Organizational Interventions Influencing Employee

B deprivationwell create Ltd. Oxford, UK and Malden, USAIJTDInternational daybook of Training and theatre of operations1360-3736Blackwell Publishing Ltd. 2005March 2005 14761Articlesorganisational Interventions 9 International Journal of Training and Development 91 ISSN 1360-3736 Organizational interventions in? uencing employee occupational aggroup developing preferred by diametrical life story supremacy orientation course courses Namhee Kim This flying field explores what Korean employees prefer as organisational interventions that in? ence their travel victimization, harmonize to their individualized interpretation of public life mastery. A qu emmetitative take deal was deviseed from a Korean wireless communications go with exploitation a survey cock. The ? ndings of this study tote upd to the validation of theoretical discussions on the association of privates and organizational go phylogenesis interventions, implying that organizations need to des ign their occupational group mobility carcasss or performance motivator systems in accordance with employees life story orientations.Introduction Market changes oft necessitate squ atomic number 18 transformation in organizations via reorganizing, restructuring or downsizing (Gutteridge et al. , 1993). The characteristics of employees put on changed as well. One of the biggest issues facing organizations is the increasing alteration of the modern-day functionforce. Determining how to manage and develop todays workforce effectively from the perspective of passage training has become a critical issue at the organizational level. Companies must ? d ship canal to match organizational goals and ineluctably with those of individuals, but employees internal orientations are often left macroscopically uninvestigated r Research Fellow, Korean Womens Development Institute, 1-363 Bulkwang-dong, Eunpyong-gu, Seoul 122-707, Korea. Email emailprotected re. kr Blackwell Publish ing Ltd. 2005, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main St. , Malden, MA 02148, USA. Organizational Interventions 47 in the design and implementation of organizational interventions.This study explores Korean employees perspectives on organizational interventions that in? uence their move ontogenesis, according to in-person de? nitions of public life triumph. Answers to this research question will help organizations design and implement to a greater extent effective employee race growing policies and activities. Theories of travel orientation Traditional vocation theories de? ned mastery in terms of extrinsic or objective portions with visible metrics, such as salary, forward motions or post (e. g. Gattiker & Larwood, 1989 Jaskolka et al. , 1985).Therefore, hierarchical advancement, larger income and increasing deferred payment and respect from early(a)s typically indicated advantage at work. On the separate(a) hand, some researchers have investigated biographys from an internal, subjective perspective. Schein examined individuals subjective ideas to the in in high spirits spiritsest degree work life and their roles within it (van Maanen & Schein, 1977). He identi? ed the memorizecept of a travel fasten, which is an occupational self-concept or self-know channelge that serves to guide, constrain, stabilize and integrate the persons go (Schein, 1978 127). Schein (1978) identi? d ? ve types of life history anchors managerial competence, autonomy, security, technical/ intimacyal competence, and entrepreneurial creativity. Later, leash much types were added good/dedication to a driveway, pure challenge, and life style. De ache (1982) proposed replacing the term move anchor with biography orientation, meaning the capacity to select certain features of an occupation for investment according to mavins motives, interests and competencies. He identi? ed three saucily types of charge orientation (identity, service, and flesh level), in addition to Scheins (1978) ? e master career anchors. Driver (1979, 1980, 1982) studied business executives and staff specialists in a variety of companies, identifying four career concepts (transitory, steady-state, linear, and roll) from self-perceptions based on habits of thought, motives and decision-making styles. These career concepts become the guiding foundation for a persons semipermanent career choices (Driver, 1980). Derr (1986) utilise the term career mastery orientation to refer to how passel de? ne their success at work, and argued that an individuals meaning of career success re? cts their in the flesh(predicate) values, attitudes and motivation with encounter to work and life. travel success orientation can vary considerably abandoned the diversity of the modern workforce and its work values. To describe patterns of career success orientation, Derr (1986) developed a minimum set of serviceable dimensions based on his research with the U S Navy, MBA students and multinational executives. Derrs ? ve dimensions of career success orientations are 1. acquire forrader Traditionally, this type was assumed to be typical career orientation for most people who compulsion to succeed in their career.Individuals who exhibit these characteristics pursue upward mobility in organizations. Advancement in location and change magnitude responsibility, authority and opportunities are similarly attractive to this type. race in this type enjoy wealth and prestige. get emptyhanded Individuals in this type avoid any restrictions and pursue personal bountifuldom at work. They often like to create their own service or product, enjoying a variety of diametrical experiences. The desire to halt autonomy at work is the strongest work value. Independence and being turn from external interruption coiffure the ideal work situation. get secure Individuals in this type value stability, predictability or security at work. Guaranteed l ong-term furrow security is desirable. They are loyal to their organizations and commit themselves seriously to the company. Gaining secure hire outs and feeling recognized by their organizations are closely related to their personal meaning of career success. To this type of people, stability is more of import than getting ahead. acquiring high Individuals with these characteristics pursue technical or functional expertise in 1 area and want to test their talents and skills. Excitement is very alpha to them.They long for continued growth and hallow themselves to Blackwell Publishing Ltd. 2005. 2. 3. 4. 48 International Journal of Training and Development 5. self-renewing experiences, and consider success as doing what they like. be an expert in their interest areas is an uppermost goal of their career. getting balanced Individuals who exhibit these characteristics pursue a balanced professional and personal life. They enjoy working in an environment that respects personal and family life. People watch out their career success in relation to other aspects of life, including family and personal development.To them, the meaning of career success cannot be separated from the value of family and personal relationships. The emergence of this career type re? ects the diversity of the workforce and work values in recent decades (Derr, 1986). sign of the zodiac (1976) introduced the concept of the protean career, characterized by individuals taking the lead in career management, driven by the change of personal rather than organizational needs. He even argued that the career no longer exists within organizations (1996). Similarly, Arthur and Rousseau (1996) described modern careers as boundaryless, defying traditional assumptions about organizational careers.Recent literature, including Halls work in 2002, indicates the importance of the individual career, particularly its internal aspects. Baruch (2004) summarized current measures of individual career su ccess as a multi-level set of self-development targets gaining employability making lateral transitions for enrichment . . . undertaking selfmanagement and entrepreneurship . . . and achieving a better and richer quality of life (2004 76). A semblance of the concepts of career anchor, career orientation, career concept, and career success orientation (as well as other recent trends) allows ? e types of comm totally identi? ed career orientation to be determined, as presented in Table 1. This table shows that although scholars researched career orientations at incompatible times and used different criteria and terms, the common categories of career orientation can be identi? ed. The categories of personal de? nition of career success also tend to follow a similar framework. Since career orientation is likely to determine (or at to the lowest degree in? uence) an individuals occupational decisions, it has been hypothesized that this orientation can in? uence their willingness to participate in speci? career development activities (Watts, 1989). However, little literature has data-basedly explored the relationship between career success orientation and career development intervention. In this study, the career orientations of Korean employees are ? rst explored in terms of Derrs (1986) framework of career success orientation. Organizational interventions in? uencing employee career development (ECD) The term organizational interventions in? uencing ECD is de? ned as organizationinitiated policies or activities that could affect ECD, pick outly or confirmingly. jibe to Wils et al. 1993), there are three types of career development activities soon conducted in organizations. Speci? cally, 14 activities are identi? ed with three different foci 1. 2. 3. Impersonal career, focusing on three internal staf? ng activities job posting, promotion-from-within and lateral mobility. Organizational career, consisting of ? ve organization-oriented activities successio n planning, high potential management, data entreaty on employees, job twin(a) and data collection on future jobs. Individual career, subsuming two individual-oriented activities career planning and career focussing.In addition to these direct interventions, some organizational policies or activities may in? uence ECD indirectly (Watts, 1989). For instance, employee honorarium and bene? ts can enhance or impede ECD, affecting critical career decisions. Employee mind is often understood as a management function, but it can and should be approached from a career development perspective as well (Baruch, 2004 Iles, 1999). Blackwell Publishing Ltd. 2005. Organizational Interventions 49 Table 1 Comparison of theories of career orientation 50 International Journal of Training and Development Blackwell Publishing Ltd. 2005.Types commentary of common characteristics advancing up the organizational hierarchy Increased responsibility, authority High attitude, prestige, income R ecognized expertise in one area Excitement to test ones talents and skills Continued growth and experience Stability, predictability, security long-term commitment, loyalty Maintenance of withdrawdom, avoidance of restrictions Creation of own service or product A variety of different experiences A balanced life Respect for personal and family life Flexible time and job sharing Dedication to a cause, making a contribution to improve the worldScheins (1978) career anchor General management competence Technical/ functional competence or pure challenge pledge/ stability Autonomy/ independence or entrepreneurial creativity Life style Delongs (1982) career orientation four-in-handial competence/ identity Technical/ functional competence Drivers (1980) career concept Linear Derrs (1986) career success orientation get ahead Baruchs (2004) measures of career success Self-development competencies Type 1 Type 2 Spiral acquire high Lateral transitions spiral movements Type 3 Ty pe 4Security Autonomy, creativity, or variety Steady-state Transitory getting secure acquiring free Employability Self-management entrepreneurship Type 5 get balanced Service Self-perceived attitudes, values and needs Frequency, time, Subjective direction of career de? nition of change success Quality of life work-family balance Other types Criteria of typology Service/ dedication to a cause Self-perceived talents, values and motives Source N. Kim (2004). course success orientation of Korean women bank employees, life Development International, 9(6), p. 98. many organizations do not consider such activities a part of ECD (Watts, 1989). In this regard, career systems in organizations are closely cerebrateed to merciful resource management systems, or employee relations, and are integrated into those systems (Gutteridge et al. , 1993 Wils et al. , 1993). Recently, Baruch (2004) elaborated his six-dimension work of organizational career systems, which includes involvement, sophi stication & complexity, strategic orientation, developmental focus, organizational decision-making focus, and innovation.Among these, involvement, strategic orientation, developmental focus and organizational decision-making focus relate to the idea of organizational versus individualfocused dimensions (as found in Wils et al. , 1993), as well as the direct versus indirect intervention dimensions addressed by Watts (1989). Innovation and sophistication & complexity seem to be more methodological concerns this is understandable since the model was designed to facilitate guidelines for evaluating organizational career systems.Given the de? nition and scope of organizational interventions in? uencing ECD, freehanded types of organization-initiated policies or activities can be categorized (Figure 1). Individual-focused activities partially or entirely allow individuals to soak up decisions about their participation. Accordingly, participants can take primary advantage of the resultin g bene? ts. Organizational-focused activities are operated primarily for organizational purposes, rather than individual bene? t.Further, indirect interventions can in? uence ECD, although they may not appear to be a part of ECD. This prostrate taxonomy of organizational interventions in? uencing ECD in Figure 1 provides a useful framework for understanding the mingled kinds of organizational interventions in? uencing ECD that have been identi? ed from the career literature, including personnel allotment systems, employee approximation systems, training/development systems, career development (CD) certification systems, and compensation/bene? s systems (Baruch, 2004 Derr, 1986 Noe et al. , 1996 Watts, 1989 Wils et al. , 1993). Under this taxonomy, 13 types of interventions can be summarized, as presented in Table 2. According to Table 2, succession planning, career paths, job posting/job twin(a), promotion/upward mobility, downward mobility, and job revolution/lateral Direct E CD interventions Training/development systems Personnel allocation systems CD support systems Individualfocused Organization focused Compensation/benefits systemsEmployee appraisal systems Indirect interventions influencing ECD Figure 1 savourless taxonomy of organizational interventions in? uencing ECD. Blackwell Publishing Ltd. 2005. Organizational Interventions 51 Table 2 Organizational interventions in? uencing ECD Types of interventions Description Personnel allocation systems Succession planning Identifying and systematically developing high potential employees for certain get a line positions occupational group paths Structuring sequences of jobs or positions related to speci? career goals, such as managerial or technical career tracks Job posting/job Internal announcing of vacant job positions and matching matching internal individuals preferences with the job prior to external recruiting Promotion/upward Advancement in position with greater pay, challenges, mobility resp onsibility, and authority downward mobility Moving to positions with a reduced level of responsibility and authority with an opportunity to develop skills and meet personal needs or interests Job rotation/lateral Systematically transferring employees laterally to another movement function or area over the course of time, not necessarily involving increased responsibilities or compensation Employee appraisal systems Assessment system Evaluating and collecting data on employees to discover their performance and potential, feedback can be given to employees Training/development systems mentoring/ train Assigning mentors or coaches (often supervisors or superiors) to employees to help them develop their careers Training/development Providing opportunities for career training workshops opportunities or training events that deal with career planning or transitions, self-assessment, or other career issues, or supporting individual efforts to learn and develop Career development support systems Career counselling/ Providing counselling services and guides by professionals discussions (external or internal agency) or supervisors/managers to meet individual needs in employees careers Career information Building a system for sharing information about career system opportunities, such as various career paths or job vacancies, programmes and bene? ts offered through a variety of media Employee compensation/bene? ts systems Individual Adopting recognition systems for individual contributions compensation system to the organization (e. g. merit pay, individual incentives, simple eye alternatives) Flexible bene? t plans Allowing diverse, ? exible options of bene? ts/rewards plans (e. g. , insurance or pension provisions, retirement plans, ? exible work schedule, part-time employment, child-care bene? ts, maternity and authorship leave) Note Summarized from the literature (Baruch, 2004 Derr, 1986 Noe et al. , 1996 Watts, 1989 Wils et al. , 1993). 52 International Journal of Training and Development Blackwell Publishing Ltd. 2005. movement fall upon into personnel allocation systems. Assessment systems belong to employee appraisal systems. Mentoring/coaching and training/development opportunities are examples of broad training/development systems.Counselling/ discussions and career information systems are included in career development support systems. Individual compensation systems and ? exible bene? t plans can be categorized under employee compensation/bene? t systems. It is important to note that not all organizational career-related activities have the said(prenominal) appeal or provide the same bene? ts to all employees (Derr, 1986 Schein, 1978). Additionally, variation must be expected in terms of employees acceptance of their employers involvement in their career development (Portwood & Granrose, 1986 Rhebergen & Wognum, 1997). Only a few studies have examined what types of interventions are most appropriate for speci? c types of employe es.Derr (1986) examined contemporary CD programmes, matching each programme with certain types of career success orientations, as presented in Table 3. This table shows that there are different types of career development programmes appropriate for speci? c career success orientations. For example, some programmes are appropriate only for get ahead people. However, empirical support for this matching was not provided. Building on this work, Watts (1989) conducted empirical research to see if non-managerial female workers preferred different organizational CD activities according to their types of career success orientation no signi? cant differences were reported. Solid empiricalTable 3 Career development programmes and appropriate career types CD Programme get free Assessment centres Career counselling and coaching by managers Career counselling by others Career information centres Career information systems Career pathing Computer-aided instruction and information systems Educat ional and professional development bene? ts Fallback-position transfers Flexible scheduling and bene? ts Family-related bene? ts High-potential identi? cation programmes Individual development plans Integrated career planning Job matching Job posting Lifelong employment Mentor programmes Succession planning Workshops and training events Orientation Getting balanced Getting high Getting ahead O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O Getting secure O O O Note Adapted from Derrs career development programmes (1986 255258). Blackwell Publishing Ltd. 2005. Organizational Interventions 53 nowledge is not yet available for matching individual preferences with organizational interventions further investigation is warranted. Nevertheless, different observations in pertinent studies imply the following hypotheses H1 People who have different career success orientations will show different preferences for career development interventions. H2 People who have the same career success orientation will show different preferences for career development interventions. Career development in Korean organizations Shifts in organizational behaviours are not heathenishly neutral. Although career kinetics are known to re? ect particular aspects of a culture (Derr & Laurent, 1989 Greenhaus et al. 2000), career literature has failed to account for career dynamics in diverse cultures. Very few studies have explored what the term career means in an international context (e. g. Derr & Laurent, 1989 Hofstede, 1980 Triandis, 1989), and careerrelated perceptions and strategies have almost never been researched in third world countries (Counsell & Popova, 2000). In terms of ECD, most Korean organizations are at a very early stage (H. Kim, 2000). Employers have not yet felt the necessity to adopt ECD systems, and employees are not beaten(prenominal) with the meaning or implications of CD. Only a very few large corporations have begun to i ntroduce relevant interventions into their practice (H. Kim, 2000).Consequently, examples of ECD in Korean organizations are limited (e. g. Choi, 1994 Jung, 1991 J. S. M. Kim, 1992 K. H. Lee, 1996). Comprehensive information regarding the status of Korean organizational career development is not yet available. Korean literature based on several case studies (Choi, 1994 D. K. Lee, 1993 K. H. Lee, 1996) shows that a wide range of activities, such as promotion and advancement, job rotation and transfer, and job evaluation and performance appraisal, has been addressed. The literature reviewed indicates that organizational ECD is still viewed as a part of the valet de chambre resource management function in Korea (H. Kim, 2000).Therefore, it is important that this study covers the full range of interventions, from direct ECD activities to indirect organizational interventions. Methodology A quantitative sample survey was designed to test research hypotheses on career success orientation s. Data were self-possessed from a sample of 1000 employees in a Korean wireless communications company. The sample was randomly selected from the company directory of 3003 employees, and the survey instrument was distributed and collected through the companys intranet system. A 33. 7% response rate resulted, with 337 useable surveys returned. Table 4 shows the sample write up by demographic characteristics. The respondents ages were categorized into three groups 2029, 3039, and 40 and above. The bonny age was scarce over 33.The range was between 22 and 56. Most respondents ages were between 30 and 39 (69. 4%). The respondents average days of work experience was 5. 42, ranging between less than 1 and 13. The largest respondent group was those who have worked for 46. 99 years (49%). Almost half of the respondents (48. 1%) were assistant managers, while 22. 8% were managers, 21. 7% were employees, and 7. 4% were senior managers. Respondents were predominantly male (89. 6%), and 7 8% of the respondents were married. The two major types of job were 29. 1% in marketing and 38. 6% in engineering. A majority of the respondents (63. 8%) had completed 4-year college courses, and 19. % had completed graduate school. The instrument consisted of two parts. The ? rst part identi? ed individuals career success orientations. A modi? ed Derrs (1986) Career success map questionnaire (CSMQ) was used, since this instrument was originally developed to identify ? ve types of career success orientation. The questionnaire was changed from a forced54 International Journal of Training and Development Blackwell Publishing Ltd. 2005. Table 4 Sample composition by demographic characteristics (n = 337) demographic Age (M = 33. 29, sd = 5. 09) Category 2029 years experienced 3039 years old 40 years old and above Less than 4 years 46. 99 years* 79. 9 years* 10 years or more Employee Assistant manager Manager Senior manager Male Female Married Unmarried Marketing R&D IT plan Ad/Mgmt I nternal ventures High school 2-year college 4-year college Graduate school Frequency 60 234 43 76 165 63 33 73 162 77 25 302 35 263 74 98 34 14 130 47 14 25 32 215 65 % 17. 8 69. 4 12. 8 22. 6 49. 0 18. 7 9. 8 21. 7 48. 1 22. 8 7. 4 89. 6 10. 4 78. 0 22. 0 29. 1 10. 1 4. 2 38. 6 13. 9 4. 2 7. 4 9. 5 63. 8 19. 3 Years of work experience (M = 5. 42, sd = 2. 77) Employment level Gender Marital status Type of job Education level * Months were converted to fractions of a year. choice instrument of thirty opposite statements to a Likert-type instrument, in order to make it statistically possible to test its factor structures and reliability (given the lack of empirical information with regard to this instrument).The second part was developed to explore respondents preferred organizational interventions in? uencing employee career development. Thirteen types of organizational interventions (as summarized in Table 2) were used for this purpose. The instrument was translated into Korean, an d a three-round cross-translation performed. The face severity and construct validity of the instrument were examined in a series of three-round pilot tests and instrument revisions. Through factor depth psychology, with the elimination of some items, the ? ve dimensions originally included emerged. Reliability, measured by Cronbachs coef? cient alpha, was between 0. 56 and 0. 79 Getting high (0. 78), Getting secure (0. 72), Getting balanced (0. 9), Getting ahead (0. 59), and Getting free (0. 56). These results indicate some limitations in interpreting the data for Getting ahead and Getting free. To analyse collected data, descriptive statistics as well as inferential statistics, such as ANOVA or restate measures outline, were conducted. Results Two approaches were used to test the research hypotheses. First, differences in preferences between groups were examined. Second, differences in preferences within Blackwell Publishing Ltd. 2005. Organizational Interventions 55 each grou p were explored. The highest mean score among the ? ve types was deemed the dominant orientation for each individual.According to descriptive information regarding dominant career success orientations, each individuals career success orientation was identi? ed. The sample consisted of 40% Getting free, 38% Getting balanced, 17% Getting high, 3% Getting ahead, and 2% Getting secure. Since Getting ahead and Getting secure obtained very small percentages, those two types were excluded from the analysis. guess 1 Differences in preferences between groups The Levene test of homogeneity of variances showed that several items, including succession planning, job posting/job matching, promotion and compensation systems, violated the assumption to conduct the ANOVAs. Those items were excluded from further analysis.As a result, the ANOVAs were conducted with the remaining nine items. The ANOVAs showed that the preferences for six organizational interventions differed signi? cantly according to respondents dominant career success orientation types, as presented in Table 5. According to post hoc comparisons using the Tukey test, most interventions were preferred more by Getting free than Getting balanced or Getting high. There were no signi? cant differences in downward mobility, assessment system, or career information system. Hypothesis 1 was partly supported. Hypothesis 2 Differences in preferences within groups Repeated measures analysis showed statistically signi? ant differences in Getting free preferences (Wilks Lambda = 0. 396, F = 13. 86) at the 0. 001 level across the 13 organizational interventions. According to post hoc pairwise comparisons using the Bonferroni test, succession planning, career paths, job posting/job matching, promotion, and training/development opportunities were signi? cantly more preferred than other interventions, while downward mobility and career information system were signi? cantly less preferred. Repeated measures analysis showed stati stically signi? cant differences in Getting balanced preferences (Wilks Lambda = 0. 471, F = 9. 63) at the 0. 001 level across the 13 organizational interventions.According to post hoc pairwise comparisons using the Bonferroni test, job posting/job matching and training/development opportunities were signi? cantly more preferred than other interventions, while downward mobility and career information system were signi? cantly less preferred. Repeated measures analysis showed statistically signi? cant differences in Getting high preferences (Wilks Lambda = 0. 423, F = 4. 42) at the 0. 001 level across the 13 organizational interventions. According to post hoc pairwise comparisons using the Bonferroni test, succession planning, career paths, and promotion were signi? cantly more preferred than other interventions, while downward mobility was signi? cantly less preferred.Overall, hypothesis 2 was supported. Discussion of ? ndings Different types of work, pay/bene? ts, promotion systems , and types of recognition motivate individuals who have different needs (Derr, 1986 Schein, 1990). The ? ndings of this study mostly support this assertion. That is, Korean employees career success orientations seem to impact their preferences for organizational interventions in? uencing employee career development. Even within each speci? c career orientation group, some interventions were preferred over others. The ? ndings regarding preferences for the 13 organizational interventions in? uencing employee career development are discussed in detail below.Though the differences in preferences for succession planning among three groups (Getting free, Getting balanced, and Getting high) could not be compared due to violations of homogeneity of variance assumptions for ANOVA, within-group 56 International Journal of Training and Development Blackwell Publishing Ltd. 2005. Blackwell Publishing Ltd. 2005. Table 5 Preferences for organizational interventions in? uencing ECD by career s uccess orientation Organizational interventions in? uencing ECD Getting free (n = 121) Mean 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Succession planning Career paths Job posting/job matching Promotion Downward mobility Job rotation Assessment system Mentoring/coaching Training/development Career counselling Career information system Compensation system Flexible bene? t plans 5. 65 5. 58 5. 43 5. 62 3. 98 5. 7 5. 25 5. 27 5. 55 5. 38 5. 05 5. 40 5. 50 sd 1. 06 0. 96 1. 03 0. 90 1. 49 1. 09 0. 97 1. 03 0. 95 0. 96 1. 06 1. 05 1. 04 Getting balanced (n = 115) Mean 5. 21 5. 25 5. 31 5. 29 4. 24 4. 93 4. 98 4. 95 5. 31 5. 00 4. 89 5. 09 5. 31 sd 1. 07 1. 02 0. 93 1. 01 1. 35 1. 18 0. 95 1. 06 1. 05 1. 07 1. 08 1. 05 1. 05 Getting high (n = 51) Mean 5. 24 5. 29 5. 10 5. 22 4. 04 4. 43 4. 90 4. 73 5. 06 4. 76 4. 73 5. 00 5. 06 sd 0. 79 0. 81 0. 83 0. 73 1. 30 1. 17 0. 90 1. 02 0. 90 0. 89 0. 85 0. 75 0. 93 F = 3. 76* F = 1. 07 F = 5. 66** F = 3. 38* F = 5. 80** F = 4. 84** F = 8. 27** F = 1. 89 F = 3. 51* *p 0. 05 **p 0. 01 ***p 0. 01 Between group comparison Organizational Interventions 57 Within group comparison Wilks Lambda = 0. 396 F = 13. 86*** Wilks Lambda = 0. 471 F = 9. 63*** Wilks Lambda = 0. 423 F = 4. 42*** comparison indicated that both Getting free and Getting high groups signi? cantly preferred this intervention over other options, such as job rotation, assessment system, mentoring/coaching or career information system. Derrs (1986) assertion that succession planning would be appropriate only for the Getting ahead orientation was not con? rmed this intervention seems to be favourably accepted by both Getting free and Getting high orientations. It was ranked ? st by Getting free, and second by Getting high in rank orders. Career paths were preferred signi? cantly more by the Getting free than the Getting balanced group. Since career paths provide individuals with the opportunity to follow their own career goals, it is understandable that people who want freedom would be in favour of this intervention, while the Getting balanced orientation maintains a need for ? exibility (Derr, 1986 Schein, 1978). Interestingly, there was no signi? cant difference in preferences for career paths between Getting high and Getting balanced. However, Getting high preferred career paths over the other intervention options.Derr (1986) suggested that career paths would be appropriate for Getting free and Getting high this was partially con? rmed by the study. Group differences in job posting/job matching and promotions could not be explored due to violations of the assumptions for ANOVA. However, Getting free and Getting balanced, respectively, signi? cantly preferred job posting/job matching over job rotation. It is assumed that the Getting free orientation seeks a position with more autonomy, while Getting balanced seeks a position that accommodates personal values in family and relationships through announced open job opportunities (Derr, 198 6). Getting free and Getting high signi? antly preferred promotion over job rotation, assessment system, mentoring/coaching, career counselling, and career information system. It seems that the Getting free and Getting high orientations desire some level of status that allows them to make decisions based on personal interests. There was no signi? cant difference in preferences for downward mobility, assessment system, and career information system among the groups. However, downward mobility was self-consistently the least preferred intervention among the 13 options. Although people tend to pursue what they want, they by nature do not want to give up their current levels of income and responsibility. Derr (1986) claimed that career information system may be appropriate for Getting free and Getting high, but o difference was found between the groups studied. Moreover, this intervention was not particularly preferred within any of the groups. Getting free ranked it 12th, Getting bal anced ranked it 10th, and Getting free ranked it 9th in rank order. Considering that the concept and necessity of career development are still relatively new in Korea (H. Kim, 2000), respondents may not be familiar with such ideas or aware of some systems potential bene? ts for individual career goals, which may be manifested in low preference results. Job rotation was signi? cantly less preferred by the Getting high orientation than by Getting free or Getting balanced.Since it is very important for Getting high individuals to handgrip jobs which they can truly enjoy (Derr, 1986), these people are likely to be reluctant to move to a new function or area. Mentoring/coaching and career counselling were preferred signi? cantly more by Getting free than by Getting high or Getting balanced. Although Derr (1986) assumed that career counselling and mentoring programmes would be appropriate for Getting balanced, this was not con? rmed in this study. These interventions did not seem to be a ttractive to the Getting balanced group they are in the middle rank. It seems that Getting free individuals may maintain confirming attitudes toward sharing career issues, and want to be guided by someone who can help them. Getting balanced individuals may not have speci? career aspirations that can be shared with others at work, since they view careers in relation to other dimensions of their lives. Training/development opportunities and ? exible bene? t plans were preferred signi? cantly more by Getting free than by Getting high. Although Derr (1986) and Watts (1989) viewed training/development as appropriate for all three (Getting free, Getting high, and Getting balanced) groups, our study showed that Getting free particularly 58 International Journal of Training and Development Blackwell Publishing Ltd. 2005. preferred this intervention. Getting balanced, as a group, preferred training/ development opportunities over assessment system, mentoring/coaching, and career counsellin g.This result supports the characteristics of the Getting balanced orientation, which pursues self-development in order to remain competent at work (Derr, 1986). According to descriptive statistics, ? exible bene? t plans were also one of the most preferred interventions by Getting balanced, consistent with the arguments of S. Y. Kim (1995), Igbaria et al. (1991), and McGovern & Hart (1992). Individual compensation system could not be compared between the groups. A comparison of preferences for this option within groups showed that respondents signi? cantly preferred compensation system only over downward mobility and career information system.The visit popularity of this option in all groups may be due to characteristics of Korean nightclub and organizations (Bae & Chung, 1997). Although Korean society has been changing, teamwork and family spirit are still deeply rooted in its culture (Koch et al. , 1995), which may have led respondents to be reluctant to place value on this opt ion. Limitations of the study This study was limited to one large Korean company it may be dif? cult to generalize the ? ndings of this study to other organizations in different cultures. Second, there may be limitations to the instrument, since it was originally developed in the context of western cultures.The instrument may contain culturally sensitive items that were not detected in the researchers efforts to validate the instrument, conduct pilot tests, and obtain feedback. Finally, at least two of the scales had lower-thandesired reliability. Implications of the study There were some theoretical efforts to link individual career orientations with preferences for career development interventions, though empirical evidence is lacking. The ? ndings of this study can contribute to the validation of theoretical discussions on the association of individuals and organizational career development interventions. From a practical perspective, at the organizational level, the ? dings of t his study imply that organizations may want to design their career mobility systems or performance incentive systems in accordance with employees career orientations. At the individual level, the study points out workers responsibility to know their personal needs, biases and motives. Knowledge of ones own values and beliefs can serve as a introduction for future career decisions, and for the development of appropriate career strategies (Aryee et al. , 1994). Recommendations for further research Organizational perspectives on the career orientations of employees deserve examination. 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