2. INTRODUCTORY POLL
How many of you would say that:
•You feel that you know everything you need
about career planning?
•You feel that you could improve what you
know about career planning?
•You feel that you could improve dramatically
what you know about career planning?
2
4. OVERVIEW
In an increasingly fierce global economy, the
individual’s career planning and development is a
personal responsibility. It is a mistake to expect your
boss, your spouse, your parents, your teachers or
other people to assume any responsibility for your
career. It’s all up to you! But what should be
considered in career planning and development? This
session focuses on your role—that is, the individual’s
role—in career planning and development. An
effective career plan is essential if an individual is to
make the most of professional development. This
session focuses on you. 4
5. OBJECTIVES
Upon completing this session, you will be able to:
•Define career and distinguish that from a job
•Explain who is responsible for one’s career and what
that responsibility means
•Show increased self-awareness
5
6. ICEBREAKER
• Stand up and talk to as many people as you can
• Ask as many of these questions as possible: (1)
how much have you thought about your own
career planning? (2) how often have you
discussed career planning with your peers? and
(3) how clear are you on what you want to do
once you finish your degree?
• When we come back, be prepared to share what
you have learned about yourself or from others
6
7. ICEBREAKER
Who would like to volunteer answers to the following
questions:
•How much have you thought about your own career
planning?
•How often have you discussed career planning with
your peers?
•How clear are you on what you want to do once you
finish your degree?
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8. ABOUT WILLIAM J. ROTHWELL
• 20 years of experience in training and
organization development before Penn State
• 20 years at Penn State
• Authored, coauthored, edited, and coedited 85
books and 200 articles (at current count)
• Travelled internationally extensively, including 70
visits to China since 1996
• Visited every Asian country except six (guess
which ones?)
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14. ADVICE FOR DOCTORAL STUDIES IN
WORKFORCE EDUCATION AND
DEVELOPMENT
• You are expected to possess clear career goals and clear
research interests as you begin the degree program
• There should be some logical relationship between career
goals and research interests
• Expect to be asked for your career goals every time you
want to do something in the program—at candidacies,
during courses, when you choose internships, when you
take comps, when you choose your dissertation topic, and
when you defend your dissertation
• Career goals should be well-researched and not superficial
• If you don’t know what that career goal is, you should not
be in the program
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15. ADVICE FOR DOCTORAL STUDIES IN
WORKFORCE EDUCATION AND
DEVELOPMENT
• Get yourself at least one mentor who is in the job you
wish to have when you finish
• Some students make the mistake of assuming that rushing
through the degree is desirable and they can later acquire
whatever else they need to be attractive to employers after
receiving the degree
• Realize that employers do not know what a Ph.D. means;
employers do not know what an “A” on a transcript
means; and employers in different industries have
different expectations
• Build a portfolio of work samples while in the program
because a Ph.D. is not enough to meet your career goals
• Plan for that portfolio in Part 2 of your Plan of Study
15
16. ADVICE FOR DOCTORAL STUDIES IN
WORKFORCE EDUCATION AND
DEVELOPMENT
• Our students tend to have different goals: teach; be a
practitioner; be a consultant; be an Outreach/Continuing
Education professional; be a CTE professional; be an
educational administrator—and different work samples
are needed depending on the goal
• Mentors are good sources of information about what
should be in the portfolio
• Professional certifications are becoming critical to job
success—and employability—and you should consider
receiving the ones most appropriate to achieving your
career goals
• We expect our students to be assertive and not sit around
and wait for others to come to them
16
17. ADVICE FOR DOCTORAL STUDIES IN
WORKFORCE EDUCATION AND
DEVELOPMENT
• Use the time in the program—especially at first—to
reflect on your personal strengths and how to leverage
those to advantage
• Most people don’t know what their personal strengths are
and some people spend a lifetime drifting to one thing and
then another because they don’t have a direction and have
no clear sense of their life goals and career goals
• What are your core competencies? How can you leverage
them to your advantage and to help others?
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18. WHAT IS A CAREER?
• Career is defined by the Oxford English Dictionary
as a person’s "course or progress through life (or a
distinct portion of life)“.
• It can also pertain to an occupation or a profession
that usually involves special training or formal
education, and is considered to be a person’s lifework
• Most people agree that a career is a series of related
jobs or related work.
18
19. WHAT DO WE KNOW ABOUT
CAREERS?
• According to a recent study in the United
States, Baby Boomers and workers from
the "younger Boomer" generation -- those
between ages 39 and 48 -- switched jobs
over the course of their careers at a much
greater pace than thought.
• The study, conducted over 25 years by the
U.S. Bureau of Labor Statistics, tracked
the employment histories of 9,964 workers
who were 14 to 22 when first interviewed
and 39 to 48 when interviewed last.
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20. WHAT DO WE KNOW ABOUT
CAREERS?
• It found that the average younger Boomer has held
10.5 jobs throughout their careers.
• That works out to a job change about every 2 1/3
years.
• A job was defined as an "uninterrupted period of
work with a particular employer" .
• A promotion or change of position within one
company was not counted as a different job.
• What are the trends in Singapore for job switching?
20
21. WHAT IS CAREER PLANNING?
• The process of establishing career objectives and
determining appropriate educational and
developmental programs to further develop the
skills required to achieve short- or long-term
career goals or objectives
• A subset of life planning
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Career Planning
Career
Planning
Life Planning
What are some examples
of life planning questions
and career planning
questions?
22. WHAT IS CAREER
MANAGEMENT?
The process of an organization establishing career
paths or relationships and giving individuals the
ability to plot the qualifications necessary to move
from one “job” to another.
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23. WHAT IS CAREER
DEVELOPMENT?
Career development is sometimes understood as an
umbrella term that includes both career planning
and career management.
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24. WHAT ARE THEORIES OF
CAREER PLANNING?
Career planning theories can be categorized as:
Theory of process
•Theories of process relate to interaction and change
over time
•This can be characterized by theories in which there
are a series of stages through which people pass
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25. WHAT ARE THEORIES OF
CAREER PLANNING?
Example of a theory of process is Daniel
Levinson. According to him, people progress
through 6 stages of life:
There are 6 stages of adulthood in Levinson's
theory titled "Seasons of a Man's Life":
1) Early adult transition (17-22) - leave
adolescence, make preliminary choices for
adult life
2) Entering the adult world (22-28) - make
initial choices in love, occupation, friendship,
values, lifestyle
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26. WHAT ARE THEORIES OF
CAREER PLANNING?
3) Age 30 transition (28-33) - changes occur in life
structure, either a moderate change or, more often, a
severe and stressful crisis
4) Settling down (33-40) - establish a niche in
society, progress on a timetable, in both family and
career accomplishments; are expected to think and
behave like a parent so they are facing more
demanding roles and expectations
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27. WHAT ARE THEORIES OF
CAREER PLANNING?
5) Mid-life transition (40-45) - life
structure comes into question, usually
a time of crisis in the meaning,
direction, and value of each person's
life. Neglected parts of the self
(talents, desires, aspirations) seek
expression
6) Entering middle adulthood (45-
50) - choices must be made, a new
life structure formed. Person must
commit to new tasks
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28. WHAT ARE THEORIES OF
CAREER PLANNING?
Theory of content
Theories of content relate to the characteristics of the
individual and the context they live in. The influences
on career development are thought to be either
intrinsic to the individual or originate from the
context in which the individual lives.
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29. PHILOSOPHIES OF CAREERS
Philosophies of careers may differ depending on views
about:
•Who people believe bear the most responsibility for
careers
•What careers are
•When careers are planned
•Where careers are planned
•Why careers are planned
•How careers are planned
•How often careers are changed—and should be
changed
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30. ACTIVITY ON PHILOSOPHIES OF
CAREERS
• Spend a minute or two to write on a sheet of paper
your answers to the questions. Then hold the paper up,
stand up, walk around, and read what others wrote:
Who do you believe bears the most responsibility for
career planning?
What is your definition of a career?
When should a career be planned?
Where should careers be planned?
Why are careers planned?
How are careers planned?
How often should careers be changed?
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31. DEBRIEF OF THE ACTIVITY ON
PHILOSOPHIES OF CAREERS
• How did most people answer the questions:
Who do you believe bears the most responsibility for
career planning?
What is your definition of a career?
When should a career be planned?
Where should careers be planned?
Why are careers planned?
How are careers planned?
How often should careers be changed? 31
33. PERSONAL WAKE UP CALL
Consider these questions:
•“What are my potential personal and professional
development options?”
•“What are the benefits and risks of these potential
developmental moves?”
•“What are the lessons learned from my past personal
and professional development moves?”
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34. PERSONAL WAKE UP CALL:
STRATEGIC PLANNING FOR YOUR
CAREER
• Most people have heard of the strategic
planning model.
• It is widely used in planning for the future
of organizations.
• But it can also be used for planning your
career.
• There are many variations of the model
but they share many features in common.
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35. PERSONAL WAKEUP CALL:
STRATEGIC PLANNING FOR YOUR
CAREER
• Determine purpose/mission: Why do I
exist? What kind of person am I, and
what kind of person do I want to be?
What do I want out of life and why?
• Determine measurable goals: What are
my life and career goals? How can I
measure them?
• Consider the future: What trends will
create threats and opportunities that will
affect my life/career goals?
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36. PERSONAL WAKEUP CALL:
STRATEGIC PLANNING FOR YOUR
CAREER
• Consider the present: What are my current
strengths and areas for improvement? What do I
most enjoy doing, and what am I passionate about?
• Conduct a SWOT analysis for self: What do my
present strengths/weaknesses and future
threats/opportunities tell me about possible long-
term career strategy?
• Select the best strategy: What strategy has the
greatest likelihood of success, and why do I think
so? 36
37. PERSONAL WAKEUP CALL:
STRATEGIC PLANNING FOR YOUR
CAREER
• Implement the strategy: How will I implement my
strategy, and who can help me?
• Evaluate the strategy: How do I periodically
assess my progress?
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38. PERSONAL WAKEUP CALL:
TRENDS AFFECTING YOUR
CAREER
What trends might affect your career? Consider:
•Global mobility of talent
•Increasing use of technology that shifts where and how
work is done
•Pressure to hold down costs
•Declining birth rates worldwide and increasing numbers
of elderly people
•The decline of traditional families worldwide
•Pressure on government to do much more with far less
•What other trends might affect careers in Singapore? 38
39. PERSONAL WAKEUP CALL:
STRATEGIC PLANNING FOR
YOUR CAREER ACTIVITY
• Divide up into teams of 3 and spend 20 to 30
minutes interviewing each other
• Take turns asking each person the questions shown
on the preceding slides
• Be prepared to share the answers from ONE
person from your group when the activity is
finished
39
40. A PERSONAL WAKEUP CALL:
DEBRIEF OF THE ACTIVITY
BASED ON THE STRATEGIC
PLANNING MODEL
How did ONE group member from your group
answer the key questions?
40
41. PERSONAL WAKE UP CALL
Consider these questions:
•“What am I good at?”
•“What do I like to do?”
•“What am I passionate about?”
•“What are my preferences, strengths, values, skills and
competencies?”
•“How do these preferences, strengths, values, etc.
reconcile with the organizational values and culture?”
•“What are my strengths that I am passionate about?”
•“In what areas of my personal and professional life
should I develop?” 41
42. ESTABLISHING PERSONAL GOALS
• Spend about 5-15 minutes working in groups of 3.
• Each of you should try to draw a line that depicts
your life from birth until late in life.
• Indicate what major goals you have achieved in each
3-5 year time block and be sure to include through
age 65 at least.
• Include both your personal and professional life.
• Discuss your lines with the other people in your
group and discuss how realistic the goals seem to be.
• When we come back, I will ask several people to
share their lines and describe them.
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44. OBJECTIVES
You should now have met the following objectives:
•Define career and distinguish that from a job
•Explain who is responsible for one’s career and what
that responsibility means
•Show increased self-awareness
•Summarize possible on-the-job and off-the-job
development approaches
•Review available opportunities in the Singapore
government
44
45. OBJECTIVES
• Formulate a personal vision of the future
• Develop a personal action plan for the future
• Describe how to build a social network and use it
effectively in career planning
• Describe how to help your peers
45
