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Solution Manual For Career Management, 4th Edition

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    Chapter 1 – Discussion Questions 1. What is the impact of recent changes in the business environment on individuals’ careers? Consider the consequences of intense competition, changes in organizational structure and the nature of work, internationalization, technology, work – family issues, and cultural diversity on career management. As found in Chapter 1 and as listed in the question, there are a number of environmental factors that impact individual career management. Overall, these environmental factors give greater emphasis to the need for people to proactively manage their careers. In this sense, individuals should be more self - reliant in this process. The students could also highlight the change in the psychological contract between employers and employees (from relational to transactional) as having an effect on career management. They could also point to the need to take a boundaryless/protean approach or attitude to career management (in contrast to the traditional approach where one’s organization takes and active role in helping individuals manage their careers). 2. Does the characterization of the contemporary workforce described in this chapter (high expectations, autonomy, weakening sex - role stereotypes, and concern for total lifestyle) fit your picture of yourself, your friends, or your family members? Could there be age, social class, cultural, or gender differences in how people view work and life? This question leaves it up to the individual student to assess whether the charac terizations “fit” the person or their close acquaintances. Nonetheless, the students should also recognize that there can be differences in perceptions of these characterizations based on social or demographic factors. For example, younger versus older workers would likely differ in how they see themselves within the contemporary workforce 3. Why should people be concerned about managing their careers? What can happen if people do not actively plan and manage their careers? This question is certainly related to the first one. Specifically, the ever changing nature of the global work environment makes it necessary to be vigilant in career management . T he constant risks and uncertainties that individuals face in their careers dictate that the individual be “ever ready” to respond these challenges . In addition, organizations have become less likely to assist their employees in the career management process (note the shift toward the transactional psychological contract). Thus, it is incumbent on the individual to actively manage his or her career. If the individual does not actively manage his or her career, then they leave themselves open to the whims of the organization and the job market without having proper preparedness. 4. What is the incentive for an organization to help its employees manage their careers? How can the organization stand to gain from this venture? Are there any risks?

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    By helping individual employees manage their careers organizations stand to gain in several ways. First, it assists in the s election of h uman r esources since it helps employers ensure that employees will be placed in jobs that “ fit ” them in terms of their personal qualities (P - E fit). When P - E fit is attained, workers are more satisfied, more productive, and show a higher level of commitment to the organization. In addition, career management assistance allows for improved d evelopment and u tilization of h uman r esources by helping to ensure that employees are ready for new challenges and are prepared to take on greater responsibilities (succession planning). Career management assistance also improves the m anagement of c ultural d iversity since companies need to develop fair assessment techniques regarding candidates for promotions or other job assignments. Finally, helping employees manage their careers is a sign that the organization is being “ social ly responsible.” The risks to companies that help their employees manage their careers center around the possibility of personal disappointment and dissatisfaction if the company cannot provide enough hierarchical and/or lateral opportunities for its workers. In this sense, by providing this assistance , the company overly inflates the expectations of workers that opportunities will be available to them. If business strategies or market conditions change, then the organization might not be able to offer employees new opportunities. Thus , they risk alienating their employees. They also risk greater turnover if the employees use the information gained from the career management assistance process as a “springboard” to seek out more personally fulfilling positions with other organizations.

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    Chapter 1 – E ssay Questions 1. Briefly describe the environmental, organizational, and individual changes that have taken place over the past 25 years that have affected the nature of work and careers. The students should be able to list and describe the following factors, all of which are addressed in the first part of chapter 1: organizational cost cutting and the loss of job security, the changing structure of organizations, the changing nature of work, international competition, technology and the churning of jobs, changes in workforce diversity and demographics, and greater attention to the balance and integration between work and family life . 2. How have these changes altered the “traditional” relationship (or psychological contract) between employers and employees? As discussed in chapter 1 on page 6 and elsewhere in the book, the students should be able to describe the change in the psychological contract from one that was primarily ‘relational” to one that is now primarily “transactional.” 3. Why is an understanding of career management important for individuals and for organizations? As stated in the chapter, an understanding of career management is essential for individuals and for organizations. For individuals, effective career management is particularly important in light of the turbulent economic, technological, and cultural environments discussed earlier in the chapter. In rapidly changing and uncertain times, career success and satisfaction will most likely be achieved by individuals who understand themselves, know how to detect changes in the environment, create opportunities for themselves, and learn from their mistakes — all elements of effective career management. In an era of downsizing, outsourcing, and changing corporate structures, individuals who have insights into themselves and their options should be more able to overcome obstacles to their career growth. For organizations, the ability to manage its human resources effectively depends on how well it understands its employees’ career needs and helps them engage in effective career management. Having a strong career management program within the overall management of human resources can aid in the selection, development, and utilization of human resources .

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    Chapter 1 Case: Richard the Information Systems Executive Purpose This case describes an individual who face d a fairly common but critical career choice. Namely, to leave the relative comfort and certainty of an employer with who m he had been for 14 years, in order to embark on a new, more uncertain career path with another employer. Richard’s age at the time of the career decision (38) and th e fact that he has a spouse and young child add to the complexity of the case. The case is an ideal supplement to Chapter 1 since it not only shows that career management requires active decision making on the part of the individual, but also reflects the uncertainty that individuals face in making career decisions. Perspective At the age of 38 Richard is at a n important juncture in his life. He is nearing the end of his “early career” and is looking for more out of his career and his life as he enters his middle career years. He chooses to leave the safety and security of one career/company where he has a relational psychological contract with his employer for the relative insecurity of a new career with a different company. In this sense, Richard adopts a “boundaryless” perspective in his career management. Once with the new company Richard makes his mark, but is quickly victimized by the vagaries of the global environment. Although he lands on his feet with a third employer, he clearly is not as certain as he once was over his job security. He recognizes that the bounda r yless approach to career management comes with risks. Case Questions 1. What do Richard’s experiences indicate about the process of career management? The students should recognize at least two points: that career management requires active decision making on the part of the individual and that career decisions involve risks. They should also note that career decisions are not made in a vacuum, but involve the input from one’s family and others in the social network. 2. What environmental factors have affected Richard’s career? The students should be able to cite the global economy and the push by many companies for lower cost/greater efficiency , including the offshoring of jobs . 3. When Richard decided to leave his initial employer, what career trade - offs, either consciously or subconsciously, did he make? In a general sense, the students should be able to cite the trade - off between the safety and security of the initial employer versus the uncertainty of the new

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    employer s . More specifically, they should recognize the underlying trade - offs: a slow and steady progress in salary, title, and prestige versus the opportunity for greater advancement, responsibility, and rewards. They should also r e cognize that career decisions have an impact on others, most notably one’s family. Do you believe that Richard has done a good job of managing his career? Why or why not ? This is an open - ended question where the students can give competing answers. On one hand, they could say that he has done a good job since he was able to advance in salary and title and is able to provide better income for his family. On the other hand, they could say he has done a poor job since he left a safe and secure position to pursue a less certain path. Ultimately, the students should comment on whether his adoption of a “boundaryless” perspective in his career management was right for him. The instructor can also remind the students that they should not assume that Richard’s first employer represented “absolute” safety and security — in today’s uncertain business environment there is no such thing as “absolute” safety and security in a job or a career. 4. If Richard sought your help, what advice would give him in terms of the future management of his career? Again, this is an open - ended question. Given that Richard ha d been burned once and was now in a position with uncertain job security, it would be appropriate for him to be ready if he were to once again face a lay - off. The students could suggest that he be proactive in his career management by prepar ing an up - to - date resume and “network ing ” with others who might be able to provide job leads if he were to find himself unemployed again. The students could also suggest that he keep an open dialogue with his wife so that she knows the situation with his current employer, not only so that she can be prepared if he does lose his job but also to provide encouragement and moral support.

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    Chapter 1 – A ssignment Interview a friend, family member, or coworker to review the key events in his or her career. Remember to examine objective and subjective factors. Sketch a diagram of the person’s career as in Exhibit 1.1. Purpose /Perspective : This assignment allows the students to get a perspective on the movement of a career over the course of a person’s lifetime. It should give them an appreciation of the objective and subjective factors that combine to define a person’s career and life , as well as the external environmental factors that might influence a career . This assignment can be used to spur in - class discussion of the positive events (like landing a new job or a promotion) and the negative events (like a job loss) that can occur over a lifetime as well as the individual responses to these events.

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    Chapter 2 – Discussion Questions 1. Using Levinson’s model as a framework, in what stage of adult life development do you see yourself? What concerns are uppermost in your mind at this time? Are these concerns consistent with Levinson’s model? This question gives the students the opportunity to reflect on their career and life stage. Using Levinson’s framework, the students can “test” whether the ir life/career fits the framework of stable periods that are interrupted by stressful transitional periods. In a group or full class discussion , the students can compare answers and decide whether there is general consistency with Levinson’s framework. 2. Some people experience a crisis during their early or middle forties. What factors are responsible for a midlife crisis? Does everybody experience a midlife crisis? Why or why not? The students can give their opinions on the factors that underlie a possible mid - life crisis and whether the cris i s is universally experienced by individuals in mid - life. If older adult students are in the class, their descriptions of their experiences could provide important insight. Younger students could also describe the experiences of their parents that they have witnessed. 3. Do you think everybody follows the same developmental path through adulthood? Is Levinson’s model applicable to women as well as men? To single people as well as married people? To working - class adults as well as upper - middle - class adults? Why do you feel that way? These questions allow the students to give their opinions on whether the concept of career/life stages, in general, or Levinson’s model, in particular, are still relevant in today’s ever changing work environment. The students can also give their opinions as to whether the career/life stage theory of development is consistent across such sociological variables as gender, marital status, or socio - economic class. Again, students can cite their own experiences in making the case for or against these common experiences and groupings.

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    Chapter 2 – E ssay Questions 1. Briefly describe the boundaryless and protean concepts of career management. The chapter gives clear definitions/descriptions of these two concepts. For the boundaryless career, the students should be able to identify the three different perspectives or themes that denote this concept: it involves mobility patterns that depart from a traditional career, it requires the use of competencies or strategies that are different from those used in a traditional career, and it involves the need for individuals to maintain a high degree of self - responsibility for their career choices and to follow personally - meaningful values in making career decisions . For the protean career, the students should note the two primary dimensions: it is proactively self - directed where the individual feel s responsible for managing his or her career and it is values - driven in that individuals make career decisions to meet their personally meaningful values and goals, resulting in feelings of psychological success . 2. Briefly describe the different ways for individuals to look at career success. The chapter gives clear definitions on the different categories of career success, including the objective form and the subjective form. 3. Discuss the key underlying principles associated with a stage - based view of life and career development. As stated in the chapter, the underlying principles of the stage - based view is that t he experiences, needs, values, and situations of all individuals change over time as they age, which make s it appropriate to view a career as a series of relatively unique stages or phases. In this sense, i ndividuals face a variety of career tasks and developmental issues at different life stages. Further, changes in the nature of career motivation are likely to occur over the course of an employee’s life. An understanding of the tasks and developmental implications of different career stages can help individuals manage their careers more effectively and can help organizations manage and develop their human resources.

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    Chapter 2 Case : Kevin at the Crossroads Purpose This case is intended to embody the material in the C hapter 2 concerning the boundaryless and protean career concepts as well as the different meanings of career success . Kevin is a highly accomplished executive with a multi - national engineering company. After many years with the company, Kevin is bored in his job , hates the overseas travel, envies his wife’s career in teaching, and daydreams about doing something different with his life and his career. As with the Richard case at the end of Chapter 1, Kevin longs for more . B ut Kevin is differen t because he wants more time for his family and more fulfillment in his life. In this sense , he is looking for more “subjective” success as opposed to the “objective” success that he ha s already achieved. One of the primary questions is whether Kevin could be classified as “boundaryless” in his career management even though he has not actually moved into a different career direction. Perspective This case should get the students thinking about the meaning of the boundaryless and protean career perspective s and what it means to be successful in one’s career . Kevin wants more out of life, but feels trapped by his objective career success. He knows he wants to do something different and more meaningful with his career, but the loss in salary and future wealth and the potential negative reaction from his wife causes psychological conflict. This conflict is compounded by the offer of a major promotion and an expatriate assignment to another country. Although Kevin is in a “traditional” career, his willingness to consider the possibility of moving in a different direction could indicate a boundaryless/protean attitude on his part. Case Questions 1. Based on the definition and the description of the boundaryless perspective of careers as provided in this chapter, do you think Kevin has adopted this approach to his career? Why or why? The students should be able to articulate the common attributes that define the boundaryless perspective. Given that Kevin has not yet shown a n absolute willingness to pursue inter - organizational mobility (or a mobility pattern that departs from his current traditional career), it would be difficult to label him as boundaryless in his perspective. However, the students could note that Kevin has become protean in his career management since he does display an orientation or approach to his career tha t indicates a willing n ess to move in a new direction. 2. Do you think Kevin sees himself as successful in his career? Why or why not ? This question allows the students to engage in a discussion of the differences between objective and subjective career success. Clearly, Kevin is

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    successful in an objective sense gi v en the tangible accomplishments in his career. However, given the message in the case, it is likely that he would not see himself as successful because he is measuring his own success in subjective terms. The reason he envies his wife’s career is that he views her as subjectively successful since she is able to devote more of her time to her family and leisure pursuits. Kevin wants more balance and he daydreams about trying to achieve it. 3 . What social factors are influencing Kevin’s career choices ? The students should recognize the effect of Kevin’s family on his decision making. One of his major concerns is that he would face a negative reaction , especially from his wife, if he were to pursue a career in teaching. More broadly, the “normal” expectations of society would be that a successful executive like Kevin does not just toss aside a career where he has a good chance to someday be the CEO of a multi - national engineering organization. How big a role should social factors play in the career decisions of an individual? Should they play a role ? The students could answer this question in at least two ways. First they could say that career management is a fundamentally individualistic pursuit and as such a person like Kevin must stay true to his values, interests, and desired lifestyle. While he should take other people’s opinions into account, ultimately he is responsible for his career and life. On the other side, the students could say that he should never make a career decision that in any way jeopardizes the financial well - being and happiness of his wife and children. 4. Do you think Kevin’s age and the fact that he is at mid - career are having an effect on his “daydreaming” and the questioning of his future career direction? Why or why not? This question highlights the impact of career stage on career decision making. With Kevin in his late 30s, he is moving out of his early career and transitioning into mid - career. Borrowing from the work of Levinson and his colleagues, the students should recognize that many individuals facing mid - life will question the direction of their lives and careers and re - evaluate their future. Thus, they should conclude that Kevin is doing what would be expected given his age. 5. If Kevin sought your help, what advice would you give him in terms of the management of his career ? The students could give several different answers here. First, they would likely recommend that Kevin discusses his feelings with his wife even before he broaches the offer of the promotion. Kevin can not consider all of his alternatives until he knows his wife’s opinion on the prospect of him leaving the engineering company. Depending on his wife’s reaction, he would then need to weigh the pros and cons of each of his career options and get her feedback . He would also need to conduct substantially more re search on the job of being a teacher in terms of requirements and challenges. The students might

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    also recommend that he get professional career help from a counselor who could advise him on his options. If you had to make a prediction, what career choices do you think Kevin will make ? This is an open - ended question. On one hand, the students could predict that he throws caution to the wind and leaves the engineering firm for a career as a teacher. On the other hand they could predict that the obstacles are s o great that he could not seriously consider moving out of his current career path. Both answers have merit, but the students would need to speculate as to why they see one choice over the other.

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    Chapter 2 – A ssignments 1. Interview a friend, acquaintance, coworker, or relative who is in a different career stage than you are. What career - related tasks and activities is this person currently undertaking? What are the issues and concerns that are uppermost in his or her mind? In what ways are these issues and concerns consistent or inconsistent with the approach to life development and career development proposed in this chapter? Purpose /Perspective : Related to the material on career stages in latter part of Chapter 2, this exercise allows the students to compare and contrast the important concerns and issues that take place at different career stages. In addition, it allows the students to confirm or disconfirm the “standard” issues that would be expected in each career stage versus what the students actually find through the interview process. Small group and full class discussion can then ensue based on these findings. 2. Chart the career histories of a male and a female friend, acquaintance, coworker, or relative. Are the two career histories parallel and similar to each other? Are they similar to Levinson’s model? Do employment gaps exist in either career history? If so, ask if these employment gaps have had any effect on the individual’s career. Purpose /Perspective : This assignment is somewhat similar to the prior one, but this assignment allows for a comparison of career histories based on gender and in relation to Levinson’s model. It also allows for a discussion of what happens when employment gaps occur over a person’s career. This assignment works best e ither in an undergraduate setting where there is a solid number of older adults already established in their careers or with graduate students who are already established in the work world.

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    Chapter 3 – D iscussion Questions 1. Why is career exploration such a critical component of career management? How, if at all, can people develop insights into themselves and their environment in the absence of deliberate attempts to seek information? What career exploration activities have you undertaken in the past year? In the past three years? How successful have they been? The obvious answer on the importance of exploration is that it facilitates the achievement of person - environment and person - organization fit (P - E and P - J fit). Research has demonstrated conclusively that fit leads to positive outcomes for the individual. In addition, s elf - and environmental exploration sets the stage for the establishment of conceptual and operational career goals. Without deliberate and systematic exploration it would be difficult for the individual to gather information and develop an awareness of self and the environment. In this case, the gathering of information and insight is left to chance or to other people within the social network who would be willing to offer insight to the individual. The final two questions allow the students to describe their career exploration activities over the recent past and to discuss how successful they have been in the process. Small group and full - class discussion can then take place where the students describe their activities. 2. Should career management be primarily a rational, systematic process? What are the advantages and disadvantages of adopting a highly rational approach to career management? The theme of this chapter and the entire book is that career management should be conducted in a rational and systematic fashion so as to help ensure th e individual maximizes his or her chances to attain a satisfying and rewarding career and life. This approach also helps the individual cope with the normal personal and environmental changes that take place throughout the life cycle and it assists them to stay “at - the - ready” should disruptions occur over the course of the career. A primary criticism (or supposed disadvantage) of this rational/systematic approach is that it can breed rigidity in career management due to an unwavering attachment to particular career goals or strategies. Our belief is that this criticism , while understandable, is not valid . Individuals need to recognize that c areer management is, by its very nature, a "messy" endeavor and that unanticipated events in one’s personal and professional lives can cause major career disruptions that wipe out career plans. Because of these possible disruptions i ndividuals , must be careful to not become “ robots ” when managing their careers . In addition, "gut" feelings can and should, at times, take precedence over systematic techniques and procedures. 3. Why is it important to monitor and appraise your career? Why should career appraisal be conducted periodically? How frequently should

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    you conduct a career appraisal? How do individuals and environments change in ways that can influence a person’s career? What role does family play in career appraisal? Career appraisal represents the periodic assessment of one’s overall career and the level of progression within the career. This process is important because it is healthy to occasionally check to see whether career goals are still relevant and consistent with values and interests and whether career strategies are working or not working in the attainment of the career goals. If career appraisal does not occur on a regular basis, then the individual might continue down a wrong career path or pursue goals and strategies that are not relevant and/or not working. Clearly, environmental changes and uncertainties can prompt the undertaking of career appraisal. Individuals, as they age, develop new values, interests, and talents which can change the ways they view their careers and the goals they have established. Life situations such as marriage, divorce, and children can all change career priorities. These new developments and life - style alterations can and should prompt the career appraisal process. Likewise, environmental factors can necessitate c a re e r appraisal. For example, job loss (or the threat of job loss) for a person and/or his or her spouse can mandate that the career appraisal process take place . Other environmental changes, such as job shifts, promotions, or transfers, can all influence the need for career appraisal. If would be difficult, if not impossible, to conduct career appraisal without the input of one’s family. First, changes in one’s family, such as the birth of a child or children leaving the home, might influence the need to conduct career appraisal. Second, the family’s needs and expectations should be a major component in the assessment process because career decisions are not made in a vacuum. Third, other family members can provide insight that the individual can use as they go through the appraisal process.

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    Chapter 3 – Essay Questions 1. How can a “normative” model be useful in helping individuals manage their careers? The model of career management considered in this book is normative in nature; that is, it describes how people should manage their careers. Not everybody manages a career in this fashion, but the activities represented in the model are believed to lead to desirable outcomes for the individual. In sum, the career management cycle is a problem solving, decision - making process. Information is gathered so individuals can become more aware of themselves and the world around them. Goals are established, plans or strategies are developed and implemented, and feedback is obtained to provide more information for ongoing career management. This model is based on the assumption that people will be more fulfilled and more productive when their work and life experiences are compatible with their own desires and aspirations. People are more satisfied with their career choices and jobs when their work experiences are consistent with their values, interests, personality, abilities, and life - style preferences. 2. Why should career management be an ongoing process? The chapter explicitly discusses why career management should be an ongoing process. There is a specific section in the chapter on page 56 entitled: Career Management as an Ongoing Process. 3. Briefly describe the indicators of effective career management. The chapter has an entire section on the indicators of effectiveness. These include: a deep knowledge of oneself and an accurate picture of the environment, the development of realistic conceptual and operational goals that are compatible with one's values, interests, abilities, and desired life - style, the development and implementation of appropriate career strategies, and the presence of a continual feedback process that permits adaptation in the face of changing circumstances. Students should be able to discuss these indicators in answering this question.

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