HUMAN RESOURCE MANAGEMENT
Global Edition 12e
Chapter 10
Coaching, Careers,
And Talent
Management
Part 3 Training and Development
PowerPoint Presentation by Charlie Cook
Copyright © 2011 Pearson Education GARY DESSLER The University of West Alabama
WHERE WE ARE NOW…
Copyright © 2011 Pearson Education 10–2
LEARNING OUTCOMES
1. Compare and contrast coaching and mentoring and
describe the importance of each.
2. Compare employers’ traditional and career planning-
oriented HR focuses.
3. Explain the employee’s, manager’s, and employer’s
career development roles.
4. Describe the issues to consider when making promotion
decisions.
5. List and briefly explain at least four methods for better
managing retirements.
6. Define talent management and give an example of an
actual talent management system.
Copyright © 2011 Pearson Education 10–3
Coaching and Mentoring
• Coaching
Involves educating, instructing, and training subordinates
Focuses on teaching shorter-term job-related skills
• Mentoring
Is actively advising, counseling, and guiding
Is helping employees navigate longer-term career hazards
Is leading highly trained employees and self-managing teams
Supplants the need for authority and for giving orders for getting
things done
• Coaching and mentoring require both analytical and
interpersonal skills.
Copyright © 2011 Pearson Education 10–4
Improving Your Coaching Skills
The Four-Step Coaching Process
1 Preparing to coach
2 Developing a mutually agreed change plan
3 Engaging in active coaching
4 Evaluating for feedback and follow-up
Copyright © 2011 Pearson Education 10–5
Preparing to Coach:
Applying the ABC Approach
• Antecedents
What things must come before the person does the job?
• Behavior
Can the person do the job if he or she wanted to?
• Consequences
What are the consequences of doing the job right?
Copyright © 2011 Pearson Education 10–6
FIGURE 10–1 A Short Course in Improving Interpersonal Communications
Copyright © 2011 Pearson Education 10–7
FIGURE 10–2
Coach’s
Self-Evaluation
Checklist
Copyright © 2011 Pearson Education 10–8
The Basics Of Career Management
Career Management
Career
Career Development
Terminology
Career Planning
Copyright © 2011 Pearson Education 10–9
Careers Today and
Employee Commitment
Old Contract New Contract
(Employer-focused) (Employee-focused)
“Do your best and be “I’ll do my best for you,
loyal to us, and we’ll take but I expect you to
care of your career.” provide the development
and learning that will
prepare me for the day
I must move on, and for
having the work-life
balance that I desire.”
Copyright © 2011 Pearson Education 10–10
TABLE 10–1 Traditional Versus Career Development Focus
HR Activity Traditional Focus Career Development Focus
Human resource Analyzes jobs, skills, tasks— Adds information about individual
planning present and future. Projects interests, preferences, and the like to
needs. Uses statistical data. replacement plans.
Recruiting and Matching organization’s needs Matches individuals and jobs based on
placement with qualified individuals. variables including employees’ career
interests and aptitudes.
Training and Provides opportunities for Provides career path information.
development learning skills, information, Adds individual development plans.
and attitudes related to job.
Performance Rating and/or rewards. Adds development plans and individual
appraisal goal setting.
Compensation Rewards for time, productivity, Adds tuition reimbursement plans,
and benefits talent, and so on. compensation for non–job-related
activities such as United Way.
Copyright © 2011 Pearson Education 10–11
FIGURE 10–3
Employee Career
Development Plan
Copyright © 2011 Pearson Education 10–12
Why Offer Career Development?
Better equips employees
to serve the firm
Career
Boosts employee
Development commitment to the firm
Benefits
Supports recruitment and
retention of efforts
Copyright © 2011 Pearson Education 10–13
TABLE 10–2 Roles in Career Development
Individual Manager
• Accept responsibility for your own career. • Provide timely and accurate performance
• Assess your interests, skills, and values. feedback.
• Seek out career information and resources. • Provide developmental assignments and
support.
• Establish goals and career plans.
• Participate in career development
• Utilize development opportunities.
discussions with subordinates.
• Talk with your manager about your career.
• Support employee development plans.
• Follow through on realistic career plans.
Employer
• Communicate mission, policies, and procedures.
• Provide training and development opportunities, including workshops.
• Provide career information and career programs.
• Offer a variety of career paths.
• Provide career-oriented performance feedback.
• Provide mentoring opportunities to support growth and self-direction.
• Provide employees with individual development plans.
• Provide academic learning assistance programs.
Copyright © 2011 Pearson Education 10–14
TABLE 10–3 Possible Employer Career Planning and Development Practices
Job postings Career booklets/pamphlets
Formal education/tuition Written individual career plans
reimbursement
Career workshops
Performance appraisal
Assessment center
for career planning
Upward appraisal
Counseling by manager
Appraisal committees
Lateral moves/job rotations
Training programs for managers
Counseling by HR
Orientation/induction programs
Preretirement programs
Special needs (highfliers)
Succession planning
Special needs (dual-career couples)
Formal mentoring
Diversity management
Common career paths
Expatriation/repatriation
Dual ladder career paths
Copyright © 2011 Pearson Education 10–15
FIGURE 10–4
Sample Agenda—
Two-Day Career
Planning Workshop
Copyright © 2011 Pearson Education 10–16
Innovative Corporate Career
Development Initiatives
1. Provide individual lifelong learning budgets.
2. Encourage role reversal.
3. Help organize “career success teams.”
4. Provide career coaches.
5. Offer online career development programs.
Copyright © 2011 Pearson Education 10–17
Commitment-Oriented
Career Development Efforts
• Change in Employee Commitment
Globalization raising productivity and efficiency requirements
Employees thinking of selves as free agents
• Career-oriented Appraisals
Provide an opportunity to discuss and link the employee’s
performance, career interests, and developmental needs into a
coherent career plan.
Copyright © 2011 Pearson Education 10–18
FIGURE 10–5
Sample Performance
Review Development
Plan
Copyright © 2011 Pearson Education 10–19
Establishing an Effective
Mentoring Program
• Require mentoring?
• Provide mentoring training?
• Does distance matter?
• Same or different departments?
• Big or small difference in rank?
Copyright © 2011 Pearson Education 10–20
Characteristics of Effective Mentors
• Are professionally competent
• Are trustworthy
• Are consistent
• Have the ability to communicate
• Are willing to share control
• Set high standards
• Are willing to invest time and effort
• Actively steer protégés into important work
Copyright © 2011 Pearson Education 10–21
Choosing a Mentor
• Choose an appropriate potential mentor.
• Don’t be surprised if you’re turned down.
• Be sure that the mentor understands what you expect in
terms of time and advice.
• Have an agenda.
• Respect the mentor’s time.
Copyright © 2011 Pearson Education 10–22
Enhancing Diversity Through
Career Management
• Sources of Bias and Discrimination
A lack of diversity in the hiring department
The “old-boy network” of informal friendships
A lack of women mentors
A lack of high-visibility assignments and developmental
experiences (glass ceiling)
A lack of company role models for members of the same
racial or ethnic group
Inflexible organizations and career tracks
Copyright © 2011 Pearson Education 10–23
Taking Steps to Enhance Diversity:
Women’s and Minorities’ Prospects
Eliminate institutional barriers
Improve networking and mentoring
Supporting
Diversity
Abolish the glass ceiling
Adopt flexible career tracks
Copyright © 2011 Pearson Education 10–24
Employer Life-Cycle Career Management
Making Promotion and
Transfer Decisions
Decision 1: Decision 2: Decision 3: Decision 4:
Is Seniority or How Should Is the Process Vertical,
Competence We Measure Formal or Horizontal,
the Rule? Competence? Informal? or Other?
Copyright © 2011 Pearson Education 10–25
Managing Transfers
• Employees’ reasons for desiring transfers
Personal enrichment and growth
More interesting jobs
Greater convenience (better hours, location)
Greater advancement possibilities
• Employers’ reasons for transferring employees
To vacate a position where an employee is no longer needed
To fill a position where an employee is needed
To find a better fit for an employee within the firm
To boost productivity by consolidating positions
Copyright © 2011 Pearson Education 10–26
Attracting and Retaining Older Workers
Create a culture that honors experience
Modify selection procedures
HR Policies for
Older Workers
Offer flexible or part-time work
Implement phased retirement programs
Copyright © 2011 Pearson Education 10–27
Managing Retirements
• Preretirement Counseling Practices
Explanation of Social Security benefits
Leisure time counseling
Financial and investment counseling
Health counseling
Psychological counseling
Counseling for second careers
Counseling for second careers inside the company
Copyright © 2011 Pearson Education 10–28
Talent Management
• Talent Management
Is the automated end-to-end process of planning,
recruiting, developing, managing, and compensating
employees throughout the organization
Requires coordinating several human resource
activities, in particular workforce acquisition,
assessment, development, and retention
Is career management from the employer’s point
of view
Copyright © 2011 Pearson Education 10–29
FIGURE 10–6 The Talent Management Process
Copyright © 2011 Pearson Education 10–30
KEY TERMS
coaching career cycle
mentoring growth stage
career exploration stage
career management establishment stage
career development trial substage
career planning stabilization substage
reality shock midcareer crisis substage
promotions maintenance stage
transfers decline stage
talent management career anchors
Copyright © 2011 Pearson Education 10–31
HUMAN RESOURCE MANAGEMENT
Global Edition 12e
Chapter 10
Appendix
Part 3 Training and Development
10-32
Copyright © 2011 Pearson Education GARY DESSLER
Identify Your Career Stage
• Growth Stage
• Exploration Stage
• Establishment Stage
Trial substage
Stabilization substage
Midcareer crisis substage
• Maintenance Stage
• Decline Stage
Copyright © 2011 Pearson Education 10–33
FIGURE 10–A1 Choosing an Occupational Orientation
Copyright © 2011 Pearson Education 10–34
TABLE 10–A1 Example of Some Occupations That
May Typify Each Occupational Theme
Realistic Investigative Artistic Social Enterprising Conventional
Engineers Physicians Advertising Auto sales A wide range Accountants
executives dealers of managerial
Carpenters Psychologists Bankers
occupations,
Public relations School
Research and including: Credit
executives administrators
development managers
Military officers
managers
Chamber of
commerce
executives
Investment
managers
Lawyers
Copyright © 2011 Pearson Education 10–35
FIGURE 10–A2 Finding the Job You Should Want (Part 1)
Copyright © 2011 Pearson Education 10–36
FIGURE 10–A3
Finding the Job
You Should Want
(Part 2)
Copyright © 2011 Pearson Education 10–37
FIGURE 10–A4
Finding the Job
You Should Want
(Part 3)
Copyright © 2011 Pearson Education 10–38
Identify Your Career Anchors
Technical/functional
competence
Managerial
Security
competence
Autonomy and
Creativity
independence
Copyright © 2011 Pearson Education 10–39
FIGURE 10–A5 Occupational Outlook Handbook Online
Copyright © 2011 Pearson Education 10–40
FIGURE 10–A6 Some Online Sources of Occupational Information
Copyright © 2011 Pearson Education 10–41
Job Search Techniques
• Do your own local research
• Online job boards
• Personal contacts
• Answering advertisements
• Employment agencies
• Executive recruiters
• Career counselors
• Executive marketing consultants
• Employers’ Web sites
Copyright © 2011 Pearson Education 10–42
Writing Your Résumé
• Introductory information
• Job objective
• Job scope
• Your accomplishments
• Length
• Personal data
• Make your résumé scannable
Copyright © 2011 Pearson Education 10–43
FIGURE 10–A7 Partial Example of a Good Résumé
Copyright © 2011 Pearson Education 10–44
Online Bios
• Fill it with details
• Avoid touchy subjects
• Look the part
• Make it search friendly
• Use abbreviations
• Say it with numbers
• Carefully proofread
Copyright © 2011 Pearson Education 10–45
Handling the Interview
• Prepare, prepare, prepare
• Uncover the interviewer’s needs
• Relate yourself to the person’s
needs
• Think before answering
• Make a good appearance and
show enthusiasm
Copyright © 2011 Pearson Education 10–46
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any
means, electronic, mechanical, photocopying, recording, or
otherwise, without the prior written permission of the publisher.
Printed in the United States of America.
Copyright © 2011 Pearson Education 10–47