Understanding Vocational Orientations & Career Choices in Holland's Work Environments - Pr, Study notes of Human Resource Management

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Holland’s Types –Vocational Orientations Realistic  Preference for activities that entail explicit or systematic manipulation of objects, tools, machines or animals  Lead to competencies in mechanical, agricultural, electrical and technical areas  Characteristics of realistic types  persistent, genuine, practical Investigative  Preference for observational, symbolic and creative study of physical, biological, cultural phenomena  Lead to competencies in mathematical and scientific areas  Characteristics of investigative types  independent, introspective, curious Artistic  Preference for ambiguous and unsystematic activities in the physical, verbal, and human arena that entail manipulating, building, or producing forms or products  Lead to competencies in language, drama, music, writing and the building of forms  Characteristics of artistic types  imaginative, intuitive, idealistic Social  Preference for working with others so as to inform, train, or help  Lead to human relations competencies that can be displayed in interpersonal and organizational relationships  Characteristics of social types  helpful, understanding, cooperative Enterprising  Preference for working with others or things so as to attain goals or economic gain  Lead to acquisition of interpersonal, leadership, and persuasive competencies  Characteristics of enterprising types  energetic, extroverted, self-confident Conventional  Preference for systematic manipulation of data and files, organizing data and materials  Lead to acquisition of computational and business system competencies  Characteristics of conventional types  persistent, efficient, conscientious 2 Career Cases Muriel supervises the operating room and children’s ward nurses at St. Christopher’s Mercy Hospital. She is 43 years old and married. Muriel has been at St. Christopher’s for six years; her performance has always been above average, and she received her promotion to supervising nurse because of this. Muriel, however, is unhappy in her job. She cannot say exactly why she is not pleased about her career, but she knows she is not. Muriel has come to you, the Human Resource Director at St. Christopher’s, to talk about her current job situation. You know Muriel is a good worker and that the hospital would like her to stay. You also know that it may be best for Muriel to try something different, either at St. Christopher’s or perhaps with another organization. Make some guesses as to why she is unhappy? What other information do you want from Muriel during your interview? What can St. Christopher’s do? Marc is a systems engineer with Data Tech. He is 57 years old, married with three children. Marc has worked for Data Tech since 1991 as part of a project development team. In 1998, he applied for a managerial position, saying he wanted to move out of the technical area and spend more time working with people. He was turned down at that time. No new positions have come available since then. Marc has an appointment with you as Human Resource manager at Data Tech. You know he wants to talk about changing his career path toward pure management, but you also believe he does not have the skills to be successful in this type of work. Also, you have been hearing that Marc is slacking off a bit in his current position & have some questions as to why this might be true. What are the underlying issues that Marc is facing? Do you have solutions/recommendations for his situation? 5 Career & Relationship Case Marie and Sean Marie, a plastics engineer, and Sean, a finance manager at Lyons Credit Union, have been living together and hope to marry within the next two years. Marie has held her present job as project engineer since 1999, but received an unexpected job offer from a firm in Clermont, over 200 miles away. It is a move up to a managerial role and she is very interested in the position. The firm has a lot of growth potential. Sean enjoys his work at the bank and hoped to stay there for the next few years. He sees opportunity for advancement over time and therefore is not happy about Marie’s job offer in some ways, but also recognizes the great opportunity for her. He wants her to pursue her career and be successful. Marie does not want to let the Clermont position slip away, but is also committed to her relationship with Sean. After discussing the situation for several days, Marie and Sean have come no closer to a decision. At this point, Marie shared her concerns with the firm in Clermont, telling them she needed a little more time to decide. Sean also let his boss know informally that he may have a career/personal dilemma on the horizon and spelled out the situation. Sean is a valued employee at Lyons Credit Union. Given the situation, try to develop creative solutions using these three perspectives: 1. What are the key issues that Marie and Sean face? What would you advise them to do in the next few weeks? 2. What can the firm in Clermont do? 3. What can Lyons Credit Union do? 6 MANAGERIAL VALUES FROM EACH LIST BELOW, SELECT THE TOP THREE THAT YOU VALUE, EITHER CIRCLE OR UNDERLINE. PERSONAL GOALS ACHIEVEMENT, SUCCESS, CREATIVITY, JOB SATISFACTION, INDIVIDUALITY, MONEY, INFLUENCE, PRESTIGE, AUTHORITY, DIGNITY, SECURITY, POWER, LEISURE PERSONAL CHARACTERISTICS ABILITY, AMBITION, SKILL, COOPERATION, AGGRESSIVENESS, LOYALTY, TRUST, HONOR, TOLERANCE, PREJUDICE, OBEDIENCE, COMPASSION, CONFORMITY IDEAS CHANGE, COMPETITION, AUTHORITY, CAUTION, COMPROMISE, CONFLICT, CONSERVATISM, EMOTIONS, EQUALITY, FORCE, LIBERALISM, RATIONALITY, RELIGION, RISK 7 CAREER STAGES Stage I  Work is not entirely owned by self  Often sub-parts of whole project  Work is detailed Stage II  Begin in-depth work in technical or content area  Assume project responsibility  Produce significant results Stage III  Gain broader technical skills  Stimulate others’ ideas  Begin to develop other people  Begin to represent group outside organization Stage IV  Provide direction for organization  Exercise significant power  Represent organization to outside institutions  Sponsor & develop individuals at lower stage levels  groom them for leadership 10 Overview of Performance Appraisal Goals  Development  Evaluation Technical Issues  Need an appraisal form  Usually built off of job analysis research  Forms vary – graphic rating scales are most common  Also some statement about goals met or left unmet  Forms always include written evidence to support appraisal ratings Process  Usually boss evaluates subordinate – boss historically controls pay treatment as well  Usually annual meeting coincides with evaluation process  This meeting is basis for review of last year’s performance and the beginning of a new goal setting process Feedback meeting  Success of process hinges on productive meeting between boss & subordinate  The responsibility of giving negative feedback is difficult & challenging  This is were management communication skills are critical  Subordinates usually more concerned about pay treatment than performance discussion Legal issues  Always need good documentation  Boss & subordinate both sign document  Subordinate usually given space for rebuttal or at least aware of right to contest the evaluation rating  Document usually reviewed by next level above immediate boss  Appraisals basis of EEOC suits 11 Performance Appraisal Error  Leniency  tendency to place all subordinates toward the high end of the rating scale  Strictness  tendency to place all subordinates toward the low end of the rating scale  Central tendency  tendency to avoid tough decisions by giving most subordinates “middle” ratings  Halo  one characterisitic of the ratee influences the overall rating process; usually considered a positive biea but there can be a “negative” halo 12