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Transcript of Chapter 9 Fostering Personal Growth. Personal Growth Career Management Self- Management Stress...
Fostering Personal GrowthFostering Personal Growth
PersonalGrowth
Career Management
Self- Management
Stress Management
Mastering Self-ManagementMastering Self-Management
Seneca
• “He is most powerful who has power over himself.” Lucius Annaeus Seneca
• Self-management is the process of managing oneself.
• Instead of relying on others to reward and punish, to direct, to set goals, and to provide feedback, we must learn to use these tools to manage our own behavior.
The Need for Self-ManagementThe Need for Self-Management
• Helpful when employees are relatively isolated, such as with telecommuting.
• Useful when supervision is lacking or employees are self-directing, such as with enriched jobs and self-managing work groups.
• May be used to enhance one’s own performance.• Provides a set of skills that can be transferred from one setting
to another.• Often less expensive than traditional motivational techniques.
Consequences of Self-ManagementConsequences of Self-Management
• Early evidence of the value of self-management came from clinical settings, where self-management techniques have been very successful in programs dealing with:– weight loss– smoking cessation– phobia reduction
• In academic settings, self-management techniques have led to improved study habits and enhanced academic performance.
• In organizational settings, self-management techniques have:– reduced absenteeism– increased satisfaction with work and commitment to the organization– improved task performance
Forms of Self-ManagementForms of Self-Management
Self-Management
Behavioral:
• Management of Our Own Behaviors
Cognitive:
• Development of Effective Thinking Patterns
Guidelines for Behavioral Self-ManagementGuidelines for Behavioral Self-Management
1. Self-Analysis
2. Modifying Antecedents (Cues)
3. Modifying Consequences
4. Reordering Behavior
5. Contracting
6. Rehearsal
7. Evaluating Program Effectiveness
8. Maintaining the Desired Change
Some Self GoalsSome Self Goals
• Exercise at least four days a week for at least 30 minutes a day.
• Spend at least two hours with my children every evening.
• Quit smoking for three months.
Some Short-Term BehaviorsSome Short-Term Behaviors
• Eat breakfast every morning.• Lift weights 4 days/week for at least 1/2 hour daily.• Get 8 hours of sleep per night for the next week.• Go to the library 3-4 hours per day.• Bring packed lunch to school rather than buying food from the school’s deli.• Walk my dog at least once per day.• Limit my TV watching to two hours per day during the week and three
hours per day on the weekend.• Spend 20 minutes in the kitchen daily preparing lunch or dinner.• Increase the number of sit-down dinners with my family to at least four
times per week.
Monitoring TechniquesMonitoring Techniques
• Start a schedule/log book which keeps daily track of workout and performance on each exercise.
• Keep a weekly pill container -- fill at beginning of week and take vitamins each day.
• Put due dates of projects on calendar and track what has been done for projects each week leading up to the due date.
• Weigh in once a week at Shell.• Keep a log of the times I get up.• Each time I end up eating fast food I can write down what it was I ate, and how
much the meal cost me.• Write on my Daytimer what time I arrive at work/school each day.
Modifying AntecedentsModifying Antecedents
• … I will bring my workout clothes to school so that I can work out immediately after class.
• Plan a menu for the week beforehand …• I will avoid turning the TV on immediately when I get home at night …• I will not hit the snooze button in the morning so that I will have time to read.• … Therefore, I will need to avoid shopping at these stores unless I have an
actual list of what I need, and then only purchase what is on the list.• … Don’t let [myself] feel too hungry, but eat 5-7 small meals each day instead
of 2-3 big ones.• I need to study on the second floor of the library where I can’t see my friends.
Modifying ConsequencesModifying Consequences
• Allow myself one guilt-free junk food meal per week.• Use log to monitor regularity of oil changes; for every mile over my 3,000
goal, I will give $0.01 to the Red Cross.• Every time I complete a project before it is due I will buy a new CD.• I can have my favorite breakfast (raspberry toaster strudel) if I get up in
time.• I will have pictures of me with a flabby belly if I don’t keep to my exercise
routine.• I will buy new running shoes if I follow through with my goal.• I will award myself four hours of “free time” on Sunday night to spend
having fun.
Reordering of BehaviorReordering of Behavior
• Not eating dinner or relaxing until I have exercised.
• Eating all vegetables on plate before I eat meat. This way, hopefully, I will be full by the time I attempt to eat it.
• Currently the cycle of things is Star Trek -> Sleep -> Getting up -> Getting to school -> Studying. Taping Star Trek and putting it at the end of the cycle … should help me achieve both goals.
• One night a week, I should write a letter before I relax in front of the T.V. or play on the computer.
• Wash dishes before I cook or eat.
• If I made lunch the night before, rather than in the morning as I usually do, and read the paper in the morning, rather than at night when I usually do … I’d be sure I had a lunch.
A Self-Management ContractA Self-Management Contract
Effective dates: From June 26, 2001 to September 1, 2001
The following behavior will be monitored by: Lizzie and/or Katherine Aldag
Behavior: Use of NordicTrac 4 days per week for 30 minutes per day
Monitoring will occur: each day
Whenever: Use of NordicTrac occurs at 30 minutes per day I will award snack or half hour of reading.
Whenever the behavior does not occur at the specified level, the following consequence will occur: Guilt, harassment by daughters
Contract may be revised on: June 19, 2001
Signatures:
Evaluating Program Effectiveness and Evaluating Program Effectiveness and Maintaining the Desired ChangeMaintaining the Desired Change
• If initially I am not studying at least 4 hours per night, I might: (1) spend more time studying in the library (I.e., revise my contract), (2) discontinue going to the recreational room, or (3) increase my efforts. ….
• If I am not able to stick to doing the exercise 5 times a week because I am so out of shape or because of a hectic holiday/school schedule, I will try doing it 4 times a week. If that doesn’t work, I will go down to 3 times a week and gradually build up to 5 times after I am into a routine and in better shape. I will not do any less than 3 times a week. To maintain this I will keep a weekly body measurement and weight log. Any time I notice that my measurements and weight have increased, I will increase my exercise for that week by renewing and re-signing my contract until I am back to baseline. ….
Evaluating Program Effectiveness and Evaluating Program Effectiveness and Maintaining the Desired Change (Cont.)Maintaining the Desired Change (Cont.)
• If I am not able to maintain a routine exercise program, I will seek the guidance from an exercise specialist. They are regularly available at the gym I work out at and they specialize in helping individuals develop programs that are both challenging and rewarding. … I will attempt to maintain my exercise program by constantly introducing new techniques that work on different parts of my body. This way I will keep motivated and reduce dullness.
• I’ve tried many times to quit snoozing … but never in a formal manner. If my snooze log doesn’t work, I will attempt to move my alarm clocks, get new alarms, or use my alarm that doesn’t have a snooze button. I’ve read that it takes 3 weeks to form a habit. Hopefully if I keep a log for 3 weeks it will become a habit for me to get out of bed when the alarm goes off.
The Bottom Line:The Behavioral Self-The Bottom Line:The Behavioral Self-Management ProcessManagement Process
PinpointShort- andLong-Term
TargetBehaviors
PinpointShort- andLong-Term
TargetBehaviors
Set SpecificGoals for Each
TargetBehavior
Set SpecificGoals for Each
TargetBehavior
Identify theAntecedents
of EachTarget
Behavior
Identify theAntecedents
of EachTarget
Behavior
IdentifyPositive and
NegativeConsequences
to Link to TargetBehavior
IdentifyPositive and
NegativeConsequences
to Link to TargetBehavior
OrderBehaviors to
EnhanceProbabilityof Attaining
Goals
OrderBehaviors to
EnhanceProbabilityof Attaining
Goals
Create aWritten
Contract ThatSummarizes
the Plan
Create aWritten
Contract ThatSummarizes
the Plan
Implementthe Plan
Implementthe Plan
Evaluate thePlan andModify It
as Needed
Evaluate thePlan andModify It
as Needed
Web Wise: Self-Management at W. L. GoreWeb Wise: Self-Management at W. L. Gore
• W. L. Gore & Associates, while large and mature, has maintained a remarkable record of creativity and innovation.
• Ranked in the top 10 of the “100 best companies to work for in America,” Gore has hundreds of products in hundreds or markets and locales.
• Gore was a pioneer in worker autonomy and self-management.
• Read Gore’s philosophy regarding these issues at: http://www.gore.com/
Strategies That Promote Effective ThinkingStrategies That Promote Effective Thinking(Figure 9-1)(Figure 9-1)
EffectiveThinking
FocusingThinking on
NaturalRewards
EstablishingEffectiveThoughtPatterns
BuildingNatural
Rewards IntoTasks
Managing Stress and BurnoutManaging Stress and Burnout
• Stress is a cause of psychological problems as well as physical reactions, such as ulcers, high blood pressure, backaches, and heart disease.
• An estimated 75 to 90 percent of visits to doctors are somehow stress related.
• Stress is associated with high levels of dissatisfaction, absenteeism, turnover, lost productivity, and lawsuits.
• It may result in a climate that stifles creativity.
• It has been implicated in workplace violence and employee suicide.
• Total stress-related costs to U.S. businesses are $200 to $300 billion annually.
Global Perspectives: KaroshiGlobal Perspectives: Karoshi
• Karoshi, three Japanese characters that literally mean “excessive,” “labor,” and “death,” is a term given by the Japanese to sudden death from heart attack or stroke induced by job stress.
• Japanese work, on average, 225 hours per week, or six workweeks, more per year than their American counterparts.
• Their overwork is driven in part by employers’ demands and expected loyalty to the company, and by the weakness of Japan’s labor unions.
• It appears that karoshi results primarily from feelings of depression and helplessness combined with overwork.
• Karoshi is now recognized by the Japanese government as a cause of death under the country’s worker compensation laws.
Concepts Involved in Stress ManagementConcepts Involved in Stress Management(Figure 9-2)(Figure 9-2)
Stressors StressStress
Reactions
Physiological Reactions in StressPhysiological Reactions in Stress(Figure 9-3)(Figure 9-3)
StressorsCerebralCortex
perceived by
Hypo-thalamus
which alerts
StressReactions
which carries hormones to organs and
muscles
BloodStream
which puts hormones
into
AutonomicNervousSystem
which activates
Pituitary
which activates
AdrenalGlands
which activates
secretes ACTH, which
activates
Stage 3
Body Can NoLonger ResistStressor:PhysiologicalBreakdown Occurs
Exhaustion
The General Adaptation SyndromeThe General Adaptation Syndrome(Figure 9-4)(Figure 9-4)
Stressor
Stage 1
Body Preparesfor Action;IncreasedArousal
Alarm
Stage 2
Attempts areMade to CopeWith SpecificStressor
Resistance
Eustress and DistressEustress and Distress
Reaction to Stress
Positive
Negative
Very Low
Very HighStress
Level
Eustress
Distress
StressorsStressors
StressorsRoleStressors
Hassles
LifeEvents
EmotionalLabor
Specific JobDemands
InterpersonalConflict
WorkEnvironment
Responsibilityfor Others
Dealing WithOthers’ Stress
Stressors in the Work EnvironmentStressors in the Work Environment
• Job risk• Prolonged noise• Glaring or inadequate lighting• Temperature variations• Poor air quality• Required repetitive motions
Web Wise: ToastmastersWeb Wise: Toastmasters
• Toastmasters International is an organization dedicated to helping people to develop better listening, thinking, and speaking skills.
• At Toastmasters, members learn by speaking to groups and working with others in a supportive environment.
• Each Toastmasters meeting gives participants an opportunity to conduct meetings, give impromptu speeches, present prepared speeches, and offer constructive evaluation.
• http://www.toastmasters.org
Stressful Life EventsStressful Life Events
EVENT RELATIVESTRESSFULNESS
Death of a spouse 100Divorce 73Marital separation 65Jail term 63Death of a close family member 63Personal injury or illness 53Marriage 50Fired from a job 47Retirement 45Pregnancy 40Death of a close friend 37Son or daughter leaving home 29Trouble with in-laws 28Trouble with boss 23Change in residence 20Vacation 13Christmas 12Minor violations of the law 11
HasslesHassles
• While “big” things, such as deaths and disasters, are clearly stressful, so are daily hassles.
• Such things as a troublesome neighbor, home renovations, a long daily commute, financing children’s education, and even dealing with a malfunctioning teller machine can all add to one’s stress levels.
• What these things lack in severity they make up in frequency.
Role StressorsRole Stressors
RoleStress
Role Overloador Underload
Role Conflict:Conflicting
Expectations
Role Ambiguity:Unclear
Expectations
Forms of Role ConflictForms of Role Conflict
• Intersender role conflict results from conflicting expectations of different role senders.
• Intrasender role conflict occurs when a single role sender transmits incompatible expectations.
• Inter-role conflict comes about through incompatible demands of different roles.
• Person-role conflict results from clashes between role demands and personal values and expectations.
Role Overload and UnderloadRole Overload and Underload(Figure 9-7)(Figure 9-7)
Nature of Mismatch
Work Work Amount Type
Insufficient
Level ofMismatch
Excessive
QuantitativeUnderload
QuantitativeOverload
QualitativeUnderload
QualitativeOverload
Personal Influences on StressPersonal Influences on Stress
StressOptimism-
Type ABehavior Pattern
+
Hardiness-
TensionDischarge Rate
-
Some Signs of StressSome Signs of Stress
• Trouble in concentrating• Working excessively but not effectively• Feeling that you’ve lost perspective on what’s important in life• Angry outbursts• Changes in sleeping patterns• Loss of interest in social and recreational activities• Prolonged fatigue• Increases in smoking, drinking, and eating• A feeling that you just can’t face the day
ReducedPerformance,
OtherNegativeEffects
Major Components of BurnoutMajor Components of Burnout(Figure 9-8)(Figure 9-8)
Physical Exhaustion(Fatigue, Lack of Energy)
Emotional Exhaustion(Depression, Feelings
of Hopelessness)
Attitudinal Exhaustion(Cynicism, Negative Views ofOthers, of One’s Own Work)
Feelings of LowPersonal
Accomplishment
Intense andProlonged
Work-RelatedStress
Web Wise: Dale Carnegie TrainingWeb Wise: Dale Carnegie Training
• Dale Carnegie’s book, How to Win Friends and Influence People, inspired generations of salespeople and others with its messages about the power of positive thinking.
• Dale Carnegie Training teaches selling and public speaking skills and publishes a variety of books. It has implemented training in over 400 of the Fortune 500 corporations
• It has more than 4 million graduates, 2,700 professional instructors, and courses in 70 countries and 20 languages.
• http://www.dale-carnegie.com/
Successful Wellness ProgramsSuccessful Wellness Programs
• Wellness programs offered by Sentara Healthcare and Chevron Corporation were winners of the 1998 C. Everett Koop National Health Award.
• Sentara’s Healthy Edge program incorporates awareness of health risks, handbooks about common disorders and how to treat them, and many on-site fitness programs. It also encourages “power naps” during work hours.
• Chevron has an on-site fitness center, coaches who lead stretching exercises during breaks in the offices, and staff specialists who facilitate such “energizers” as stretches and laughter before meetings. Employees can set “ergonomic breaks” on their computers.
The Bottom Line: The Stress Management The Bottom Line: The Stress Management ProcessProcess
Identify MajorPersonal and
Work Stressors
Identify MajorPersonal and
Work Stressors
ImplementStrategies to
Reduce orEliminateStressors
ImplementStrategies to
Reduce orEliminateStressors
ImplementStrategies to
Reduce orEliminate NegativeStress Reactions
ImplementStrategies to
Reduce orEliminate NegativeStress Reactions
Develop MoreEffective CopingMechanisms forHandling Stress-
ful Situations
Develop MoreEffective CopingMechanisms forHandling Stress-
ful Situations
Use OrganizationalResources for
Managing StressMore Effectively
Use OrganizationalResources for
Managing StressMore Effectively
Managing Your CareerManaging Your Career
• Business is changing rapidly, and jobs and careers are changing with it.
• Downsizing, mergers, market and technological changes, new perspectives on the psychological contract, and changing patterns and levels of global competition are creating unprecedented levels of uncertainty, challenge, and opportunity.
• Individuals are now less inclined to pursue a lifelong career in a single firm.
• Labor Department statistics project that the average person entering the workforce in the U.S. will have three and a half careers and work for 10 employers, keeping each job for only about three and a half years.
• Employees must prepare themselves for portfolio careers, in which people develop a portfolio of their accomplishments in different companies and “carry” that portfolio with them to help secure new jobs.
The Protean CareerThe Protean Career
• Proteus was a character in Greek mythology who could change shape in any way he wanted, except when held down.
• Douglas Hall has drawn on this myth to coin the term Protean Career.
• According to this view, there is much more to careers than just moving up the hierarchies of organizations.
• Viewed in this light:– a career is an ongoing sequence of events, some of which may have little or
nothing to do with money or prestige.– a career extends over the entire work life.– determining whether a career is successful is up to the individual.
The Protean Versus the Traditional CareerThe Protean Versus the Traditional Career(Figure 9-9)(Figure 9-9)
Issue Protean Career Traditional Career
Who’s in Charge? Person Organization
Core Values Freedom; growth Advancement; power
Degree of Mobility High Lower
Important Performance Psychological Position level; salary Dimensions success
Important Attitude Work satisfaction; Work satisfaction; Dimensions professional organizational
commitment commitment
The Protean Versus the Traditional CareerThe Protean Versus the Traditional Career(Figure 9-9) (Continued)(Figure 9-9) (Continued)
Issue Protean Career Traditional Career
Important Personality Do I respect Am I respected in this Dimensions myself? Organization?
(self-esteem) (esteem from others)What do I do? What should I do? (self awareness) (organizational
awareness)
Important Adaptability Work-related Organization-related Dimensions flexibility; competence (measure:
competence organizational survival) (measure: marketability)
Roles Associated with Four Career StagesRoles Associated with Four Career Stages(Figure 9-10)(Figure 9-10)
Stage 1 Stage 2 Stage 3 Stage 4CentralActivity
HelpingLearningFollowing directions
Independent contributor
TrainingInterfacing
Shaping the direction of the organization
PrimaryRelationship
Apprentice Colleague Mentor Sponsor
MajorPsychologicalIssues
Dependence Independence Assuming responsibility for others
Exercising power
Developmental Needs in Early CareerDevelopmental Needs in Early Career(From Figure 9-11)(From Figure 9-11)
Task Needs Socioemotional Needs
Develop action skills Support
Develop a specialty Autonomy
Develop creativity,innovation
Deal with feelings ofrivalry, competition
Rotate into a new areaafter 3-5 years
Developmental Needs in Middle CareerDevelopmental Needs in Middle Career(From Figure 9-11)(From Figure 9-11)
Task Needs Socioemotional Needs
Develop skills in trainingand coaching others
Opportunity to expressfeelings about midlife
Train for updating andintegrating skills
Reorganize thinking aboutself
Develop broader view ofwork and organization
Reduce self-indulgenceand competitiveness
Job rotation into jobrequiring new skills
Support and mutualproblem solving for copingwith midcareer stress
Developmental Needs in Late CareerDevelopmental Needs in Late Career(From Figure 9-11)(From Figure 9-11)
Task Needs Socioemotional Needs
Shift from power role toone of consultation,guidance, wisdom
Support and counseling to helpsee integrated life experiencesas a platform for others
Begin to establish selfin activities outside theorganization
Acceptance of one’s one-and-only life cycle
Gradual detachment fromorganization
Career Problems of Young ManagersCareer Problems of Young Managers
CareerProblems
Early Frustrationand Dissatisfaction
Insensitivityand Passivity
LoyaltyDilemmas
PersonalAnxiety
EthicalDilemmas
JobSecurity
OrganizationalSeduction
Loyalty DilemmasLoyalty Dilemmas
• One survey asked chief executives what they most value in subordinates. 86% said they valued loyalty first.
• There are many versions of loyalty:– loyalty as obedience– loyalty as putting in effort and long hours for the company– loyalty as successful completion of tasks– loyalty as protecting the superior from ridicule and adverse evaluation by others.– loyalty as giving the superior honest information about mistakes and possible
failures
• Unfortunately, young managers often don’t know which version of loyalty is expected.
The Career-Growth CycleThe Career-Growth Cycle(Figure 9-12)(Figure 9-12)
ChallengingInitial Job
Performance
Self-EsteemInvolvement
Counseling
Effort
Support
PsychologicalSuccess
Feedback
Performance and PromotabilityPerformance and PromotabilityFigure 9-13Figure 9-13
Promotability
Low High
Low
Performance
High
Deadwood
SolidCitizens
Stars
Learners
The Career PlateauThe Career Plateau
• The career plateau is the point in a career where the likelihood of further promotions is very low. It often occurs at midcareer.
• People may plateau because– they don’t want any more promotions.– of poor performance.– there are no openings at higher levels
• Plateaued managers show surprisingly little dissatisfaction with their careers, lives, and the promotion policies of their firms and are generally well adjusted.
• Plateauing may cause problems for more than just the plateaued employee, including younger employees who are demoralized.
• Plateauing may have severe health consequences, including heightened risk of mortality.
Moving Up and Down, In and Out,Moving Up and Down, In and Out,and Aroundand Around
Movement through the organization can take place in three
dimensions, making up the career cone:• Vertical. Vertical movement is up and down the
organizational hierarchy, such as a promotion or demotion.• Radial. Radial career movement includes movement toward
or away from the inner circle or the core of the system.• Circumferential. Circumferential movement means moving
to a different function, program, or product in the organization.
The Career Cone (Figure 9-14)The Career Cone (Figure 9-14)
CIRCUMFERENTIAL:FUNCTION
VERTICAL:
RANK
RADIAL:
INCLUSION
Fitting People to CareersFitting People to Careers
Person- CareerFit
CareerConcept Types
CareerAnchors
OccupationalPersonality Types
Career AnchorsCareer Anchors
• Anchor 1: managerial competence. The career is organized around the competencies and values inherent in the management process.
• Anchor 2: technical-functional competence. The career is organized around the challenge of the actual work to be done, whether it is related to marketing, financial analysis, corporate planning, or some other area..
• Anchor 3: security. The individual has an underlying need for security and tries to stabilize the career by tying it to the given organization.
• Anchor 4: creativity. Individuals with this anchor have a strong need to create something. The anchor is most evident among entrepreneurs.
• Anchor 5: autonomy and independence. The concern is with freedom and autonomy. Individuals with this anchor often find organizational life too restrictive or intrusive into their personal lives.
Occupational Personality TypesOccupational Personality Types
• Realistic. Involves aggressive behavior and physical activities requiring skill, strength, and coordination.
• Investigative. Involves cognitive (thinking, organizing, understanding) rather than affective (feeling, acting, or interpersonal and emotional) activities.
• Social. Involves interpersonal rather than intellectual or physical activities.• Conventional. Involves structural, rule-regulated activities and subordination
of personal needs to an organization or person of power and status.• Enterprising. Involves verbal activities to influence others and to attain
power and status.• Artistic. Involves self-expression, artistic creation, expression of emotions,
and individualistic activities.
Career Concept TypesCareer Concept Types
• Transitory. There is no clear pattern of career movement. Some transitory types may drift from job to job, while others may be entrepreneurial types.
• Steady-state. The individual chooses a lifetime occupation. Steady-state types settle into an organization and prefer stability to change.
• Linear. Career choice is made early, and there is emphasis on steady upward movement on a career ladder.
• Spiral. There is planned search for increasing self-development and creative growth. The career choice may change accordingly.
Guidelines for Self-Management of CareersGuidelines for Self-Management of Careers
• Develop basic career competencies.• Choose an organization carefully.• Get a challenging initial job.• Be an outstanding performer.• Develop professional mobility.• Plan your own and your spouse’s careers collaboratively.• Get help in career management.• Anticipate chance events.• Continually reassess your career.
The Bottom Line: Managing the Career The Bottom Line: Managing the Career Development ProcessDevelopment Process
Assess EmployeeInterests, Skills,
and Abilities
Assess EmployeeInterests, Skills,
and Abilities
Provide Opportunitiesfor Employee toResearch and
Explore VariousCareer Opportunities
by SharingInformation andHolding Ongoing
Discussions
Provide Opportunitiesfor Employee toResearch and
Explore VariousCareer Opportunities
by SharingInformation andHolding Ongoing
Discussions
Work with Employeeto Set Short- andLong-Term Goals
and an Action Planfor Achieving
Them
Work with Employeeto Set Short- andLong-Term Goals
and an Action Planfor Achieving
Them
Use Appropriate CareerDevelopment Methods, Such as
Job Rotation, Mentoring andCoaching, to Support the
Implementation of the CareerDevelopment Plan
Use Appropriate CareerDevelopment Methods, Such as
Job Rotation, Mentoring andCoaching, to Support the
Implementation of the CareerDevelopment Plan
Evaluate Employee’s ProgressToward Achieving the Goals inthe Action Plan and Modify the
Plan as Needed
Evaluate Employee’s ProgressToward Achieving the Goals inthe Action Plan and Modify the
Plan as Needed
Questions Asked by AT&T When Screening Questions Asked by AT&T When Screening Candidates for Overseas Transfer (Fig. 9-15)Candidates for Overseas Transfer (Fig. 9-15)
• Would your spouse be interrupting a career to accompany you to an international assignment? If so, how do you think this will [affect] your spouse and your relationship with each other?
• Securing a job on re-entry will be primarily your responsibility. How do you feel about networking and being your own advocate?
• How able are you in initiating new social contacts?• Can you imagine living without television?• How important is it for you to spend significant amounts of time with people of
your own ethnic, racial, religious, and national background?• As you look into your personal history, can you isolate any episodes that indicate a
real interest in learning about other people and cultures?• Has it been your habit to vacation in foreign countries?
Company Practices to Enhance Women’s Company Practices to Enhance Women’s Career Development (Figure 9-17)Career Development (Figure 9-17)
Women’s CareerDevelopment
Select Part-TimeJob Opportunities
Support forTraining andDevelopment
CareerCounseling
In-HouseTraining
ProgramsMentoring
Posting of JobOpportunities
Family-SensitiveWork Practices
Phases in the Mentoring RelationshipPhases in the Mentoring Relationship
Initiation Cultivation Separation Redefinition
Phases in the Mentoring RelationshipPhases in the Mentoring Relationship
• Initiation. A period of 6 months to a year during which the relationship gets started and begins to take on importance for both individuals.
• Cultivation. A phase of 2 to 5 years during which the mentor provides many career-related and psychosocial functions. There are frequent interactions and many mutual benefits.
• Separation. This phase begins when the protégé feels it is time to assert autonomy and independence or when something external to the relationship is marked by significant changes in the functions provided by the mentor relationship and in the affective experiences of the mentor and protégé.
• Redefinition. If the separation stage has been negotiated successfully, the relationship enters a final, redefinition stage characterized primarily by friendship.
Benefits of Mentoring for the ProtégéBenefits of Mentoring for the Protégé(Figure 9-17)(Figure 9-17)
Mentoring
Exposure andVisibility
Protection
Warning ofDangers
EmotionalSupport
CareerAdvancement
Costs of Mentoring for the ProtégéCosts of Mentoring for the Protégé(Figure 9-17) (Continued)(Figure 9-17) (Continued)
Mentoring
HeightenedScrutiny
Risks in EndingRelationship
Bad AdviceMisperception
of Nature ofRelationship
Lack ofCredit for
Contributions
Danger ifMentor “Loses”
Web Wise: SystersWeb Wise: Systers
• Thousands of women and minorities are now using a new, high-tech approach to mentoring: the personal computer.
• They seek informal guidance -- virtual mentors -- from online bulletin boards, in-house electronic mail, or websites.
• Systers began as an electronic mailing list for women and is now a website.
• There are now more than 2,500 members in 38 countries.
• http://www.systers.org
The Bottom Line: The FormalThe Bottom Line: The FormalMentoring ProcessMentoring Process
Identify an EmployeeWho Shows
Potential for FutureAdvancement
Identify an EmployeeWho Shows
Potential for FutureAdvancement
Assign TargetedEmployee as aProtégé to an
Experienced Mentor
Assign TargetedEmployee as aProtégé to an
Experienced Mentor
Schedule PeriodicDevelopmental
Meetings BetweenMentor and Protégé
Schedule PeriodicDevelopmental
Meetings BetweenMentor and Protégé
Separate the Mentor andProtégé When Protégé
is Ready for NewDevelopmentalOpportunities
Separate the Mentor andProtégé When Protégé
is Ready for NewDevelopmentalOpportunities