Managing careers

Throughout the twentieth century, social, cultural and economic changes in much of the industrialised world greatly affected work and the individual's relationship to work. Some of these changes - for instance, automation, increased use of technology, and business globalisation - have created an economic climate and industrial structure that calls for flexibility and rapid change. For these purposes, the organisation must be able to maintain control over the efficiency of its workforce.
Other forces - such as increased application of social sciences to employee relations and the influence of marketing on the culture at large - have offered management new tools for communicating its workforce needs in a manner in which employees see some personal benefit beyond economic reward, in adapting to the corporate programme.
Because it is shaped by beliefs about the employee's role in the organisation, one of the areas in which these forces have had the greatest impact has undoubtedly been employee education. By employee education, I mean here the systematic effort by an organisation to teach its employees new skills, to introduce them to new approaches to work, or to shape their attitudes. For instance, a programme of employee education might teach a group of employees to use a new computer system, it might provoke them to think more in terms of teamwork, or it might encourage them to value more highly their relationships with customers.
This definition thus includes both what is commonly known as 'training' as well as much of what some organisations refer to as 'human resource development' (HRD) and 'organisation development' (OD), or efforts to increase productivity and efficiency of the organisation by addressing human skills, knowledge, behaviour, attitudes, and interactions.
The ultimate goal of employee education has always been to better control the effectiveness of the workforce in order to improve business results, but over...

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