career path

 

LET S   GET  REALISTI REALISTIC C AB O UT CAREER CAREER PATHS Janies Jani es W Walker

Many employees want   to  know more about  the career op|K)rtunities available   in an  organization  to help them   set  realistic career objectives  and to  plan practical steps  fo  forr  their personal career development. Recent proliferation   of  career planning materials, workshojK.  and  company-sponsored counseling programs indicates   a  growing employee av\arcness and activism regarding their careers. However,   the information available   to  employees regarding career paths   is  usually quite limited,  and  does  not  tell   the whole stor storyy about  job  progression possibilities and associated qualifieations requirements.' Many managers also want career paths   to be defined, so that   an  adequate number  of  individuals m ay  be identified  and  prepared  to  fill future vacancies. Once eareer progression patterns   are  identified, more systematic forecasting   of  staffing requirements is possible.   For the development  of  senior management talent, career paths   are  needed  as  guidelines for career development assignments across funetional  and  organizational lines. Increasingly, senior executives are the product  of  varied job exjxrienecs, an d   not  necessarily  the  product  of  life-long eareers within  a  single function  or  unit. In addition   to employee  and  managerial interest  in career paths,   the  federal government  is  requiring action   in  this area.-  To  assure equal employment opportunity   and  affirmati affirmative ve action program  compliance, companies   are  advised  to  describe jobs  in terms  of  actual requirements: work content  and related qualifications. Employee seleetion   and upgrading decisions   are to be  based  on  job-related faetors, whieh nets   out to  mean  a  definition  of possible eareer patbs.   James   W.  Walke r, Individual Career Plan ning, Business Horizons,  Vol. 16, No. 1 (February 1973). -'Edward   J.  Giblin  an and d  Oscar  A.  Orna ti, Beyon Beyondd Compliance, Personnel,  Vol. 52, No. 5  (September-October 1975),  pp. 38-50.

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Let s  

et   Realistic

About Career Paths

[n summary, eareer path information   is  important for employee eareer development   and  h u man  re re-source planning,   but it  needs  to be  realistic.  And this means eareer paths need   to have a realistic basis and realistic applications. This article briefly   diseusses approaches   to  satisfying those needs.   ackground 

n  

Career Paths

Career paths   are not new.  Neither  do  they have to   be  written about  to be  experienced. Most  em em-ployed persons move through   a  patterned sequence of [positions   or  roles, usually related  in  work  content. dur ing their working lives. lives. Howeve r, career paths  are  objective descriptions  of  sequential work experiences,   as  opposed  to  subjective individual feelings about eareer progress, personal de\elopment, status,   or  satisfaction.  Fo Forr  example,  an individual  may  view increasing responsibilities  or changing work assignments within   a  single  job as a career, but  this subjective view  of a  career docs not constitute   a  career path,  as  defined above. An organization needs   to  move indi\'iduals along career paths,   to develop  the divereity  of  capabilities   to necessary levels  and  types  of  jobs. A t   tbe  same  staff time, various not all  individuals need follow eareer paths—tbere   is a  need  fo forr  eareer professionals in  many specialist positions.'^  An oil company study  a few  years ago,  for  example, found found that stability,  not  mobility,  wa was s  preferred  fo forr  staffing  of sales representative positions. Neither   do individuals need   to  follow upward eareer paths. Lateral paths provide expisure   to  multiple functions  and  activities   and  thus de\'elop broader capabilities among individuals. Manv individuals find lateral careers highly satisfying.

Career paths have emphasized upward mobility within   a  single occupation  or  functional area  of Hesponsibiliti ities, es,   Peter  F. Drucker,  Management: Tasks, Hesponsibil Practices,  New York: Harper & Row, i974)  pp.  395-397.

 

work. In many companies career paths have meant stcp-hy-stcp progression tied to years of service. If an individual deviated from the prescribed lockstcp pattern and timing, he or she faltered. Such career paths were developed in the following manner: 1. examination of the paths followed in the past to the top rungs ooff the ladders 2.   identification of entry and exit points into the career path, usually at the bottom only ?. definition of rcc|uirements for the entry positions,   normally in terms of educational level tions, and specialization, experience, and years of scr\ice 4.   identification of the important job experiences leading to the ttop op rung, and benchmark timing for for reaching each rung This process described a generalized or idealized route for advancement within the unit or function. It made career paths explicit, and no longer just subjective. Various organizations have developed career paths. Notable are the efforts of the U.S. Navy, the U.S. Air Foree, and several major industrial and banking corporations.* Many of these applications may be characterized as traditional approaches. Th ey ha\e described paths largely followed by employees in the past, are based on managerial subjecti^e views of the work involved, and are usually restricted strict ed to a single funct function ion or organizational uni t (e.g., sales, accounting, engineering). The practical utility of such paths, therefore, depends on the realism and scope of these key factors. A Realisti Realistic c Approach to Today s Need Needs s

An organization that has no career information at all would benefit from e\en traditional descriptions of career paths. It is instructive to managers to consider past career progression patterns and their * C. Storm, Illustrative Career Ladders iinn Industry, Including Variation From From the Usual Career Ladders, in J. L. Fulmer, (Ed.)..   Proceedings   of Conference on Career Guidance and Promotion.  Atlan ta: Industrial M anagement Center, Georgia Institute of Technology, April 1970. pp. 46 -71.   Also see J. A. Saxon, Promotion al Progress Fl Flow ow Chart, Journal of ^avy Civilian Manpower M anagement, Vol. 7, No. 4 (Winter   1973-,  pp. 13-17; and Andrall E. Pearson, Sales Power through Planned Careers, Harvard Busine s  s  Review,  Vol. 44, No. 1 {January-February), pp. 105-116.

own subjective views of possible alternative career paths for employees to follow. In view of today's demands on career management, houever, more realistic career information is needed. Career paths need to be specific, not general. They need to be practical, not idealized. They need to be anchored to reality—actual v\ork activities and skill and knowledge requirements. Career paths should:

  represent real progression possibilities, whether lateral or upward , withou t implied norma l rates of progress or forced technical specialization

  be tentative and responsive to changes in job

content, work priorities, organization patterns, and management needs   be flexible, to take into consideration tbe compensating qualities of a particular individual

 

specify acquirable skills, knowledge, and other specific attributes required to perform the work on each position along the paths, and not merely educational credentials, age, or work experience which may preclude some capable performers from career opportunities.

To define career paths in this manner, empirical data are needed. Positions are analyzed and grouped on the basis of their actual work content. This does not mean that job descriptions necessarily have to be rewritten, or that the organization structure has to be changed. Job titles do not even have to be ehangt'd. The following steps are required: 1. Gather data on actual work activities, their relative importance, and the relative time allocation to each 2.   Determine, through analysis of these activities, the skill, knowledge, and other qualifications required to perform these aetivities effectively ^.   Identify patterns of similarity among positions, based on their content and skill-knowledge requirements, and grouping of similar p)sitions as job families

progression on lines 4.   Identify logically possible progressi among these job families, representing career paths. 5.   Integrate the overall network of these paths as

apossibilities. single, career system depicting progression This process is illustrated in Figure 1.

Hum an Resource Managem ent, Fall, 1976   3

 

FIGURE 1 How to Develop Realistic Career Paths What employees soy they actually do on the job

WORK ACTIVITIES

What managers say should be performed an the job

JOB REQUIREMENTS {work activities ond their relotive importonce, skills/knowledge ond other requirements for performonce)

JOB FAMILIES   groups of jobs with similar requirements)

CAREER PATHS CAREER   Possible Progression Potterns)

This may be an extensive, ongoing process in large organizations. Where advanced approaches are used, professionals may be engaged full time in this process of txxu patio nal analysis and classification. classification. For most organizations, however, the challenge is to move simply from from a traditional approach toward defined career paths. Th is means accomplishment of the above steps as efficiently as possible to yield useful career information.'* T o provide a

reali realistic stic basis for for career paths, an

The basis for career paths is further strengthened, of course, by additional substantive data on actual work activities on the various types of positions covered. Data may be gathered through selected interviews with incumbents, the use of widely distributed or or timeuselogs, directcheck observation ofquestionnaires work activities, of task lists.  These are all methods of activity analysis applicable to salaried positions. Job descriptions rarely represent actual on-the-job behaviors. They tend to emphasize duties and accountabilities and were, at any rate, written for purposes other than eonsidering career development requirements. Job descriptions, organizational manuals,   and otber existing data may be useful useful inpu ts to the process. In most instances, howe\er, some form of data gathering directly from employees is necessary to pro \id e a sufficie sufficient nt basis for for analysis of job similarities similarities and differences. In a sense, positions have always been grouped on the basis of similarity. Ceographic location, organizational unit lines, technical specialization, and business function or product are typical bases for grouping jobs and thus prescribing career movement pissibilities. Often when career paths are first described they are restricted by one of these particular dimensions. This may make sense, if the employer feels it is impractical to relocte employees across great geographic distances, or if the organization comprises autonomous operating units. For managerial, professional, and technical talent, however, most organizations arc discounting the significance of these barriers to career development.

organization need not conduct an extensive, expensive study. A basic approach includes a review of job titles by the personnel stafF, grouping the positions on the basis of tbeir knowledge of the nature of the work involved. The common characteristics of jobs in each family are identified, and specific speci fic activities and qualifications differe ntiatin g positions within each family are noted in a summary chart. This information is reviewed by selected managers. Position data are refined and positions are reclassificd accordingly. Simply by providing a fresh, objective consideration of realistic career possibilities in an organization, the career development process is improved.

T he dimension th at is is being used used today to to open up career paths and give them greater realism is the behavioral aspect. By examining actual work activities—behaviors—it is possible to identify striking similarities in job content, even where the functions or technical specializations are different. A common example is the sales representative for a particular product line. It has been demonstrated in many situations that persons with the necessary skills can represent \aried types of products, regardless of technical, product or industry knowledge, or territorial differences.

James W . Walker, Evaluating tthe he Practi Practical cal Effec Effecti tiveveness of Human Resource Planning Applications, Hriman Resource Management,   Vol. 13, No . 1. pp. 19-27 .

  Jam es VV. Wa lker, Activi Activity ty Analysis: A Review of of Techniques and their Application to Managerial, Professional sional and Technical Posit Positions, ions, Unpublished manu script, 1976.

 

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Let s Get Realistic Realistic About Career Paths

 

has been resulting turnover   and  expressed dissatisfaction among   the  younger engineers.   By  grouping the positions according   to the  behavioral activities however the  career paths offer   a  wider range   of job progression possibilities and  greater flexibility of assignment  by  management. These revised career

Another common example   is the  traditional career specialization   of  engineers.  In  Figure   2 are  shown the traditional career progression patterns within   a group   of  engineering positions   in a  major   oil oil company.  In  this example

mechanical en^ nee rs

normally progress through Path   A;  chemical engi-

  are

  in

 3

  the

paths it was   shown   Figure gathered   concluded that enFrom gineerin g   data specializaspecial izations per  se should   not be  harriers   to  career movement among these engineering positions.

neers progress through Path   B This created   an impression among engineers   in the  refineries that eareer opportunities were quite restricted. There

FIGURE   2 Engineering Position Analysis Traditional Career Paths Annong Positions Path   A Eng  Re  Reff Eng   Ref) Mech   (12)

Eng   Des &  Ping, Engg   HO HO)) Mech   '(2)

Asst Supt Maint   Ref)

Proc   Eng, Engg  H O) Chem  (6)

Area Proc Supv   Ref)

Ping Anal,  O  Ops ps Ping   HO) HO) Chem   ( 5 )

Sr Ping Anal,  Op  Ops s Ping   HO) HO) Chem   I)

Mech  (6)

Eng Maint   Ref) Mech  (4) Path  B Proc   Eng,  Tech Serv   Ref) Chem  (20)

*Al leoit   one of  these  i* a  C h e m *Ai least one of  iheso  hoi  spent most  of his career  in  Mech

Chem  (10)

posilioni

FIGURE   3 Engineering Position  by Analysis Career Paths Suggested   Behaviors

I .   Tech. Specialist Proc   Eng,  Tech' Serv  (Ref) Chem  (20)

Tech.   Supervisor Area Prac Supv. O ps  (Ref) Chem  (10)

2, Tech Specialist -some Supv. Eng,  Des &  Ping Eng  (HO) Mech  (2)*

5. 5.   Supervisor Asst Supt Maint (Ref) Mech  (6)

Eng,   Mo i n t e n a n c e (Ref) Mech  C  C^ ^)

Eng,   Re Reff  Engg Mech  (12)

Ping Analyst, Ops Ping  (HO) Chem  (5)**

Tech.   Coord  some Supv. Sr Ping Analyst, Ops Ping  (HO) Chem   (1)

Tech.  Coord/Conv municator Proc   Eng, Engg (HO) Chem  (6)

•At leoit  one of  iheio  is a  C h o m •*At least   one of  these  hos  spent most  of hlj  career  in  Me ch

p o iit io n i

Human Resource Management

Fall 1976

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This process assumes that individuals can acquire necessary technical skills or specialized knowledge that may be required on a position. The progression from one behavioral role pattern to another is viewed as the critical dimension in career paths— from task specialist to manager. Experience suggests

ambiguity in employee views of the employment relationship. Some managers have argued that commimication of career paths, and particularly specific information, often frustrates employees by encouraging false hopes and expectations about career opjwrtunities. This may be valid where such in-

that employers tend to underestimate an individual's adaptability to different types of specific tasks, and overestimate an individual's ability to change roles and become a supervisor, supervisor, coordinator, administrator, or manager. Changing role behavior pattern is the most difficult aspect of management development, starting with with tbe inst instanec anec of of promoting tbe best worker to a foreman foreman role. Th is view ddoes oes not demean tbe importance of maintaining or developing adequate technical competence on a position. In developing eareer paths, botb dimensions need to he examined.

formation is not realistic. But more employee turnover, undcrutilization, and frustrated career development has assuredly resulted from too little realistic information, not too much of it.

Tbe behavioral approach pnmdes greater flexibility in career planning, offering indi\iduals a wider range of career options and management a larger pool of job candidates. Realistic moves along lateral career paths and mo\es among positions within the same job family are also made explicit as options as part of tbe overall career system. Further, positions may be rcclassified in groups and paths as tbeir work content changes, in rcsjxinse to in dividual differences, managerial styles, organizational, or other forces. Tbe career system, tbcn, serves as a realisti realisticc framework for keepin g track of jobs and tbe planned movement of individuals. Realistic Applications Career paths are worth developing only if they are used in career planning and development. Individuals should consider career information in conjunction with their own self-analysis of career interests, abilities, and aspirations. Tbe result is application of tbe career paths in the development of more realistic individual career objectives and plans.   Similarly, tbrough planning, appraisal and plans. counseling activities, managers may help individuals translate these personal career plans into career development actions. It is important that development activities—whether training, job assignments, or shift in job activities—be realistically attuned to the organization's needs. Career paths provide a vital link between tbe individual's own eareer aims and the organization's actual talent requirements. The net result can only be positive: improved utilization of talent and less

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het s G et Realistic About Career Paths

Career paths, however realistic, are beneficial only if translated into individual career action plans. As sbown in Figure IV, tbis process invokes the application of career information by employees in career analysis/planning and by managers in appraisal and counseling. All too often, career planning is practiced as an isolated employee activity witbout either realistic career path information or relevant appraisal and counseling inputs. Techniques such as career planning or life planning workshops, structured individual planning exercises, and self-improvement materials, are widely popular today. These provide a useful medium for individuals to clarify personal interests, abilities, and aspirations, with eonsideration to such influences as their educational experiences, family background and expectations, career plans and progress of friends, role examples suggested by television and otber media, and personal feelings of competence and self-worth. However, individual career analysis and planning without career path information and other managerial inputs is like sailing without a cbart or knowing tbe seas.  It is fun for a wbile, but becomes frustrating for individuals who wisb to get somewhere. Career path information may be communicated to individuals in several ways including:

  published, in digestible pieces, in employee

magazines and newsletters   included in employee manuals   published as a special Career Cuide or as part of career planning workbooks   presented in cassettes, videotapes, or live presentations At a minimum, a reference book should be provided to each manager, presenting the basic job families, career progression possibilities, and related requirements. Tbrougb appraisals and counseling, managers (and professional staff) may communicate sucb infor-

 

FIGURE   4 Hov\/ Realistic Career Development Actians   are  Planned CAREER PATHS

Other applications   of  career path information  are also possible, particularly   tbe  substantive information   on  work activities and job  requirements. These include:

  planning changes   in job  designs  or  organization structure

APPRAISAL AND COUNSELING

INDIVIDUAL CAREER ANALYSIS AND PL ANNI NG

 

Monagerial assessments judgment experience of individual abilities changing orgonizational needs etc Influence  af  education experience family friends media self perceptions etc

  considering applicable areas   of  performance evaluations,   and  associated performance  obob]ecti\es  or standards ~ double check ing salary salary levels, levels,  to  assure that jobs   are  evaluated fairly;  the job  family  apapproaeb   ma may y  v n  he  used  as the  core  of the overall salary administration system, avoiding need   for  p)int-factor type evaluations  of job worth   or  separate  job  descriptions

  forecasting   the  availability  of  qualified  jo job b DEVELOPMENT ACTION PLANS

mation   and,  once they have  tbe  abilities  and inclination, actually options. help individuals evaluate their career dc\clopmcnt Resjjonsibility   fo forr career development  ma may y  rest with  the  individual,  but the manager   can can  have  a  significant influence  on individual nioti\ation, decisions,   and  actions. Career information   may be applied  by managers  in several ways, including:   describing career opportunities   to new  recruits or internal   job  candidates   identifying target positions fo forr  which  indi\iduals  are  ready  now or arc  becoming devdojicd   in  appraisals  of  so-called so-called promotability  and  potential. identifying specific training needs   of indi\iduals

  discussing witb   the  individual realistic career alternatives: future jobs, long-term opportunities,  or  staying  on tbe  current position  as a career professional.

Managers also bring   to tbe  employees additional information useful   in  career planning: experience, knowledge  of  changing organizational needs  and business plans,  and an  independent  if not  wbolly   objective ) assessment  of  individual abilities  and potential. When managers fail   to participate in the career de\elopment process, these benefits   are  lost, and plans  are aceordingly less realistic for tbe result. Employees should, then, receive career path   in in-formation directly   and  tbrougb their managers.  In this eontcxt, specific plans   may be made  for for realistic development actions.

candidates, eitber   by  examining past flows of [KTSonnel through   the  system  or by  analyzing appraisal data   in  terms  of  targeted positions).

For years, personnel people have advocated   tbe dc\elopment   of a  single definition  of  work  for all personnel applications.   Now  that there  is an  emerging demand   for  more information  on  career paths and an d   job  requirements,  it is  possible  to  apply this eoneept. Using career information   fo forr  multiple purp)ses impro\es   the  cost/benefits rclationsbip. It also tends   to  increase  the  reliability  and consistency   of  management practices. There have been manv instances   in  eompanies where  a  supposed transfer   and  promotion in\'olved  a  move  to a  lower authorized salary level,   and  exceptions were made to make  the  t he  move attractive. If management   is to be  rational  and  fair  in  hum an resource management, there needs   to be  rational, consistent definition   of  what jobs involve  and re re-quire. Career paths need   to be  defined, based  on actual work activities   and  requirements,  so  tbat employees   and  managers will have  a  realistic basis for career development planning.

James   W W o l k e r

is a specialist in  human resource planning  and and development. As   a  member  of the  Towers, Perrin, Forster  and and  Crosby headtiuarters   staff, he  assists client organizations wnrldwide in   the  development  and and  improvement  of  pnicesses  for effective development   and and  utilisation  of  talent.  He was previously   the  Director  of the  Bureau  of  Business  and and Economic Research   at  California State University,  San San Diego, and  before that,  a  faculty member  of  Indiana  Universitv  and the  United States International University.  He is   the  author  of two  text books  and and  numerous articles on human resource management.

Human Resource Management

Pall 1976

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