervisor works directly with an
employee and offers
Training Options and InformationThe Ohio State UniversityOffice of Human Resources, 9/2000
15direction and support. Meetings occur between supervisors and employees to discuss the employee's
strengths and
areas for improvement and learning, as well as to identify barriers to performance.
What are the roles of the supervisor and employee in coaching?The supervisor and employee both have distinct roles in the area of coaching. It is important for the
supervisor to
provide feedback to the employee and discuss the learning and professional needs as well as theopportunities for
career development within the organization. Many of these issues can be explored initially during
performance goal
setting sessions as well as through ongoing informal discussions. While the supervisor may share
ideas that can
improve performance, the employee can also provide insight into what motivates him or her and
indicate a desire for
development opportunities. The employee may indicate that there are additional tasks or
responsibilities that they
would like to learn. Both the supervisor and employee should work together to identify barriers to
successful job
performance and discuss strategies to overcome these.
MENTORING
What is mentoring? Is that similar to coaching?Mentoring is another training option, which consists of a developmentally oriented relationship
between a senior and
junior colleague or between two peers. Mentoring can occur at all levels of the organization and
usually involves
advising, role modeling, and assisting with the development of technical and interpersonal skills, as
well as relevant
job-related competencies. Such a relationship can give individuals an opportunity to learn more about
the organization
and determine what opportunities they would like to explore. Perhaps an experienced employee iswilling to share his
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or her knowledge with an individual who is new to the organization or who wishes to explore other
types of
employment within the department. A mentor can provide another less experienced employee with the
opportunity to
gain new career insights and to look at other career options.
ROTATION/CROSS TRAINING
How can a current employee learn new skills and still complete his or her job responsibilities?
Rotation, or cross-training, is another training option, which assists employees in learning new skills
and
understanding the responsibilities of other positions within the organization. An advantage of cross
training is that it
helps employees to become more flexible in their current jobs and exposes them to other positions
that they may
consider in their career development plan. Rotation also can assist with maintaining service during an
employee's
absence.
OPTIONS
It sounds like there are many options. How is the best training option selected?Consider the type of training that will benefit the employee in his or her present job or that will
enhance opportunities
for professional development. The training choice may be formal training or a combination of the
types of training
discussed above. Work as a partner with the employee to develop the training plan, which matches his
or her interests
and needs. Encourage employees to take an active role in their career development and provide and
solicit feedback
on performance and development. Use the performance goal setting sessions to begin discussions
about career
development.
The Ohio State UniversityOffice of Human Resources, 9/2000
16The information presented in the Guide to Career Progression for the Office Associate emerges from a
variety of
materials produced by OHR and other sources, and was authored through the partnership of the
Compensation,
Consulting Services and Employment Services units in the Office of Human Resources. Listed below
are some
additional sources of information to consider in developing a career progression plan.
The CPG will help ensure that employees develop into managers, supervisors and/or
executives capable of handling the future business
The Career Planning Tool (CPT)
This guide is designed to introduce the DON IM/IT & KM employee to the concepts andprocesses surrounding career development. It is supported by an automated application
called the Career Planning Tool (CPT), which is available separately from the Workforcesection of the DON CIO website at http://www.doncio.navy.mil/workforce. The CPT
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allows a user, based on a selected IM/IT or KM career area and job role (or function), toself-assess their proficiency in the functional competencies for a given role, determinewhere proficiency gaps exist, and design a tailored development strategy to help achieveproficiency in those competencies. In addition to functional competencies, the user canalso perform a similar self-assessment of "Career Foundational Competencies" which arecompetencies that should be displayed by all DON civilians, regardless of job function.
Once these steps are complete, the CPT is used to develop a Career Progression Plan
(CPP), which is similar to an Individual Development Plan (IDP). The CPP contains fourparts: Career Development Data, a Needs Analysis, a Development Strategy, andDevelopment History. The tool, based on the user's self-assessment of competencies,automatically generates most of the CPP.
The CPT is most effectively used in conjunction with the CPG, which contains detailed
information about the career development process. The CPG was previously a two-volume set, with the second volume being a detailed listing of competencies associatedwith each career area and job role. The CPT now replaces Volume II. Instructions on howto use the CPT can be found on the DON CIO Workforce website referenced above.
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What's in it for Me?
Times are changing. Change often brings about uncertainty, which can be veryuncomfortable. However, being prepared for change can help make coping easier. TheCPG and CPT are tools to help the IM/IT & KM workforce prepare for future careers by:
Framing meaningful and realistic career and life goals and translating them intopersonal career and life plans;
Identifying unique work styles and preferences; Looking beyond job descriptions to identify existing skills and competencies that
can be applied in future work assignments while identifying new skills that maybe needed to adapt to new directions in the DON; and
Helping make informed decisions about professional development opportunities.
Perhaps even more important, however, is the opportunity for the DON to show that itreally does care about the IM/IT & KM workforce in these new and uncertain times, andto demonstrate its concern by giving something back.
Career development requires apartnership between the employee
and the organization. While theemployee is ultimately responsiblefor his own development, the
organization plays a major role inproviding the appropriate job-related training and developmentto help employees reachprofessional goals.
This relationship is illustrated inthe figure to the right. Without apartnership between the
organization and employee toensure that investments in job-
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related training and development are provided at the appropriate times in an employee'scareer, the employee runs the risk of becoming obsolete. While it is incumbent on theemployee to make a personal investment in life-long professional development, theorganization must also make an investment in terms of job-related training anddevelopment. This helps the employee attain ever increasing capabilities while buildingher value within the organization.
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DON IM/IT Strategic Plan
The DON IM/IT Strategic Plan brings a collective vision of the future into clearer focusand communicates the DON's commitment to putting information to work for our Sailors,Marines, and Civilians. The most recent version of the IM/IT Strategic Plan outlines eightspecific goals, listed below. Each member of the DON is encouraged to factor these goals
and objectives into programmatic and operational plans.
1. Provide an interoperable information technology infrastructure that ensures
knowledge superiority.2. Infuse advanced information technology into warfighting and business processes.3. Maximize the value and manage the risk associated with information technology
investments.4. Proactively encourage the creation and sharing of knowledge to enable effective,
timely, and agile decision-making.5. Exploit emerging information technologies to achieve information dominance.6. Ensure information resources and critical infrastructures are secure and
protected.
7. Build IM/IT competencies to shape the workforce of the future.8. Foster and incentivize a technology-enabled and information-rich culture.
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IM/IT & KM Workforce Strategic Vision
The CPG will provide the foundation to Build IM/IT competencies to shape theworkforce of the future. It also offers guidance to the newest community, ourKnowledge Management practitioners. Through their expertise the DON will establish KMcapabilities for all to employ in pursuit of Knowledge Superiority. The DON IM/IT & KM
vision for the future will require a skilled and highly competent workforce. Five main
points articulate this vision:
Develop a highly-trained and competent DON IM/IT & KM workforce. Recruit and retain qualified IM/IT & KM personnel.
Increase efficiency and skill levels of the DON IM/IT & KM workforce throughsuperior technical and professional development opportunities.
Produce employees who are qualified to fill high-grade positions. Build a high-performance learning organization.
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Qualities of the IM/IT & KM Workforce
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The DON IM/IT & KM workforce must possess an awareness of both the external andinternal environment. The DON has identified the following focus areas that must bedeveloped by the IM/IT &KM workforce of the future; these are called CareerFoundational Competencies:
Strategic Focus Outcome Oriented Focus Supervisory and Team Focus
Interpersonal Focus Mission Focus Personal Mastery Focus Knowledge Focus
While no employee may fully develop all these skills, it is important that each focuses on
as many as possible and continues to evolve and grow. The areas feature a number ofcharacteristics that are all inherent in leadership effectiveness, as illustrated in the figurebelow and defined in Appendix E:
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Core Values
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The DON IM/IT & KM workforce commits to achieving the overall workforce strategicvision by:
Maximizing the value of IT investments Ensuring the work performed is aligned with the strategic objectives of our
organization and the DON Embracing industry and government best practices for recruiting and retention Valuing our IM/IT & KM workforce Recruiting and retaining specifically to fill our core IM/IT & KM functions.
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Objective of the CPG
This CPG is a tool for determining the career options, professional developmentopportunities, and competency requirements of DON IM/IT & KM employees. It providesguidance for each IM/IT & KM field (career area) in the DON workforce. Specifically, the
CPG and the CPT can be used in developing a Career Progression Plan (CPP). TheCPP identifies the career goal, competency requirements and professional developmentopportunities that are formalized into an execution plan tailored to the individual. TheCPP, in turn, aids in the development of an Individual Development Plan (IDP).
The ultimate goal of the CPG is to develop a highly competent DON IM/IT & KMworkforce. The CPG promotes this goal by:
1. Providing employees with a comprehensive list of competencies needed forperforming major tasks in the IM/IT & KM occupations.
2. Providing learning objectives that are established standards of performance andaccountability.
3. Providing employees and their supervisors with a reference to assist indetermining appropriate training and to prepare employees for more responsibleand challenging positions.
4. Assisting supervisors in making effective use of scarce training resources by
identifying critical competencies, training opportunities and certifications so thatemployees can attend the appropriate courses at the appropriate time, whilegaining useful on-the-job experience.
5. Enabling employees to plan and sequence appropriate career training anddevelopment.
6. Developing and strengthening employees' professional qualifications andleadership abilities.
A quick word to managers
Although this CPG is written primarily for employeesdeveloping their careers, managers play a very
important role and are thus strongly encouraged to readthis guide. There are several steps employees takewhen using this CPG that require managementassistance, guidance and answers. In addition,
managers are essential in communicating the needs ofthe organization and the types of competencies neededby the organization in the future.
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Intended Audience
The primary audience for this CPG and CPT is each individual DON IM/IT & KM employee.They have been developed because the DON recognizes the need for comprehensive
career planning and management guidance in order to recruit for and retain our valuable
IM/IT & KM workforce. It is the responsibility of each individual to take proactive steps inplanning his career in the DON. Often, this requires a lot of work and can be daunting
without assistance. But, in the long run, this hard work pays off. Think of the CPG andCPT as tools that provides much of the career planning assistance an individual needs,and offers a "head start" in the career planning process.
As such, this guide and the CPT are also to be used by managers and mentors indeveloping an employee's formal training plan. The CPP is most beneficial when it isshared between managers and employees because it helps identify employees' careergoals, assess current competencies, and outlines what may be required in target jobroles.
Additionally, an individual may seek the assistance of a servicing Human Resources (HR)advisor or Employee Development Specialist in developing a formal training plan. These
individuals also play an important role in the career development process. Managers maybe direct supervisors, and are helpful in assessing skills and job responsibilities. Althoughmentors are not common, they can be quite helpful. A mentor might be an individualwho "takes you under his wing" to help with the various aspects of career developmentand is an invaluable source of knowledge. Because mentor inputs are so important,everyone is encouraged to get a manager and/or mentor involved early in the careerdevelopment process.
A quick word to mentors
Being a mentor doesn't necessarily mean a long term,time-consuming commitment. Here are five easy waysto help someone at work improve their skills:
Make a copy of a magazine article that you think
they would learn from and find interesting. Itdoesn't have to be related to your business -- itcould be about sports, business, politics, orentertainment.
Share information about a professional seminaror workshop coming up.
Have lunch with someone you don't normally see
outside of work; you can give them advice onwork and/or personal matters.
Be a mock audience for a presentation or areader for a report.
Teach someone a software package they don'tknow. If you don't have time, just teach themsome short-cuts you know in a software packagethey use.
SOURCE: "101 Ways to Have a Great Day @ Work," Stephanie GoddardDavidson, 1998.
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Overview of the Career Development Process
The DON IM/IT & KM career development process, illustrated on the next page, depicts
all of the steps involved in career development, from the initial steps of formulating acareer goal to drafting and implementing a CPP. Please refer to Appendix A for achecklist that summarizes each of these steps.
This section provides a high-level overview of the process, broken down into fourphases:
PREPARE ASSESS VALIDATE EXECUTE
Joining together the first letters of each phase to form the word "PAVE" may aid inremembering the process. Each phase is briefly introduced below, with much more detailprovided in The Career Development Process section of the CPG. Sections that discusses
the career development process will be shown with symbols, an 'E', 'M', or both in theright hand margin to suggest who is responsible for certain actions ('E' for employee or'M' for manager/mentor).
PREPARE
In the PREPAREphase, the employee takes the requisite steps to ensure that the
career planning process is made easier and more productive. The foundation step in this
phase is to carefully read the CPG, as this is the guide for developing an individual plan.But an employee also needs to take time to collect information, organize thoughts, andset goals that will help in each stage of the career development process. When finishedreviewing the CPG, she moves on to the next phase,ASSESS.
ASSESS
In theASSESS phase, an employee evaluates where he wants to be in the future.
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This involves setting goals and time frames, determining the proper path to reach goalsin a given time frame, and assessing current competencies. Part of this phase involvesperforming a self-assessment of current skills - using the interactive CPT application.Essentially, one needs a current "snapshot" of competencies to compare against thoseneeded to accomplish a career goal.
The employee performs the assessment in concert with her current manager, whocan help ensure the validity of the results. When satisfied with the self-assessment,she moves on to the next phase, VALIDATE.
VALIDATE
The first step in the VALIDATEphase is to compare current and target
competencies (with mentor/managers input). Current competencies include
knowledge, skills, abilities, and attributes that describe an employee now (collectedin theASSESS phase). Target competencies are future competencies needed to
fulfill a career goal. These are based on the perspective of the DON organization (i.e.,certain organizations will have specific needs), as well as what is understood aboutfuture job roles and skill requirements. This results in a "Gap Analysis" that comparesthe current and target competency information to reveal a possible gap. The gap
identifies the competencies that need attainment to help fulfill a career goal. A significantgap may be an indication that a career goal is unrealistic and should be revisited.Managers can help determine this.
After completing the Gap Analysis, employees working in conjunction with theirmanagers/mentors will outline a strategy identifying the learning and experience
activities required to achieve the target competencies. This information isincorporated into a draft CPP that is subsequently reviewed and finalized. Fromhere, employees proceed to the final phase, EXECUTE.
EXECUTE
The EXECUTEphase requires taking action on the steps outlined in the CPP. Thismay involve pursuing developmental opportunities and/or gaining job experience.
On a larger scale, it may involve transitioning to another position, a differentdepartment, or a higher grade level, for example. Finally, employees and managersneed to work together to evaluate progress on a regular basis. A Mid-Stream Evaluationensures the employee takes the right track in achieving a stated career goal.
Back to TopProceed to "Career Areas and Job Roles"
How Do I Contribute to an Employee's Career Development?
Typical Scenario:
You want to enhance an employee's skills to optimize performance and reinforce the employee's abilityto take on broader responsibilities; or changes in your organization's functions require your staff to
develop new skills.
Principle:
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An important part of every manager's job is that of continuing the development of the people who work
under his/her direction to ensure a productive workforce and the on-going ability to meet changing jobrequirements. There is a clear strategic value in continuously training and developing employees in orderto enhance the organization's ability to meet its mission and to increase the ability of employees toachieve rewarding careers within the organization. As a manager, you have several responsibilities inthis area: analyzing organizational needs and identifying specific training requirements, developing
training plans for the overall organization and individual employees within it, obtaining and allocatingresources effectively to accomplish training needs and produce desired gains in organizational efficiency,and evaluating the impact of training efforts and making necessary adjustments to ensure maximumresults.
Where Do I Start?
You should start your training effort by carefully thinking about the organization's strategic goals andobjectives, your unit's goals and objectives, what work is to be performed, and the strengths and
weaknesses of your staff. Then think carefully about the knowledge and skills needed to do the job.Knowing what a job requires and how well you want it done will give you data to make trainingdecisions. You should also look at broad performance issues and opportunities needed to change orimprove the organization and the individual employee's strength and growth opportunities. An individual"needs assessment" focuses on the specific knowledge, skills, and abilities required of each employee.
(Individual needs should be viewed within the context of strategic goals of the organization in order to
ensure professional growth and development of employees within established career paths.) Yourservicing human resources office (SHRO) can direct you to resources to help you assess the individualtraining needs of your employees.
Rules and Flexibilities:
Managers must consider all employees fairly for training opportunities. Selection of employees for
training must ensure that all employees are selected without regard to political preference, race, color,religion, national origin, sex, marital status, age, or handicapping condition, and with proper regard fortheir privacy and constitutional rights as provided by the Merit System Principles. Additionally, merit
promotion procedures must be followed in selecting employees for training which is primarily to preparetrainees for advancement and which is not directly related to improving performance in their currentpositions. Managers have wide flexibility in the training area in choosing training sources, curricula, etc.
Depending on your office budget, you can pay all or part of the costs associated with training, includingregistration fees, books, materials, etc., that will contribute to your office's mission. You should beaware, however, that training requests cannot be funded "after the fact" (after the course has begun).
Basic Steps:
Determine training needs by forecasting the direction your organization will take in the next 2-5years. Determine what skills will be required. Determine whether your employees possess thenecessary skills to plan and implement programs and activities required by the anticipateddirection.
To determine individual employee needs, examine the difference between projected necessaryskills and current skills. You can also meet with employees to discuss career goals and determinewhat additional capabilities are required for career progression.
Once you've determined your training needs, you will have to decide how best to meet them.
Rather than relying solely on formal classroom training, you should explore all alternatives andselect the most effective one.
Alternatives include:
Workplace approaches - formal on-the-job training, mentoring, developmental assignments.
Some university programs offer financial assistance to Government employees (e.g., Cornell'sSchool of Business and Wharton). Some programs last eight weeks, while others last up to two
years. Some are part-time; some are full-time. Self-study approaches - self-paced instruction,correspondence courses and independent readings.
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Technology-based approaches - computer-based training or distance learning.
Formal classroom courses, seminars, conferences and workshops conducted by colleges anduniversities, private companies, contractors, Government agencies, professional and scientificorganizations, and professional associations. In those cases where a training need exists for anumber of employees, an on-site contract course may be the most cost- effective alternative.
Your SHRO can direct you to information on available training courses and seminars.
Good Management Practices:
Be sure that training and career development are related to organizational needs or employeeneeds in the current position. Look for opportunities to provide career enhancement such asdetails, job rotations, etc., rather than relying solely on formal training.
Some offices require that you develop an annual Individual Development Plan (IDP) for eachemployee. When it is not required, it is strongly recommended that you develop an annual IDP
for each employee. Your SHRO can assist you in the preparation of an IDP. It should be reviewedperiodically during the Year to determine if any changes need to be made because of new
priorities, changing budget situations or new organizational goals.
Once training is completed, it is critically important to assess the effect it has had on theorganization and/or the employee's performance. You may want to set up a meeting withemployees immediately after formal training to "debrief" them. Similarly, you might require awritten summary report of what was accomplished or learned and how it will be applied on the
job. Often the lessons learned can be passed to other employees in a summary form, thusextending the value of the training without additional cost.
Checklist
Budget and plan for training and development efforts
Meet with employees and identify their needs and career goals
Identify most effective training resources
Develop Individual Development Plans (Optional)
Look for opportunities to provide career enhancement
A NOTE ON SES . . .
In recent years, there has been an emphasis on providing mobility opportunities for SESexecutives to foster a "corporate" perspective. Details and job rotations are excellent ways toincrease an executive's exposure to other organizations and management styles.
In certain circumstances, career SES employees may also be eligible for a sabbatical lasting upto 11 months. Appropriate activities for employees on sabbatical may include teaching, study, orresearch at a university; study or research in a "think tank"; work with a private sector ornonprofit organization; or assignments with State, local or foreign Governments. Regardless ofthe activity, a sabbatical must clearly benefit the Government as well as the individual.
The Department offers an SES Candidate Development Program (CDP). The SES CDP is acompetitive program open to employees serving under career appointments at the GS-15 level
or equivalent. The SES CDP is a part-time program, not to exceed two years, that varies inlength depending on the candidate's individual developmental needs. At the completion of the
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developmental period, each candidate's activities and experiences must be approved by theDepartmental. At that time, the candidate must submit a request to OPM for QRB certification.
Career progression: What is it? Career progression: What is itCareer Progression what is it?Career Progressionis not the same as Career Developmentwhich is the term mostpeople are accustomed to using.
A persons Career Developmentpathway is likely to be much more broad than just thetime spent working in the Australian Meat Industry. It will involve a range of individualchoices in managing work, learning and lifestyle activities.
Career Progressionis more occupation-focused. Its about advancement within a job,within an organisation, or within an industry. As an employer in the Australian MeatIndustry, you have an interest in facilitating Career Progression for the people whowork for you
Facilitating CP-why would u do itPeople are often attracted to a particular industry,company or job by opportunities for careerdevelopment through learning and training tomatch life goals.
People are more likely to stay in their jobs whenthe work is challenging, interesting, meaningfuland when they have opportunities to upgradetheir skills in the work.
People are more likely to stay with a particularcompany when there is opportunity for careerprogressionand they know what they need todo, to make that happen.
People are more likely to stay in a particularindustry when they can take pride in the workthat they do and the place that they work.
When people: are attracted to you stay with you upgrade their skills and qualificationsthere are immediate benefits for your business interms of availability and capabilityand long termbenefits through effective workforce planning!
A reputation for careerprogression will attractpeople to work for you
Opportunities for careerprogression will encouragepeople to stay with youEmployee career progressiongives you flexibilityto fill current and future gapsYou achieve an available,capable and effectiveworkforce!Staff morale, productivity,skills and qualifications allincrease
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How to become an employer of choice inan industry of choice:A practical guide to workforce development for the
Australian Meat IndustryCareer progression: What is it?Facilitating career progression: Why would you do it?
The key reason people leave a job is because ithas failed to meet one or more of theirexpectationsyet they often don't communicatetheir dissatisfaction until its too late.
Even if the employees began with falseexpectations, it can benefit you to discover andaddress the perceived failings.
Sometimes, employees themselves don't
recognise the reason for their dissatisfaction. Theymay say theyre happy in the job they haveyetresearch shows people who stay too long doingthe same thing often leave.
Generating interest in growthwhether thatswithin their job or away from itis in the bestinterests of your employees and your company!
Do you actively seek to learn whetheremployees expectations are being met withinyour company or the industry?
Do you have processes in place to test jobsatisfaction and identify retrainingopportunities for those frustrated in their
current roles?Are there opportunities to extend the
activities and tasks of people who say theyare happy at their current level?
Do you display material at your site thatpromotes Vocational Qualifications andencourages people to take part?
Do they know youll help them do that? People need to know where and how they can be
promoted to other levels in the company.They need to be clear about the competencies and
behaviours that are required for specific jobs andto feel that there are opportunities for them to learn
and develop new skills.One way to do this is to have clear written Position
Descriptions and Person Specifications availablefor each job family.
These documents will be useful to employeeswhen setting goals for jobs and work levels theydlike to work toward. They will gain a betterunderstanding of the work they thinkthey'd like todoand this reduces the risk of people startingdown a pathway which really doesnt suit them.
A written record of the skills, attitudes andbehaviours already required in their current jobalso helps people to gain confidence in what they
really have to offer.When people find a match between much of what
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theyre already doing and what theyd need to do ina new job, it appears much more achievable forthemtheyre more likely to try something theyhad thought was out of reach.
Employees career pathway planning andyour succession planning can work hand-inhand
for mutual benefitif they are aware ofyour plans.
Do you promote within the workplace whatyour future needs will be? For example, dopeople know that your 3 year & 5 year growthplans mean you will need more trainedSupervisors?
Has your workforce planning analysisexposed a particular area of your plant or aspecific field of work that is destined forshortages as people retire?
Do you take steps to ensure these issues arecommunicatednot just during inductions,
but at regular intervals (capturing thosepeople whose life goals and needs havechanged)?
Do you regularly promote on-the-job trainingopportunities?
Are people aware they have opportunities toupgrade their skills, even if they don't want tomove out of their current job?
How to