The career management process is two-way. The object of management is to increase the value of the employee's human capital. In a situation where the subject is an employee, it is about managing a personal career; if the subject of management is an employer - about managing a business career.
Career management includes these two processes.
As for the management of a personal career, when applying for a job, everyone should be able to realistically assess their business qualities, to correlate their professional training with the requirements set by the organization and his work. The success of the entire future career will largely depend on this.
To avoid unattractive work for yourself, special attention should be paid to the study of the labor market. But even a good knowledge of the labor market does not yet guarantee a job due to intense competition.
A correct self-assessment of your skills and business traits is necessary, which involves knowing yourself, your strengths and weaknesses. Only under this condition is it possible to correctly define career goals. The goal cannot be considered only the field of activity, a specific job, position, place on the career ladder. These are just the reasons why a person would like to get a specific job, take a certain step on the hierarchical ladder of positions.
Career goals:
- to get a job or a position that would correspond to self-esteem, preferably in an area, the natural conditions of which have a favorable effect on health and make it possible to organize a good rest;
- engage in an activity or have a position that corresponds to self-esteem and therefore gives moral satisfaction;
- have a job or position that pays well or allows you to simultaneously receive high side income;
- to occupy a position that strengthens the professional capabilities of a person and develops them;
- have a job or position that is creative in nature;
- work in a specialty or hold a position that allows you to achieve a certain degree of independence;
- have a job or position that makes it possible to continue active learning;
- have a job or position that at the same time allows you to take care of the upbringing of children or housekeeping.
Career goals can change with age as skills increase, career advancement, change or revision of values, etc. It must be remembered that the formation of career goals is an ongoing process.
Among the models of the initial choice of a profession, the most recognized model of "conformity" by J. Goland, according to which people choose a profession that best suits their personal qualities. For a person already engaged in a specific field of activity, the following statement is true: the more a person corresponds to a profession, the more likely it is that she will remain in this area.
J. Holland identified six main personal orientations that determine the choice of careers to which people are most inclined:
1) realistic orientation - a tendency to engage in activities related to physical strength, manipulation of tools and mechanisms, requiring skill, strength and coordination.
For example, forestry, farming and agriculture;
2) exploratory orientation - a propensity for a career associated more with introverted activities (thinking, organizing, interpreting) than affective (feeling, interpersonal communication and emotions). An example is research workers;
3) artistic orientation - a propensity for a career that requires self-expression, artistic creation, expression of emotions and individuality. These are artists, musicians, actors;
4) social orientation - a propensity for a career, which implies interpersonal rather than intellectual or physical interaction: diplomatic service, social work;
5) proactive orientation - a propensity for a career, which implies verbal activity associated with influencing others: managers, lawyers, press secretaries;
6) conventional orientation - a propensity for a career that provides structured, regulated activities, as well as professions in which it is necessary for a subordinate to compare his personal needs with organizational needs: accountants and bankers.
Most people have more than one orientation, and J. Holland believes that the more similar or compatible these orientations are, the less internal conflict and the easier it is to make decisions about choosing a career. To illustrate this, he placed each orientation in one of the corners of a regular hexagon (Figure 5.23).
Rice. 5.23. Choosing vocational guidance
At the same time, the two closest orientations on the diagram correspond to the most compatible ones, and a person who has two orientations next to each other will have fewer problems choosing a career. If the orientations turn out to be opposite (for example, realistic and social), a person may have many problems when choosing and building a career.
The most important determinant of a person's professional path is his idea of his personality - the so-called professional “I-concept”, which each person embodies in a series of career decisions. Professional preferences and career choices are an attempt to answer the question "Who am I?" At the same time, very often a person realizes his career orientations unconsciously.
Any person is characterized by a certain personal concept, talents, motives, motives and values that he cannot give up when making a career choice. Past life experience forms a certain system of value orientations, social attitudes in relation to career and work in general, therefore, in the professional plan, the subject of activity is considered and described through the system of his dispositions, value orientations, social attitudes, interests and other socially conditioned motives for activity.
An important element of the “self-concept” is the so-called career anchor - an interest or value that a person will never give up if he has to make a choice. According to E. Shane, the anchor of a career arises in the process of socialization on the basis of and as a result of learning in the early years of career development. It is stable and can remain stable for a long time.
Several career anchors have been identified based on research:
1) technical and functional competence;
2) managerial competence;
3) autonomy;
4) stability;
5) service;
7) integration of lifestyles;
8) entrepreneurship.
Let's give a description of each of the career anchors.
1. Technical and functional competence. This orientation is associated with the availability of abilities and talents in a particular field (scientific research, technical design, financial analysis). A person with such an orientation wants to be a master of his craft, to achieve success in the professional field, but he quickly loses interest in work, which does not allow him to develop his abilities. Such a person is simultaneously looking for recognition of his talents, which should be expressed in a status corresponding to his skill. He is ready to manage others within the limits of his competence, but management is of no particular interest to him. Therefore, many in this category reject the work of a manager, and view management as a necessary condition for advancement in their professional field. This is usually the largest group in most organizations, providing informed decision making. In the area of merit recognition, the attitude of fellow professionals is valued. In terms of remuneration, this group of people is focused on the criterion of external equality, that is, on comparison with the remuneration of specialists of the same qualifications. If the salary meets this criterion, then the responsibility for the results of labor increases.
2. Managerial competence. In this case, the orientation of the individual towards the integration of the efforts of other people, the full responsibility for the final result and the combination of various functions of the organization are of paramount importance. With age and work experience, this career orientation becomes stronger. Such work requires interpersonal and group communication skills, emotional balance in order to carry the burden of responsibility and power. A person with a career orientation towards management will believe that they have not achieved their career goals until they take a position in which they can manage various aspects of the enterprise's activities - finance, marketing, production, development, sales. The criterion for the advancement of these people is "results", that is, specific merit or measurable results of activity. The most important form of recognition is promotion to a position with greater responsibility. This position is assessed through a combination of rank, title, salary, number of subordinates, the size of the budget for which a given person is responsible, the importance of the site for the future of the organization, etc.
3. Autonomy (independence). The primary concern of an individual with this orientation is liberation from organizational rules, regulations, and constraints. Such a person does not want to obey the rules of the organization (workplace, time, uniform), has a strong need to do everything in his own way, at his own pace and according to his own standards. From his point of view, organizational life imposes too tight restrictions on him, so he prefers to pursue a more independent career. If this orientation is strongly expressed, then for the sake of preserving his independence, the person is ready to give up promotion or other opportunities. Such a person can work in an organization that provides a reasonable degree of freedom, but will not feel a serious commitment or commitment to the organization and will reject any attempt to limit his autonomy.
4. Stability. This career orientation is driven by the need for security and stability in order for future life events to be predictable. There are two types of stability: job stability and residence stability. Job stability implies finding a job in an organization that provides a certain period of employment, has a good reputation, and takes care of its employees after they leave. A person with this orientation shifts the responsibility for managing a career to the organization, while he is ready to make geographic movements depending on the needs of the company. A person focused on the stability of the place of residence associates himself with a geographic region and changes work or organization only if this prevents him from moving. Stability-oriented people may be talented and occupy high positions in the organization, but preferring stable jobs, they will refuse promotion if it is risky and inconvenient, even in the case of good growth opportunities.
5. Service. The main values for this orientation are "working with people", "serving humanity", "helping people", "the desire to make the world a better place", etc. A person with this orientation has the opportunity to continue working in this direction, even if he has to change place of work. He will not work in an organization that is hostile to his goals and values, and will refuse promotion or transfer to another job if this does not allow him to realize the main values of life.
6. Call. The main values for this type of career orientation are competition, victory over others, overcoming obstacles, solving difficult problems. The person is focused on challenging. The social situation is most often viewed from the standpoint of "win-lose". The process of struggle and victory is more important for a person than a specific field of activity or qualification. Newness, diversity and challenge are of great value to people with such an orientation.
7. Integration of lifestyles. A person is focused on the integration of various aspects of the way of life. He does not want only family to dominate in his life, or only career, or only self-development. He strives to ensure that all this is balanced. Such a person values his life as a whole more than a specific job, career, or organization. He is most attracted by the flexibility and choice the organization provides: freedom of movement, flexible working hours, part-time work, etc. He is focused on an organization that respects personal and family issues.
8. Entrepreneurship. A person seeks to create something new, to overcome obstacles, is ready to take risks. He does not want to work for others, but wants to have his own business, to create financial well-being. An entrepreneur's creativity focuses specifically on the creation of a new organization, product or service that can be identified with his productive endeavors. He seeks to build his own career, self-centered, seeking public recognition. The entrepreneur will continue his business, even if at first he fails and he has to take serious risks.
Table 5.37 presents American data (sample - 2000 people), collected by E. Shein, and Russian data obtained by L.G. Pochebut and V.A. Chiker (sample - 400 people). On the whole, Russians are characterized by a more even distribution of assessments across all career orientations. In the American sample, the career orientation toward "professional competence" is most pronounced, which is not the leading one in the Russian sample. The same tendency is visible in the choice of a career orientation towards "management". Significant differences were revealed when choosing such career orientations as “service”, “challenge”, “integration of lifestyles” and “entrepreneurship” - they are more preferred in the Russian sample.
Table 5.37 Frequency of choosing different career orientations (in%) 
Currently, the need to adapt to changes in the world around them has become a personal problem for most people. Changes in technologies, organizational structures, changes in the market, in industrial relations are accelerating and deepening every year. People have the opportunity to engage in their development throughout their lives. However, not everyone wants to do this, preferring to use old knowledge and acquired experience, and therefore inevitably lagging behind life.
Self-development is an ongoing process. Numerous studies have shown that ideas for individual development are associated with success in management. Individual development depends not only on the acquisition of new skills and knowledge, but also on the elimination of various kinds of restrictions.
A person begins his individual development with an analysis of his capabilities. At the same time, it is necessary to study your own potential, your nature, your inner doubts, the reasons for timidity, since they have a significant impact on a person's behavior and his sense of satisfaction from his actions.
M. Woodcock and D. Francis identified eleven potential limitations of the manager's self-development:
1) inability to manage oneself: inability to fully use one's time, energy, skills; inability to cope with the stresses of modern life as a manager;
2) vague personal values: lack of clear understanding of them; the presence of values that do not correspond to the conditions of modern business and private life;
3) unclear personal goals: lack of clarity about the goals of their personal or business life; the presence of goals that are incompatible with the conditions of modern work and life;
4) stopped self-development: lack of attitude and receptivity to new situations and opportunities;
5) lack of problem-solving skills: lack of a strategy necessary in decision-making, as well as the ability to solve modern problems;
6) lack of creativity: lack of ability to generate and use new ideas;
7) inability to influence people: lack of ability to provide participation and help from others or to influence their decisions;
8) insufficient understanding of the specifics of managerial work: lack of understanding of employee motivation; outdated, inhuman or inappropriate ideas about the role of a leader;
9) weak leadership skills: lack of ability to achieve high results in the work of subordinates;
10) inability to teach: lack of ability or desire to help others develop and expand their capabilities;
11) low ability to form a team: inability to promote the development and increase the effectiveness of working groups and teams.
Career advancement depends not only on the personal, professional and business qualities of the employee, but also on objective conditions:
1) the highest point of a career - the highest post that exists in a particular organization under consideration;
2) career length - the number of positions on the way from the first position occupied by an individual in the organization to the highest point;
3) indicator of the position level - the ratio of the number of persons employed at the next hierarchical level to the number of persons employed at the hierarchical level where the employee is at a given moment in his career;
4) an indicator of potential mobility - the ratio (in a certain certain period of time) of the number of vacancies at the next hierarchical level to the number of persons employed at the hierarchical level where the employee is located.
On a note
Personal Career Management
Career management rules
Do not waste time working with a non-initiative, unpromising boss, make yourself necessary for the proactive, operational leader;
Expand your knowledge, acquire new skills;
Prepare yourself for a higher-paying position that is (or will soon become) vacant;
Make a plan for the day and for the whole week, in which you leave room for your favorite activities;
Remember that everything in life changes: you, your knowledge and skills, the market, the organization, the environment, to evaluate these changes is an important quality for a career;
Your career decisions are almost always a compromise between desire and reality, between your interests and the interests of the organization;
Never live in the past: firstly, the past is reflected in our memory not as it really was, and secondly, the past cannot be returned, do not allow your career to develop much faster than others;
Quit as soon as you are convinced that it is necessary;
Think of the organization as a labor market, but don't forget the external labor market;
Do not neglect to help your organization find a job, but rely on yourself first when looking for a new job.
Organization management / Ed. Z.P. Rumyantseva, N.A. Salomatina. - M .: INFRA-M, 1995.
Business career management consists in the fact that from the moment an employee is accepted to the enterprise and until his intended dismissal, it is necessary to organize his systematic horizontal and vertical movement in positions and workplaces.
Career planning is the definition of career development goals and ways to achieve them.
At the same time, the way to achieve career goals is a sequence of positions that need to be worked out before taking a target position, as well as a set of funds necessary to acquire the required qualifications (training, internships, etc.).
The basis of career planning is a careerogram - a document containing an idea of which path a specialist must go in order to acquire the necessary knowledge and master the necessary skills to work effectively at a specific place.
The careerogram consists of two parts. The first part contains a list of positions, lined up in a sequential chain along the ascending line, which an employee can occupy throughout his career, indicating the duration of the positions in years. The second part includes a description of the types of training that an employee needs to undergo on the career path, indicating the periods of training.
Career development refers to the actions that an employee takes to implement their plan. The benefits of planning and managing career development for an employee are:
- a potentially higher degree of satisfaction from work in an organization that provides opportunities for professional growth and improved living standards;
- a clearer vision of personal professional prospects and the ability to plan other aspects of their own life;
- the possibility of purposeful preparation for future professional activities;
- increasing competitiveness in the labor market.
The advantages of the organization are that:
- she gets motivated and loyal employees who associate her professional activities with this organization;
- there is a possibility of planning the professional development of employees, taking into account their personal interests.
One of the most important problems in planning an employee's career is to achieve a match between the employee's desire and the organization's ideas about how his career should be built. In the absence of purposeful work in this area, opportunities for integration and mutually beneficial development are lost. An example of a solution to this problem is the synergetic model of career planning by K. Burns and K. Magnuss (Fig. 5.24).
Rice. 5.24. Synergistic career planning model
The model contains three levels: philosophical, strategic and practical. At the same time, it is important to achieve a relationship between the growth of an employee's career and the development of the organization. Career planning for employees will be ineffective if the organization itself does not develop and does not include personnel development in its strategic plans as one of the prerequisites for survival in a competitive environment. An explanation of the three levels of the model for an employee and an organization is presented in table. 5.38.
Table 5.38 Career planning levels 
Another model for managing the process of coordinating individual and organizational career planning - the partnership model for planning and career development - is proposed by S.V. Shekshnya (Fig.5.25). A partnership involves the cooperation of the following parties:
- an employee (responsible for planning and developing his own career);
- leader (acts as a mentor);
- personnel management services (consultations, general management).
Rice. 5.25. Career planning and development process
The preparation of a career development plan is associated with the definition of an employee of his own professional interests and methods of their implementation, that is, the positions (positions) that he would like to take in the future. At the same time, an employee is assisted by the head and the personnel management service to determine his own capabilities and shortcomings, methods of development.
Assessment of the progress achieved is an important step. It is carried out periodically, as a rule, with attestation (although it can be divorced in time), during a meeting between the manager and the employee, and then confirmed by the personnel management service. The result of the discussion is an adjusted career development plan.
Particular attention should be paid to the career management of an employee when they are first appointed. According to G. Dessler, it should be based on the following principles:
1) avoidance of the impact of reality. For an employee, this is a period during which he must develop a sense of confidence, learn to get along with a manager, take responsibility and understand his abilities and career needs. For many people who get their first job, this is a catastrophic period of confrontation between their expectations and reality ("reality shock");
2) providing an interesting first assignment. In one of the studies of young AT&T managers, it was found that the more important tasks an employee had in the first year of work in the company, the more efficiently he / she works in subsequent years;
3) providing employees with a reliable job description (as a means of mitigating the impact of a collision with reality);
4) providing the newcomer with a qualified and demanding leader: the more trust and expectations in relation to the employee, the better he performs his duties;
5) periodic change of activity (rotation), allowing the employee to assess their abilities and preferences;
6) career-oriented assessment;
7) encouraging career planning.
1. Management of a professional career. Professional development and its impact on the professional career of employees.
2. Personnel training system.
3. Professional development is a factor of personnel development. Forms of advanced training.
1. Management of a professional career. Professional development and its impact on the professional career of employees.
Professional development - training of personnel with the aim of improving knowledge, skills and abilities in connection with increased requirements for the profession or promotion.
The implementation of the principle of compulsory advanced training has traditionally met with resistance at all levels of management - employees of the lower hierarchical levels refuse any form of study and advanced training (“Why do I need this. I don’t understand anything anyway”), and top managers “know everything” ...
However, numerous studies show that after graduation, an average of about 20% of knowledge is lost annually, scientific and technological progress dooms most specialists to lag behind in the main areas of their professional knowledge. It is recommended to increase their knowledge for specialists in the field of mechanical engineering every 5.2 years, in the chemical industry - every 4.8 years, in metallurgy - every 3.9 years, and in the field of business - every 2 years. The Institute of Economics of the Russian Academy of Sciences considers it necessary to urgently provide support for the system of advanced training of specialists at the expense of budgetary funds, as well as by attracting extra-budgetary financial sources.
The management principle strongly requires the mandatory professional development of all employees involved in the production process, regardless of the position held. The market economy of modern Russia makes more serious demands on the professional development of enterprise managers than under the socialist planned economy.
First of all, this applies to those who make strategic management decisions, who are responsible for the development of the enterprise, for the constant updating of products and the implementation of new technological and organizational solutions.
In general, the share of spending on education as a percentage of national income in Russia is about 2%, in the USA - 12.2%, in Germany - 12.1%.
2. Personnel training system.
Some companies offer whole systems of personnel training and professional development. For example, Euromanagement offers the following services:
Formation of a personnel training system based on determining the needs of the Company and assessing the level of professional and personal development of employees. Development, organization and implementation of training events. Personal consulting and training for certain categories of employees.
When is it advisable to use this service.
if you understand that the growth and development of your company requires advanced growth and professional development of your personnel
if you like the employees of the company, but the results of their work - no
if, having tried to organize and conduct separate training events for your employees, after that you did not wait for the planned and desired results from their work
if you have recruited new employees and want to train them in hard work for your benefit
if you have proven experienced employees whom you have already motivated financially and non-financially, and now you do not know how else to please them, and at the same time develop
Our consultants during meetings and working sessions with managers and employees of the Company:
depending on the development plans of the company, they will determine the training needs of the personnel;
determine the level of professional and personal development of employees;
develop a system of training activities, including control over the assimilation of knowledge and the formation of skills;
will organically integrate the training system into the personnel incentive / motivation system;
develop a system to support learning outcomes;
organize training events (lectures, seminars, trainings, working groups, etc.);
give managers "feedback" on learning outcomes;
develop new programs based on the needs of your company;
conduct, if necessary, personal counseling and training for some employees;
What results will you get
Personnel trained and motivated for professional achievement.
Improving the psychological climate in the team.
A clear and easily maintained employee training system.
Improving the quality of work and the related indicators of the well-being of the company and personnel.
3. Professional development is a factor of personnel development. Forms of advanced training.
In order to keep up with the requirements of the time, the educational process is intensified through the introduction of interactive learning technologies into it, the creation of a psychologically comfortable environment that provides students with freedom in choosing educational forms and methods.
The priority teaching methods in the system of advanced training for management personnel are interactive methods, where the main attention is paid to the practical development of the transferred knowledge, skills and abilities.
The ever-increasing flow of information currently requires the introduction of such teaching methods that allow for a fairly short period of time to transfer a fairly large amount of knowledge, to ensure a high level of mastery of the studied material by the listeners and to consolidate it in practice.
In modern practice of advanced training of executives in Russia, the following active teaching methods are most common: trainings, programmed, computerized learning, educational group discussions, case-studies (analysis of specific, practical situations), business and role-playing games.
Consider the main focus and content of each of the listed teaching methods used in the practice of improving management personnel.
Trainings
Training is understood as such training, in which the main attention is paid to the practical development of the studied material, when in the process of modeling specially assigned situations, students have the opportunity to develop and consolidate the necessary knowledge and skills, to change their attitude towards their own experience and the approaches used in work.
Programmed learning
The essence of programmed learning consists in a high degree of structuredness of the presented material and a step-by-step assessment of the degree of its assimilation. In programmed teaching, information is presented in small blocks in printed form or on a computer monitor. After working on each block, the student must complete tasks that show the degree of assimilation of the studied material.
Study discussion
This teaching method consists in conducting educational group discussions on a specific problem in relatively small groups of students (from 6 to 15 people).
Traditionally, the concept of "discussion" is understood as an exchange of opinions in all its forms. The experience of history shows that no development of society is possible without an exchange of opinions and accompanying debates and disputes. This is especially true for development in the field of spiritual life and professional development of a person.
Discussion as a collective discussion can be of a different nature, depending on the process under study, the level of its problematic nature and, as a consequence, the statements made.
For a teacher organizing an educational discussion, the result, as a rule, is already known in advance. The aim here is the search process, which should lead to objectively known, but subjective, from the point of view of learners, new knowledge. Moreover, this search should naturally lead to the task planned by the teacher. This can be, in our opinion, only if the search for a solution to the problem (group discussion) is completely controlled by the teacher.
Management here is twofold. First, in order to conduct a discussion, the teacher creates and maintains a certain level of student relationships - the relationship of benevolence and frankness, that is, the teacher's management of the discussion is of a communicative nature. Secondly, the teacher controls the process of finding the truth. It is generally accepted that educational discussion is permissible "provided that the teacher is able to ensure the correctness of the conclusions."
Summarizing the above, the following specific features of an optimally organized and conducted educational discussion can be distinguished:
1) a high degree of competence in the problem of the teacher-organizer and, as a rule, the students have sufficient practical experience in solving such problems;
2) a high level of forecasting the solution of typical problem situations due to serious methodological training of the teacher-organizer, i.e., a relatively low level of improvisation on the part of the teacher. At the same time, a fairly high level of improvisation on the part of the students. Hence the need for the teacher to be in control of the discussion process;
3) the goal and result of the educational discussion are a high level of assimilation by students of true knowledge, overcoming delusions, the development of dialectical thinking in them;
4) the source of true knowledge is variable. Depending on the specific problem situation, it is either the teacher-organizer, or the students, or the latter derive true knowledge with the help of the teacher.
In conclusion, it should be noted that this method allows you to make the most of the experience of listeners, contributing to a better assimilation of the material they are studying. This is due to the fact that in a group discussion, it is not the teacher who tells the listeners what is right, but the students themselves develop evidence, substantiation of the principles and approaches proposed by the teacher, making the most of their personal experience.
Educational group discussions are most effective when studying and working through complex material and the formation of the necessary attitudes. This active teaching method provides good opportunities for feedback, reinforcement, practice, motivation and transfer of knowledge and skills from one area to another.
Case-study
This method presupposes a transition from the method of accumulating knowledge to an activity-oriented, practice-oriented approach in relation to the real activity of a manager. It is one of the most proven method of teaching decision-making and problem solving skills in German leadership development practice.
The purpose of this method is to teach students to analyze information, identify key problems, choose alternative solutions, evaluate them, find the best option and formulate action programs.
A sign of a promising organization is the realization that the quality of work is largely determined by the capabilities of the personnel. A developing organization is, first of all, developing personnel, therefore it is necessary to make the process of personnel development purposeful, planned, organized, motivated and controlled. At the present stage, we should talk about the management and self-management of the development of the employee's professional career, based on the coordination of the interests of the organization and the employee. The personnel management tools include a professional individual career management tool, the implementation of which will ensure the purposeful development of personnel within the framework of the organization's development.
Career - individually conscious changes in attitude and behavior associated with work-related experiences and activities throughout the person's working life. Thus, a career is a subjectively conscious development, a progressive change in the skills, abilities, and professional capabilities of a person, therefore, one can speak of a career as a kind of occupation, activity.
The stages of a professional career are distinguished as intervals of an employee's working life, during which certain tasks are solved and the foundations for the further development of a professional career are formed. Preliminary stage includes obtaining education as necessary) conditions for the implementation of a career. The main problem at this stage of a career is the choice of the type, career direction - profession.
Next comes the stage becoming, when an employee masters the chosen profession, acquires the necessary skills, forms his qualifications, self-affirmation occurs and there is a need to establish independence. The key task that a person faces in the early period of a career is career planning, since at this stage there is a statement of career goals and the formation of value priorities in its development.
At the stage advancing the process of qualification growth, career advancement continues, a wealth of practical experience and skills are accumulated, the need for self-affirmation and raising the status in the organization is growing. Recognizing the need for change, employees actively participate in training and development programs, are prepared to change jobs or new positions in the organization, and thereby prevent early termination of their careers. To help employees achieve their goals, many organizations develop career management programs for their employees.
Stage preservation characterized by actions to consolidate the results achieved. There is a peak in the improvement of qualifications and its improvement occurs as a result of vigorous activity and special training. During this period, employees are interested in passing on their knowledge to successors, so they can be actively involved in training programs as mentors.
The career of any person is unique, but if you try to generalize approaches to a career, you can distinguish the following types of it.
Interorganizational and intra-organizational career - types of careers, meaning that a particular employee, in the course of his professional activity, works in different positions in different or in the same organization.
Specialized and non-specialized career is the development of a career within one or more areas of activity. So, as a result of the development of a non-specialized career, the employee has a significantly smaller amount of specialized knowledge, but at the same time, he has a holistic view of the organization, supported by personal experience.
Under vertical a career is understood as an ascent to a higher level of the structural hierarchy, horizontal a career involves either moving to another functional area of activity, or performing a certain job role at a stage that does not have a rigid formal fixation in the organizational structure. A horizontal career can also include the expansion or complication of tasks in one position. Stepped career - a type that combines elements of a horizontal and vertical career, when the employee's advancement can be carried out by alternating vertical and horizontal growth. A stepped career is quite common and can take both intra-organizational and inter-organizational forms. Under centripetal a career is understood as moving to the core, to the leadership of the organization, for example, inviting an employee to meetings that are inaccessible to other employees, meetings of both formal and informal nature, gaining access to informal sources of information, confidential appeals, certain important instructions from the management.
In the process of realizing a career, it is important to ensure the interaction of all types of careers. This interaction involves the implementation of the following principles of professional career management:
- achieving the relationship between the goal setting of the organization and the individual employee in the framework of strategic management and planning of the organization;
- ensuring that career planning is focused on a specific employee in order to take into account his individual goals and motives for developing a professional career;
- ensuring the openness of the career management process, based on the development of high-quality and visual criteria for career growth, used in specific career decisions;
- formation of a system for assessing and developing the career potential of employees of the organization;
- determination of directions for the development of individual careers of employees, providing for both the provision of the organization's high-quality needs for personnel and the elimination of "career deadlocks", in which there are practically no opportunities for employee development.
Business staff appraisal- a purposeful process of establishing the compliance of the qualitative characteristics of personnel with the requirements of the position or workplace. Based on the degree of this compliance, the following tasks are solved: assessment of the process and the result of the employee's activity in the organization, development of a development program for him; determination of criteria and amount of remuneration. Personnel assessment allows solving a number of additional tasks: establishing feedback with an employee on professional, organizational and other issues; satisfaction of the employee's needs in assessing their own work. Business assessment of personnel can be divided into the following main types:
- evaluating candidates for vacant positions or jobs;
- ongoing periodic assessment of the organization's personnel;
- assessment of the employee's labor potential.
The main functions of a business appraisal:
- evaluative, when personnel, the management system and personnel management programs are assessed;
- informational;
- legal and administrative;
- motivational;
- "Feedback".
The conduct of a business assessment in an organization is influenced by the current legislation, where the formal requirements for its conduct, the goals of the business assessment, the status of the position and the content of the tasks performed by the employee, the socio-psychological climate in the team, the activities of the trade union, etc.
The business appraisal procedure will be effective if the following prerequisites are met:
- the establishment of criteria for evaluating the effectiveness and the work process for each position and workplace;
- careful design of an evaluation system that includes evaluation criteria, frequency of evaluation, subjects and methods of evaluation;
- providing complete and reliable information about the results and quality of the employee's work in the business assessment process;
- discussion of the assessment results with the employee;
- making a decision on the results of the assessment and documenting it.
A large number of criteria can be used to conduct a business assessment. These indicators can be divided into the following groups:
- indicators of direct labor results;
- conditions for achieving labor results;
- professional behavior;
- characterizing personal qualities.
According to the time indicator, a periodic assessment is distinguished, when the assessment is carried out on some specific dates (for example, on the day a person is hired) or a decision is made to assess all employees at the same time. For individual employees, it is advisable to assign an assessment at the date of completion of work, but for each individual task, for example, within the framework of the "management by goals" model. Also, a business assessment can be in the nature of constant monitoring of the process and results of work.
Colleagues of the assessed employee, his immediate supervisor, subordinate employees, employees of related departments, who know the assessed employee for the work performed jointly, can act as evaluators when conducting a business assessment. To reduce the subjectivity of appraisal, organizations use a plurality of appraisals, which is expressed in the involvement of various appraisers, including independent experts. Self-esteem can also be used. It seems possible to use a combination of the listed forms of assessment: external assessment can be supported by self-assessment, and the results of the assessment by the manager can be compared with the assessment of subordinates or colleagues.
Personnel business appraisal methods- ways of establishing specific values of indicators of business assessment. Methods can be divided into groups according to various criteria, for example, individual and comparative, with preliminary and without preliminary establishment of assessment indicators. To assess the elements of labor and career potential of workers, assessment methods such as testing, business and role-playing games can be used.
A large number of Russian organizations today use the assessment method Assessment Center. This complex method is used to optimize the placement of personnel, the formation of a personnel reserve, career planning, the formation of training programs, a reasonable selection of applicants for positions in the company.
The main assessment criteria in the Assessment Center are communication and leadership qualities, intelligence, ability and skills in teamwork, planning and organization. The most popular assessment methods are business and role-playing games, professional and psychological tests, self-presentations, discussions, exercises, written work. The standard assessment procedure includes the implementation of managerial actions, discussion of problems in a small group, decision-making, report of the developed project, preparation of a business letter, filling out psychometric tests, assessment of the subject by his colleagues.
An important step in conducting a business appraisal is to explain the goals and system of business appraisal to staff and train appraisers, which can increase the effectiveness of the business appraisal and reduce the errors of social perception in the process of this appraisal.
The main business valuation errors:
- excessive exactingness - a tendency to underestimate the assessment, assessing all employees below their real level according to the criteria by which the assessment is carried out;
- excessive indulgence - a tendency to overestimate, evaluate all employees above their real level with a good or excellent rating;
- extreme - a tendency that combines both previous mistakes;
- averaging - a tendency towards predominant assessment based on the average values of indicators. Many evaluators avoid giving high or low marks in the view that all workers are about average;
- halo effect - an assessment based on the overall impression, both positive and negative;
- priority - an assessment based on the preference given by the assessor to one or more qualities of an employee and the impact of these preferences on the overall assessment;
- personal predisposition - an assessment based on the personal preference of the appraiser regarding personal characteristics, relationships, events in the biography, etc., which affects the assessment more than the results of work;
- freshness of impressions - the tendency to use recent events in assessing an employee, without taking into account the entire time period.
After the business assessment has been completed and the results have been processed, they should be discussed with the person being assessed. Effective conversation based on the results of the assessment can help to increase motivational attitudes for the next period. An essential element of successful assessment systems is the continued use of assessment results. The use of the results should include the development of professional skills among workers; assessing the degree of the employee's use of his potential opportunities and solving the issue of directions for the development of his professional career; regulation of the size and form of employee remuneration.
Career management presupposes two important factors: on the one hand, it is his personal aspiration, and on the other, the interest of the company's management. If a person does not make it clear to the management that he is striving for growth, he may simply not be taken into account, and if the company is not interested in moving, then no desire and activity can help. That is why, if you are planning a career, it is important to immediately choose an organization that will provide you with such an opportunity.
Professional career management
In many large organizations, where the desire of employees to manage their personal is understood and respected, the maximum favorable conditions for development are created. This allows not only to additionally motivate the team, but also to reduce the "turnover", to help the growth of highly qualified specialists within their own walls.
Unlike hiring ready-made "pros", this approach pays for itself perfectly, because a person who has gone through a career path from bottom to top, understands more deeply all levels of the company's functioning, gains more extensive experience and is most useful for the effective development of the organization.
Career management mechanism
As a rule, in order to identify the professional level of workers, all kinds of exams and attestations are arranged. For a person who seeks to grow in terms of a career, it is very important to prove himself well at such moments, to show his maximum.
It is important to understand that career management begins from the moment of hiring - already at this moment the employer talks in detail about the prospects, and the newcomer shares his plans and ambitions.
At this stage, the management closely examines the qualities, skills, experience, potential of the employee, determining how they correspond to a particular position. This is followed by the actual implementation of the planned employee development plan within the organization.
Below are the fators that will help you in your career.
1. The concept of an employee's career.
2. Personnel career management.
3. Features of the career process in the system of state and municipal service.
1. Career in a broad sense - the sequence of human development in work, creative, family life. A career is characterized by the dynamics of the socio-economic situation, status-role characteristics, forms of social activity of the individual. The concept of "career" is mainly associated with the labor, professional activities of a person.
From the point of view of the degree of a person's mastery of professional experience in a specific type of activity, professional and official careers can be distinguished.
Professional career characterizes the level of development and the degree of realization of a person's professional abilities, the qualitative state of his professional experience. A professional career should serve as the foundation for an official career. Official career- this is the movement of an employee, both vertically and horizontally, of the job structure in the organization. It is nothing more than a form of realizing a person's professional capabilities. In this regard, below we will briefly consider the issues of technology for managing a professional career.
2. Professional career management- purposeful activity of the personnel service for the development of a person's professional abilities, the accumulation of professional experience and its rational use, both in the interests of the employee and in the interests of the organization.
Career management is simply about helping staff achieve their professional development goals, striving to make a personal career and realize their abilities.
Career management techniques include:
· Study and identification of the organization's personnel needs (who, when, how much);
· Assessment of the abilities and personal qualities of personnel;
· Development of options for planning the use of an employee;
· An individual conversation with an employee, discussion of the proposed option for its planned use (coordination, correction of a career plan);
· Development and approval of a career and professional development plan by the head of the organization and their implementation;
· Monitoring the progress of the career plan.
Career plan- This is a document that presents the option (options) of the official movement of a specialist in an organization. May include the main provisions of the employee's professional development plan. The career plan indicates the names of the positions to which the employee can be appointed, the approximate dates, as well as the necessary measures for his professional development.
A career plan can be short, medium or long term.
To implement a career plan, a young employee is recommended to independently develop a plan for self-improvement and achievement of personal goals.
3. The specificity of a civil servant's career is that promotion is carried out under conditions of relatively strict regulation of the status and the legally established order of service.
Federal Law of May 27, 2003 N 58-FZ "On the system of the civil service of the Russian Federation", as well as the Federal Law of July 27, 2004 N 79-FZ "On the state civil service of the Russian Federation" determined the system and structure of the state personnel service.
Civil service system(see Figure 7) includes the following types of public service:
· public civil service, which is divided into the federal state civil service and the state civil service of the subject of the Russian Federation;
· military service(a type of federal public service, which is a professional service activity of citizens in military positions in the Armed Forces of the Russian Federation, other troops, military (special) formations and bodies performing functions to ensure the defense and security of the state. Such citizens are assigned military ranks);
· law enforcement service(a type of federal public service, which is a professional official activity of citizens in law enforcement positions in government bodies, services and institutions performing functions to ensure security, law and order, to combat crime, to protect human and civil rights and freedoms. special titles and class ranks are assigned).
Rice. 7. The system of civil service in the Russian Federation
The professional and qualification division of labor in the field of public administration is presented in the typology of civil service positions by categories (managers, assistants or advisers, specialists, providing specialists) and groups (senior positions, main positions, leading positions, senior positions, junior positions). This difference predetermines the nature and scope of the powers of government officials replacing public positions. The public civil service includes the execution of official powers by persons filling public positions in the categories of “assistants (advisers)”, “specialists” and “supporting specialists” (see Appendix 5).
The replacement by applicants of each of the positions of these groups is due to a number of requirements, including:
The level of professional education, taking into account the group and specialization of government positions in the civil service;
Seniority and work experience in the specialty;
The level of knowledge of the Constitution of the Russian Federation, federal laws, constitutions, charters and laws of the constituent entities of the Russian Federation in relation to the performance of the relevant official duties.
In this regard, the career process depends on the employee's ability to strategically focus on the scale of service needs in the hierarchy of job statuses and roles, to anticipate its possible activity and resistance, and accordingly to improve their service-role potential and ways of its timely implementation in the context of the civil service mission and own life strategies.
In the career of an employee, in its professional support, one should see its sequence (albeit a possible discontinuity, stoppage and even "rollback"), the change of several stages:
- preparatory (from 18 to 22 years old);
- adaptive (from 23 to 30 years old);
- stabilization (from 30 to 40 years old);
- career consolidation stage (from 40 to 50 years old);
- stage of maturity (from 50 to 60 years).
It should be noted that self-marketing occupies an important place in career technology. You need to think about the possibility of changing jobs at all stages of your career. In the West, there is a fairly widespread theory that advises to completely change familiar situations every five to six years. In relation to work, this attitude is justified by the fact that, on average, this period is quite sufficient to reach the "ceiling" in this capacity, contributes to growth. And the cessation of growth, as a rule, leads to degradation.
Review questions:
1. How does an employee's professional career differ from his official career?
2. What is a career plan for an employee of the organization?
3. What is the specificity of the career process in the state and municipal service?
