Beginning and Staying on a Career Path - Case Study Example

Beginning and Staying on a Career Path Choosing a career involves consideration of many factors both internal and external to the individual. One needs to introspect to determine where his true passion lies – be it providing service to others, expressing oneself through art, coaching others to optimize their potentials, etc. It also takes assessing one’s talents, skills and propensity towards a certain calling. Externally, one needs to evaluate the kind of work conditions, environment and compensation that he will have to live with in carrying out his tasks on the job. He will also have to look into possible directions of his career path. First Impressions: Orientation & Training First impressions set expectations. Orientations in companies are usually given before a worker begins his first day on the job. In these orientations, expectations of both the employer and employee are set and explained in detail. Companies make an effort to prepare well for such orientations because it becomes an avenue to communicate to employee of the organization’s commitment to its success (Mossman, 2005). As early as in the orientation stage, the worker can maek his initial predictions if he will stay with the job for long or not. Ideally, young workers seek jobs related to their interests. However, when the need for a job is at hand, they may forsake their interest and take whatever job is available. They find out more about the job in the early days, and get to gauge if they have chosen well or not, a job that they can establish their career on. Klein (2000) defines orientation programs as: “a form of employee training designed to introduce new employees to their job, the people they will be working with, and the larger organization” (p. 48). These orientation trainings may be formally structured, or informally structured with consultations with co-workers or supervisors or supervisors or a combination of both. Orientations at the organizational level welcome employees onboard and it becomes an opportunity to tell them that they are now part of the organization. Workers learn more about the organization’s mission, vision, culture, language, history and structure (Klein, 2000). “One of the surest ways of causing unwanted turnover is turning new employees loose with little or no orientation or personal guidance in finding their places in the company. Even a trained professional can feel abandoned when left to survive alone and unaided in a new and possibly strange environment.” (McConnell, 2006, n.p.) Openly active lines of communication are established during orientations. The early days of employment frees employees from influences of coworkers, strong opinions about the organization or loyalties to anyone. Workers needs are to be addressed in order to attain a certain comfort level in the new situation they now face. The orientation may become a venue for expression and addressing of those needs (McConnel, 2006). During training, a young worker gets a glimpse of how the job is going to be. It may be overwhelming to receive such massive information, however, the truth will only dawn on him as he begins working for real. Shared Values and Expectations From the onset, values of both workers and the company need to be aligned. If not, this may lead to conflict and impede the achievement of goals. Mishra and Morrissey (1990) contend that open communication, giving workers greater access in the decision-making processes, sharing of critical information and honest sharing of one’s insights and feelings in some organizational matters, propagate trust in both workers and employers. Lester, Clair & Kickul (2001) suggest that workers consciously or unconsciously expect some kind of “psychological contract” aside from what they expect from the job benefits and compensation. Non-material essentials valued by the workers are part of this psychological contract, such as open and honest communication, support from management and the challenge that the work provides. Employees are becoming increasingly aware of the non-monetary rewards that companies can provide them. It is generally important that the job not only fulfills their economical needs, but their socio-emotional needs as well. Thus, discussion of compensation and benefits is not enough, but rather, management should highlight aspects of the organization which can provide intrinsic satisfaction in the employees (Lester, Clair & Kickul, 2001). When there is a lack of communication would suggest to employees of management’s breaches of psychological contracts across a variety of areas. It is important that employers are able to invest more time in establishing healthy relationships with employees, keeping abreast of their personal and professional circumstances. Investment in an worker’s personal and professional development goes a long way in meeting employees’ needs and concerns. Trainings, seminars, workshops or enrollment in courses partially or fully shouldered by the company may be provided as part of the job. Application of whatever is learned from such training should not only redound to the company, but also highly profits the workers themselves, as knowledge is bound to increase their market value. Good Leadership One of the initial perceptions of a new worker is the quality of leadership his new group has. If he looks up to the leader or manager directly above him as possessing most of the positive traits he has conceptualized a leader to have, then it gives him enough motivation to keep on. A good leader decides what is best for his group even if painful decisions have to be made. He is ready to sacrifice his own convenience for the good of the majority. He is not after his own personal glory but the welfare and triumph of the whole group. His mettle is tested when times get difficult and everyone looks up to him to lead them out of the dark. A good leader has initiative. He tries to be a good example to his followers and treads a path where no one dares to go. He is effective in empowering others with encouragement. He boosts his member’s confidence and self-esteem. He is a source of hope and inspiration to others. Another definition is : “Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. Leaders carry out this process by applying their leadership attributes, such as beliefs, values, ethics, character, knowledge, and skills” (Clark, 2008, para.3). Having such a leader reassures a young worker that he is in safe hands, and can rest assured that his career is going towards the right path. Effective Communication With Co-Workers As a young worker, new in the company, one needs to find someone to relate with. Good interpersonal relationships at work are necessary to motivate an individual to wake up in the morning and travel all the way to the office. Of course, harmonious relationships are fuelled by open communication. Apart from the usual socially-motivated conversations with co-workers, dialogues about the business at hand must likewise be rewarding. Dialogues at work must have a “meeting of minds”, urging members to express what they believe in and then coming up with an agreed decision to accommodate their beliefs, respecting where each individual is coming from. Brainstorming together usually ends up in understanding a shared meaning (Isaacs, n.d.) Compensation, Benefits and Incentives Of course receiving a high salary with a good benefit package (health insurance, paid vacation, expense accounts, etc.) attract young workers to apply for a job. Bonuses and merit increases given to employees who show evidence of excellence in the performance of their jobs are great incentives. However, in the long run, it is more of personal fulfillment that matters. Maintaining a high self-esteem and the feeling of being valued as a worker are more important. Alfie Kohn (1999) theorized that external rewards such as money, promotions, larger offices, titles, company shares, etc. actually reduces one’s motivation. It is ironic, but Kohn explains that each time an individual is rewarded for doing something, it is considered an external motivation, which in turn, reduces his internal motivation. It is this that eventually guarantees the quality of his performance and not really the external rewards he gains. Alternatives to money as rewards for good job performance may come in the form of more flexible work schedule, scholarships for further studies, promotions to higher positions at work and life-work balance. These are enough to motivate young workers to maintain their good work and strive even better. Another motivating factor for a young worker is being valued for his creative contributions to the organization. It encourages him to think up of more ideas. A sensitive employer may be instrumental in awakening such creative spark initially unknown to the worker by advocating dynamic ideas that sprout from them. Young workers appreciate a good time away from work. Team-building events such as sportsfests, family trips, night outs co-workers, help relax them from the pressures that work gives them. It also strengthens their relationships with co-workers and gets to see them not only as fellows at work but human beings who need to connect with each other on a simply human level. Objective Evaluation and Reflective Practice What may help a worker ascertain if this is the career he really wants to be part of is to objectively evaluate his performance in the job and carefully reflect if it truly gives him fulfillment. Reflecting on one’s job performance has its own advantages and disadvantages. Positively, it may prod on one’s professional growth and development which may gain the individual greater self-awareness and sharper knowledge and skills in his professional practice. Objectively done, it leads to a broader understanding of previous issues, concerns and conflicts that confronted the individual (Osterman, 1990). The downside is that it is a time-consuming process involving much thinking and feeling and may entail personal risks due to the questioning of one’s reason for being in the job. Reflective practice opens the individual to examining his own philosophy, belief system values and feelings (Peters, 1991; Rose, 1992). Should he realize that he does not have what it takes to contribute to the pursuit of excellence of the company, and that the job is not making him happy and productive, then, he needs to re-think if he should move out or stay, with the commitment to being one with the company’s vision. Of course, the priority should always be the attainment of the organization’s goals and that includes upholding high quality performance and service. Conclusion A young worker, set out to carve his own niche in a career of his choosing, faces a lot of challenges and adventures. Several factors may attract him to a certain job such as the benefits and incentives it offers and the nature of the job. Factors that will make him decide to stay in the job include the kind of leader/ mentor he will have, the quality of relationships he will share with his co-workers and the personal and professional growth he will derive from it. Most important is his own personal disposition and character which will make him commit to the job and decide that this is the career he is willing to build for himself. References Burgess, D. (2005) What Motivates Employees to Transfer Knowledge outside Their Work Unit? The Journal of Business Communication. Volume: 42. Issue: 4 Clark, D. (2008) Concepts of Leadership in Hutter, A.D. (1982) Poetry in psychoanalysis: Hopkins, Rosetti, Winnicott. International Review of Psycho- Analysis 9, 303-16. http://nwlink.com/~donclark/leader/leadcon.html Isaacs, W.,(n.d.) Taking flight: Dialogue, collective thinking and organizational learning. Organizational Dynamics Klein, H.J. (2000), “The Effectiveness Of An Organizational-level Orientation Training Program In The Socialization Of New Hires”, Personnel Psychology Vol.53 Kohn, A. (1999) Punished by Rewards. Houghton Mifflin Lester, S. Clair, E, Kickul, J. (2001) Psychological Contracts in the 21st Century: What Employees Value Most and How Well Organizations Are Responding to These Expectations. Human Resource Planning. Volume: 24. Issue: 1. McConnell, C.R. (2006) “When to Establish an Employee Orientation Program”, Small Business Toolbox. Retrieved on November 12, 2009 from http://www.nfib.com/object/IO_29294?templateID=315%202. Mishra, J., & Morrissey, M. A. (1990). Trust in employee/employer relationships: A survey of West Michigan managers. Public Personnel Management, 19.4, winter 1990, 443-463. Mossman, K. (2005) “Good Orientation Counts”, Library Journal I June 15, 2005 Osterman, K. F (1990) "Reflective Practice: A New Agenda for Education." Education And Urban Society 22, no. 2 (February 1990): 133-152. Peters, J. (1991)"Strategies for Reflective Practice." In R. Brockett (ed.), Professional Development For Educators Of Adults. New Directions For Adult And Continuing Education, no. 51, San Francisco: Jossey-Bass, Fall. 1991 Rose, A., (1992) "Framing Our Experience: Research Notes on Reflective Practice." Adult Learning 3, no. 4 (January 1992): 5. Read More