Transcript Document

10
Employee Retention,
Engagement, and
Careers
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-1
Learning Objectives
1. Describe a comprehensive approach to
retaining employees.
2. Explain why employee engagement is
important, and how to foster such
engagement.
3. Discuss what employers and
supervisors can do to support
employees’ career development
needs.
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-2
The Basics of Career
Management
• Career
o The occupational positions a person has had over
many years.
• Career management
o The process for enabling employees to better
understand and develop their career skills and
interests, and to use these skills and interests more
effectively.
• Career development
o The lifelong series of activities that contribute to a
person’s career exploration, establishment, success,
and fulfillment.
10–3
The Basics of Career
Management
• Career planning
o The deliberate process through which someone
becomes aware of personal skills, interests, knowledge,
motivations, and other characteristics; and establishes
action plans to attain specific goals.
• Careers today
o Careers are no simple progressions of employment in
one or two firms with a single profession.
o Employees now want to exchange performance for
training, learning, and development that keep them
marketable.
10–4
Traditional Versus Career Development Focus
Source: Adapted from Fred L. Otte and Peggy G. Hutcheson, Helping Employees
Manage Careers (Upper Saddle River, NJ: Prentice Hall, 1992), p. 10.
10–5
Table 10–1
Career Management and
Employee Commitment
• The “New Psychological Contract”
o Old contract: “Do your best and be loyal to
us, and we’ll take care of your career.”
o New contract: “Do your best for us and be
loyal to us for as long as you’re here, and
we’ll provide you with the developmental
opportunities you’ll need to move on and
have a successful career.”
10–6
The Employer’s Role in
Career Development
• Realistic job previews
• Challenging first jobs
• Career-oriented appraisals
• Job rotation
• Mentoring
• Networking and interactions
10–7
Identify Your Career Stage
• Growth stage
• Exploration stage
• Establishment stage
o Trial substage
o Stabilization substage
o Midcareer crisis substage
• Maintenance Stage
• Decline Stage
10–8
Identify Your Occupational
Orientation
• Realistic orientation
• Investigative orientation
• Social orientation
• Conventional orientation
• Enterprising orientation
• Artistic orientation
10–9
Example of Some Occupations that
May Typify Each Occupational Theme
Figure 10–A2
10–10
Managing Employee
Turnover and Retention
• Costs of turnover
• Managing voluntary
turnover
• Reducing voluntary
turnover
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-11
A Comprehensive
Approach to Retaining
Employees
1.Using effective selection techniques
2. Offering professional growth opportunities
3. Providing career direction
4. Offering meaningful work and
encouraging ownership of goals
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-12
A Comprehensive
Approach to Retaining
Employees
5.
6.
7.
8.
Recognition and rewards
Culture and environment
Promote work–life balance
Acknowledge achievements
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-13
A Comprehensive
Approach to Retaining
Employees
• Managing involuntary turnover
• Talent management and employee
retention
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-14
Why Employee Engagement
is Important and
Fostering such Engagement
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-15
Employee Engagement
• Importance
• Fostering
• Monitoring
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-16
Employee Engagement
•
•
•
•
Career terminology
Careers today
Psychological contract
The employee’s role
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-17
The Employer’s Role in
Career Management
• Career Management Systems
o
o
o
o
o
Career centers and workshops
Lifelong learning
Career coaches
Online programs
Career-oriented appraisals
The manager can do several things to support his or her
subordinates’ career development needs including scheduling
a regular performance appraisal. Managers must also make
expectations clear. Finally, managers must focus on the
extent to which the employee’s current skills and performance
match career aspirations.
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-18
Improving Coaching Skills
• Coaching and the closely related mentoring are key managerial
skills.
• Coaching means educating, instructing, and training
subordinates. Mentoring means advising, counseling, and
guiding.
• Coaching focuses on teaching shorter-term job-related skills.
Mentoring focuses on helping employees navigate longer-term
career hazards.
• Coaching and mentoring require both analytical and
interpersonal skills. They require analysis because you must
know what the problem is. They require interpersonal skills
because it’s futile to know the problem if you can’t get the
person to listen or change.
Chapter 10-19
Improving Coaching Skills
• We can best think of coaching in terms of a four-step process:
preparation, planning, active coaching, and follow-up.
• Preparation means understanding the problem, the employee, and the
employee’s skills.
• Planning the solution is next. In practice, you’ll lay out a change plan
in the form of steps to take, measures of success, and completion
dates.
• With agreement on a plan, you can start the actual coaching. In this
situation, you are, in essence, the teacher.
• Finally, bad habits sometimes reemerge. It’s therefore necessary to
follow-up and re-observe the person’s progress periodically.
Chapter 10-20
Improving Mentoring Skills
• It often touches on the person’s psychology (motives, needs,
aptitudes, and how one gets along with others, for instance).
Because the supervisor is usually not a psychologist or trained
career advisor, he or she must be extra cautious in the mentoring
advice he or she gives.
• Effective mentors set high standards and are willing to invest the
time and effort the mentoring relationship requires. Effective
mentoring requires trust. The level of trust reflects the mentor’s
professional competence, consistency, ability to communicate, and
readiness to share control.
• You must choose an appropriate potential mentor. But, don’t be
surprised if you’re turned down. Make it easier for a potential
mentor to agree to your request. Do so by making it clear ahead of
time what you expect in terms of time and advice.
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-21
Making Promotion
Decisions
1. Is seniority or competence the rule?
2. How should we measure
competence?
3. Is the process formal or informal?
4. Vertical, horizontal, or other?
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-22
Making Promotion
Decisions
There are several practice steps that should be taken by
employers and managers:
o Establish eligibility requirements.
o Review the job description.
o Review candidates’ performance and history.
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
Chapter 10-23