CAREER DEVELOPMENT PROGRAMS
Establishment Stage – from the age of
 It is the lifelong process of managing,
learning, work, leisure, and
transitions in order to move toward a
personally determined and evolving
preferred future.
 It is also referred to as the outcomes of
actions on career plans as viewed
from both individual and organizational
perspectives.
CAREER DEVELOPMENT PROGRAMS
OBJECTIVES
1. To help individuals cope with the
continued changes in the world of work.
2. To help individuals develop a realistic
attitude toward the dignity of all work
and workers.
3. To help individuals understand their
unique abilities, interests, and aptitudes.
4. To help individuals develop a realistic
understanding of themselves in regard
to decision making and career
alternatives.
5. To provide up-to-dare occupational
information and other labor market data.
6. To provide the opportunity for individuals
to become acquainted with a wide range
of occupational and educational
opportunities.
7. To provide information about the world
of work that will assists individuals in
making long-range educational and
career plans.
8. To assist individuals in making
appropriate educational and
occupational choices.
9. To provide appropriate follow up
information.
CAREER DEVELOPMENT STAGES OF AN
INDIVIDUAL
1. Development Stage – begins from birth
and normally lasts until 14 years old.
2. Exploration Stage – often lasts from 15
years old to 24 years old.
3.
25 to 44 years old. (3 periods)
I. Trial Period – from the age of 35
to about 30.
II. Stable Period – normally from the
age of 30 to 40.
III. Mid-Career Crisis Period – last
from mid-thirties to mid-forties.
4. Ageing Stage – continues from the age
of 45 to 60.
5. Declination Stage – the final stage
when people are old, less healthy, and
clairvoyant.
COMPONENTS OF A CAREER
DEVELOPMENT PROGRAM
I. Staffing and Orientation
 Composed of providing information to
the job candidate (whether internal or
external) and using selection process
techniques to match potential workers
with the right job.
 The type of career information provided
may include knowledge of jobs within the
organization and possible career paths for
the employee.
 Selection techniques that are used to
match employee and employment
opportunity include assessment center
exercises and job posting systems even
for positions that are to be filled internally
(a form of self-selection).
II. Evaluation
Two Key Tasks:
i. Performance Review – to provide
feedback to employees on their skills and
knowledge, both to increase job
satisfaction and to help them prepare for
their next job.
ii. Succession Planning – (at the initiative
of the employer) links information from
and about individual employees to the
human resource needs of the
organization.
III. Development 3. Think of a career development as a
 Tools used during this phase include process, not a program.
career discussions between employee 4. Involve line management.
and supervisor, career resource centers,
self-assessment and career counselling, 3) Evaluation
and career planning workshops.
Evaluating the system and improving it
In addition, career discussions between based on those evaluations are also important
employee and supervisor form an integral part steps in the creation process. Like employee
of any career development system. career growth and program growth should be
continual.
Training supervisors for their career discussion
role is necessary for success; even more
important and difficult is convincing supervisors
to apply that training.
CAREER DEVELOPMENT PROGRAM
ESTABLISHMENT
1) Assessment of organizational needs
and the needs of individual employees.
a) Career development quotient
b) Career development opportunity
inventory
Guidelines in Developing a Career
Development Program:
1. State Specifics
2. Tie the program to overall human
resource development
SUMMARY
3. Tailor the program to the culture
4. Build from a conceptual base Career development is now viewed as the
5. Plan long-term approaches, short-term shared responsibility of employee and
payoff employer. Employers are implementing career
6. Design multiple approaches development in order to match work and
7. Co-design and manage the project workers for optimal productivity. Various tools
8. Ensure top management support exist that organizations can use as part of their
9. Publicize accomplishments career development system. Employers wishing
to develop such a system should first assess
2) Designing and Implementing career organizational needs and then decide which
development. components of career development systems
would work best in their culture. Finally, it is
Recommendations for persons designing and
important to evaluate and continue to improve
implementing career development:
the career development system.
1. Link new programs to other parts of the
career development system.
2. Design the program in terms of the
specific organizational culture.
PERSONAL CAREER DEVELOPMENT
PROGRAM
 It involves managing one’s own career
either within or between organizations.
 It also includes learning new skills, and
making improvements to help a person
in his career.
 It is an ongoing, lifelong process to help
an individual learn and achieve more in
his career.
FIVE STEPS TO CREATE A PERSONAL
CAREER DEVELOPMENT PLAN:
1st. Make a Self-Assessment – develop a
greater degree of self-awareness.
2nd. Set Realistic Goals – doable set of
directions to follow.
3rd. Never Stop Learning New Skills –
think of it as becoming a student of the
world.
4th. Find Someone Willing to be a Coach
– turn to a life coach for help.
5th. Measure Progress – setting and
completing attainable goals.
UNDESTANDING TRAINING AND
DEVELOPMENT
 Becomes more indispensable to the
success of the present-day firms which
constantly compete just to keep ahead
of competition.
Training – planned learning experience
intended to enhance the competence,
expertise, aptitude and performance of an
individual in his/her current job.
Development – planned learning experience
designed to enhance and improve
competencies of an individual for a possible
future task.
ANALYZING ORGANIZATIONAL AND
TRAINEE NEEDS
 Prepare a detailed task analysis –
specific illustration of essential things
needed for effective delivery of training
session such as computers, laptops, chairs,
tables, writing supplies, other resources.
 Formulate learning objectives – purpose
of the training, what trainees should know,
what behavior should be improved, what
skills should trainees acquire and develop
after training.
 Create an instructional design – program
that is anchored to learning objectives, an
assurance not to deviate from the purpose
of the training.
 Decide what Training methods to Use –
not “one-size-fits-all”; procedures that will fit
the needs of trainees such as interactive
type, lecture, group discussion, digital
applications, or combination of each and
other techniques.
 Make a List of the required Instructional
Materials – IMs are essential components
of any training activities that aim to address
knowledge and skills improvement and
enhancement (audiovisual aids, manuals,
etc.).
 Outline an Action Plan – clearly and
concisely shows established goals,
 appropriate strategies, support people or
individuals responsible for every goal and
strategy, and a timeline for every action
and monetary concerns.
 Implement the Program – training
presentation must be interactive; trainer
must know how to capture the attention of
the trainees by asking effective questions,
maintains eye contact and immediacy with
the audience to draw their attention to the
presentation, has good communication and
motivating skills.
 Evaluate Results – trainer’s job is to
objectively rate the effectiveness of the
training session.
TRAINING METHODS FOR NON-
MANAGERIAL POSITIONS
Firms consist of diverse workforce performing
varied roles; a broad array of training
techniques and resources are available to
assist non-managerial employees to improve
their performance.
 On-the-Job Training – highly used
technique; assumed to be a means of
educating and familiarizing trainees with
work climate they ultimately become part of;
trainees get hands-on experience of work
situation with guidance from supervisors or
other trainers who act as mentors.
The more an organization spends on its workers via OJT
training, the bigger the probability of keeping them, as
employees feel appreciated and valued.
 Apprenticeship Training – expansion of
OJT; type of training for technical people like
mechanics, electricians, welders, etc.;
apprentice can gain added qualifications and
learn more skills that may meet local and/or
international standards.
This in effect, increases efficiency and enhances
competitive edge toward secured future for the company.
 Classroom Training – commonly used
when big audience must be taught; various
class training techniques such as video and
power point presentation may be used; could
be costly because of certain expenditures for
space rentals or travel allowances.
When deciding to get either in-house or outsource trainer,
the company should seriously deliberate who has the
proficiency to deliver the instructions and who can provide
the best presentation.
 Programmed Instruction – does not need
intervention of a trainer; involves
presentation of questions, facts or problems
to the trainees, if the answer is right, it is
communicated immediately, then the trainee
proceeds to the next step. Also, feedback as
to correctness of the answers is
communicated after each response.
 Audiovisual Method – prevalent in
corporate world in almost all places that
education is needed; other effective forms of
audiovisual techniques are teleconferencing
and videoconferencing.
Firms can utilize this method to share knowledge to
trainees in various sites thus, allowing them to interact with
one another.
 Simulation Method – used to coach
trainees about the skills needed in a real-life
situation; gives a realistic experience and is
extensively used in the corporate world;
implies imitation of real-life process
oftentimes via electronic gadget.
Companies involved in high-risk activities use simulation
training to facilitate realistic outcomes free from harm, at
the same time avoiding adverse consequences; include
those in aviation, military and shipping industries.
EXECUTIVE DEVELOPMENT PROGRAMS
Multiple development processes to improve the
level of productivity and performance of middle
and top- level managers. In recent years,
development programs for managerial
employees have significantly increased in
popularity.
 Symposium, Conferences, Workshops –
Symposium is an official gathering where
attendees are specialists and experts in their
own field; Conference refers to a meeting
 where attendees share their ideas and
thoughts on several business issues;
Workshop includes all the basic components of a seminar,
except that the bigger part is engaged on “hands-on-
experience.”

 Case Study Method – can be utilized to

enhance decision-making skills, boost team
spirit, improve communication and social
skills, and reinforce the analytic skills of
trainees.
The objective is to let trainees learn known theories and
philosophies and discover new ones. A sequence of
discussion questions appears at the end of case for
trainees to analyze and ultimately come up with workable
solutions to the case on hand.

 Management Games – help make training

more conversational, pleasurable and
engaging with a great deal of knowledge to
bring back to the work area.
It stirs real-life situations of what the game is trying to
communicate and;

It is entertaining and loaded with experiential learning in

short span of time

 Role Play – in which every trainee is given a

function to accomplish; each is provided
specific explanation of the task, issues on
hand, purpose, duties, responsibilities,
feelings and emotions that they may face;
once the trainees are familiar with their roles,
they act out the assigned role by interacting
with one another.
Role play aids in creating stimulating communication skills,
and its effect on others.