LET'S GET REALISTIC ABOUT CAREER PATHS
Janies W. Walker
Many employees want to know more about the
career op|K)rtunities available in an organization to
help them set realistic career objectives and to plan
practical steps for their personal career development.
Recent proliferation of career planning materials,
workshojK. and company-sponsored counseling pro-
grams indicates a growing employee av\arcness and
activism regarding their careers. However, the in-
formation available to employees regarding career
paths is usually quite limited, and does not tell
"the whole story" about job progression possibilities
and associated qualifieations requirements.'
Many managers also want career paths to be de-
fined, so that an adequate number of individuals
may be identified and prepared to fill future vacan-
cies. Once eareer progression patterns are identified,
more systematic forecasting of staffing requirements
is possible. For the development of senior manage-
ment talent, career paths are needed as guidelines
for career development assignments across fune-
tional and organizational lines. Increasingly, senior
executives are the product of varied job exjxrienecs,
and not necessarily the product of life-long eareers
within a single function or unit.
In addition to employee and managerial interest in
career paths, the federal government is requiring
action in this area.- To assure equal employment
opportunity and affirmative action program com-
pliance, companies are advised to describe jobs in
terms of actual requirements: work content and
related qualifications. Employee seleetion and up-
grading decisions are to be based on job-related
faetors, whieh nets out to mean a definition of
possible eareer patbs.
1 James W. Walker, "Individual Career Planning," Busi-
ness Horizons, Vol. 16, No. 1 (February 1973).
-'Edward J. Giblin and Oscar A. Ornati, "Beyond Com-
pliance," Personnel, Vol. 52, No. 5 (September-October
1975), pp. 38-50.
2 Let's Get Realistic About Career Paths
[n summary, eareer path information is important
for employee eareer development and human re-
source planning, but it needs to be realistic. And
this means eareer paths need to have a realistic basis
and realistic applications. This article briefly dis-
eusses approaches to satisfying those needs.
Background On Career Paths
Career paths are not new. Neither do they have
to be written about to be experienced. Most em-
ployed persons move through a "patterned sequence
of [positions or roles, usually related in work con-
tent." during their working lives. However, career
paths are objective descriptions of sequential work
experiences, as opposed to subjective individual
feelings about eareer progress, personal de\elop-
ment, status, or satisfaction. For example, an in-
dividual may view increasing responsibilities or
changing work assignments within a single job as
a "career," but this subjective view of a career docs
not constitute a career path, as defined above.
An organization needs to move indi\'iduals along
career paths, to develop the divereity of capabilities
necessary to staff various levels and types of jobs.
At tbe same time, not all individuals need follow
eareer paths—tbere is a need for "eareer profes-
sionals" in many specialist positions.'^ An oil com-
pany study a few years ago, for example, found that
stability, not mobility, was preferred for staffing of
sales representative positions. Neither do individuals
need to follow upward eareer paths. Lateral paths
provide expisure to multiple functions and activi-
ties and thus de\'elop broader capabilities among
individuals. Manv individuals find lateral careers
highly satisfying.
Career paths have emphasized upward mobility
within a single occupation or functional area of
^ Peter F. Drucker, Management: Tasks, Hesponsibilities,
Practices, (New York: Harper & Row, i974) pp. 395-397.
work. In many companies career paths have meant
stcp-hy-stcp progression tied to years of service. If
an individual deviated from the prescribed lockstcp
pattern and timing, he or she faltered. Such career
paths were developed in the following manner:
1. examination of the paths followed in the past
to the top "rungs of the ladders"
2. identification of entry and exit points into the
career path, usually at the bottom only
?. definition of rcc|uirements for the entry posi-
tions, normally in terms of educational level
and specialization, experience, and years of
scr\ice
4. identification of the important job experiences
leading to the top "rung," and benchmark
timing for reaching each "rung"
This process described a generalized or idealized
route for advancement within the unit or function.
It made career paths explicit, and no longer just
subjective.
Various organizations have developed career paths.
Notable are the efforts of the U.S. Navy, the U.S.
Air Foree, and several major industrial and banking
corporations.* Many of these applications may be
characterized as "traditional approaches." They
ha\e described paths largely followed by employees
in the past, are based on managerial subjecti^e
views of the work involved, and are usually re-
stricted to a single function or organizational unit
(e.g., sales, accounting, engineering). The practical
utility of such paths, therefore, depends on the
realism and scope of these key factors.
A Realistic Approach to Today's Needs
An organization that has no career information at
all would benefit from e\en traditional descriptions
of career paths. It is instructive to managers to con-
sider past career progression patterns and their
* C. Storm, "Illustrative Career Ladders in Industry, In-
cluding Variation From the Usual Career Ladders," in
J. L. Fulmer, (Ed.).. Proceedings of Conference on Career
Guidance and Promotion. Atlanta: Industrial Management
Center, Georgia Institute of Technology, April 1970. pp.
46-71. Also see J. A. Saxon, "Promotional Progress Flow
Chart," Journal of !^avy Civilian Manpower Management,
Vol. 7, No. 4 (Winter 1973-, pp. 13-17; and Andrall E.
Pearson, "Sales Power through Planned Careers," Harvard
Busine%s Review, Vol. 44, No. 1 {January-February), pp.
105-116.
Human Resource Management, Fall, 1976 3
own subjective views of possible alternative career
paths for employees to follow. In view of today's
demands on career management, houever, more
realistic career information is needed. Career paths
need to be specific, not general. They need to be
practical, not idealized. They need to be anchored
to reality—actual v\ork activities and skill and
knowledge requirements. Career paths should:
— represent real progression possibilities, whether
lateral or upward, without implied "normal"
rates of progress or forced technical specializa-
tion
— be tentative and responsive to changes in job
content, work priorities, organization patterns,
and management needs
— be flexible, to take into consideration tbe com-
pensating qualities of a particular individual
— specify acquirable skills, knowledge, and other
specific attributes required to perform the work
on each position along the paths, and not
merely educational credentials, age, or work
experience which may preclude some capable
performers from career opportunities.
To define career paths in this manner, empirical
data are needed. Positions are analyzed and grouped
on the basis of their actual work content. This does
not mean that job descriptions necessarily have to
be rewritten, or that the organization structure has
to be changed. Job titles do not even have to be
ehangt'd. The following steps are required:
1. Gather data on actual work activities, their
relative importance, and the relative time allo-
cation to each
2. Determine, through analysis of these activities,
the skill, knowledge, and other qualifications
required to perform these aetivities effectively
^. Identify patterns of similarity among positions,
based on their content and skill-knowledge
requirements, and grouping of similar p)si-
tions as job families
4. Identify logically possible progression lines
among these job families, representing career
paths.
5. Integrate the overall network of these paths as
a single, career system depicting progression
possibilities.
This process is illustrated in Figure 1.
 FIGURE 1
How to Develop Realistic Career Paths
What em-
What man-
ployees soy agers say
they actually WORK ACTIVITIES should be
do on the job performed
an the job
JOB REQUIREMENTS
{work activities ond their relotive
importonce, skills/knowledge ond
other requirements for perform-
once)
JOB FAMILIES
(groups of jobs with similar
requirements)
CAREER PATHS
(Possible Progression Potterns)
This may be an extensive, ongoing process in large
organizations. Where advanced approaches are
used, professionals may be engaged full time in this
process of "txxupational analysis and classification."
For most organizations, however, the challenge is
to move simply from a "traditional" approach to-
ward "defined" career paths. This means accomp-
lishment of the above steps as efficiently as possible
to yield useful career information.'*
To provide a "realistic basis" for career paths, an
organization need not conduct an extensive, expen-
sive study. A basic approach includes a review of
job titles by the personnel stafF, grouping the
positions on the basis of tbeir knowledge of the
nature of the work involved. The common char-
acteristics of jobs in each family are identified, and
specific activities and qualifications differentiating
positions within each family are noted in a sum-
mary chart. This information is reviewed by se-
lected managers. Position data are refined and
positions are reclassificd accordingly. Simply by
providing a fresh, objective consideration of realistic
career possibilities in an organization, the career
development process is improved.
'• James W. Walker, "Evaluating the Practical Effective-
ness of Human Resource Planning Applications," Hriman
Resource Management, Vol. 13, No. 1. pp. 19-27.
4 Let's Get Realistic About Career Paths
The basis for career paths is further strengthened,
of course, by additional substantive data on actual
work activities on the various types of positions
covered. Data may be gathered through selected
interviews with incumbents, the use of widely
distributed questionnaires or time logs, direct ob-
servation of work activities, or use of task check
lists. These are all methods of activity analysis ap-
plicable to salaried positions."
Job descriptions rarely represent actual on-the-job
behaviors. They tend to emphasize duties and ac-
countabilities and were, at any rate, written for
purposes other than eonsidering career development
requirements. Job descriptions, organizational man-
uals, and otber existing data may be useful inputs
to the process. In most instances, howe\er, some
form of data gathering directly from employees is
necessary to pro\ide a sufficient basis for analysis
of job similarities and differences.
In a sense, positions have always been grouped on
the basis of similarity. Ceographic location, organi-
zational unit lines, technical specialization, and
business function or product are typical bases for
grouping jobs and thus prescribing career move-
ment pissibilities. Often when career paths are first
described they are restricted by one of these par-
ticular dimensions. This may make sense, if the
employer feels it is impractical to relocte employees
across great geographic distances, or if the organiza-
tion comprises autonomous operating units. For
managerial, professional, and technical talent, how-
ever, most organizations arc discounting the signi-
ficance of these barriers to career development.
The dimension that is being used today to "open
up" career paths and give them greater realism
is the behavioral aspect. By examining actual
work activities—behaviors—it is possible to identify
striking similarities in job content, even where the
functions or technical specializations are different.
A common example is the sales representative for
a particular product line. It has been demonstrated
in many situations that persons with the necessary
skills can represent \aried types of products, regard-
less of technical, product or industry knowledge, or
territorial differences.
"James VV. Walker, "Activity Analysis: A Review of
Techniques and their Application to Managerial, Profes-
sional and Technical Positions," Unpublished manuscript,
1976.
Another common example is the traditional career
specialization of engineers. In Figure 2 are shown
the traditional career progression patterns within a
group of engineering positions in a major oil
company. In this example, mechanical en^neers
normally progress through Path A; chemical engi-
neers progress through Path B. This created an
impression among engineers in the refineries that
eareer opportunities were quite restricted. There
has been resulting turnover and expressed dissatis-
faction among the younger engineers. By grouping
the positions according to the behavioral activities,
however, the career paths offer a wider range of
job progression possibilities, and greater flexibility
of assignment by management. These revised career
paths are shown in Figure 3. From the data gath-
ered, it was concluded that engineering specializa-
tions, per se, should not be harriers to career
movement among these engineering positions.

FIGURE 2
Engineering Position Analysis
Traditional Career Paths Annong Positions
Path A
Eng Ref Eng (Ref) Eng Des & Ping, Asst Supt Maint (Ref)
Engg (HO)
Mech (12) Mech '(2) Mech (6)
Eng Maint (Ref)

Mech (4)

Path B
Proc Eng, Tech Serv (Ref) Proc Eng, Engg Area Proc Supv (Ref)
(HO)
Chem (20) Chem (6) Chem (10)
Ping Anal, Ops Sr Ping Anal, Ops
Ping (HO) Ping (HO)
Chem " ( 5 ) Chem ( I )
*Al leoit one of these i* a "Chem"
*Ai least one of iheso hoi spent most of his career in "Mech" posilioni

FIGURE 3
Engineering Position Analysis
Career Paths Suggested by Behaviors
2, Tech Specialist Tech. Supervisor 5. Supervisor
-some Supv. Area Prac Supv. Asst Supt Maint
Eng, Des & Ping Ops (Ref) (Ref)
Eng (HO) Chem (10) Mech (6)
I . Tech. Specialist Mech (2)*
Proc Eng, Tech' Eng, Mointenance
Serv (Ref) (Ref)
Chem (20) Mech C^)
Eng, Ref Engg
Mech (12)
Ping Analyst, Tech. Coord/Conv Tech. Coord -
Ops Ping (HO) municator some Supv.
Chem (5)** Proc Eng, Engg (HO) Sr Ping Analyst,
Chem (6) Ops Ping (HO)
Chem (1)
•At leoit one of iheio is a "Chom"
•*At least one of these hos spent most of hlj career in "Mech" poiitioni

Human Resource Management, Fall, 1976 5

This process assumes that individuals can acquire
necessary technical skills or specialized knowledge
that may be required on a position. The progression
from one behavioral role pattern to another is
viewed as the critical dimension in career paths—
from task specialist to manager. Experience suggests
that employers tend to underestimate an individual's
adaptability to different types of specific tasks, and
overestimate an individual's ability to change roles
and become a supervisor, coordinator, administrator,
or manager. Changing role behavior pattern is the
most difficult aspect of management development,
starting with tbe instanec of promoting tbe "best
worker" to a foreman role. This view does not de-
mean tbe importance of maintaining or developing
adequate technical competence on a position. In
developing eareer paths, botb dimensions need to
he examined.
Tbe behavioral approach pnmdes greater flexibility
in career planning, offering indi\iduals a wider
range of career options and management a larger
pool of job candidates. Realistic moves along lateral
career paths and mo\es among positions within the
same job family are also made explicit as options
as part of tbe overall career system. Further, posi-
tions may be rcclassified in groups and paths as
tbeir work content changes, in rcsjxinse to in
dividual differences, managerial styles, organiza-
tional, or other forces. Tbe career system, tbcn,
serves as a realistic framework for keeping track
of jobs and tbe planned movement of individuals.
Realistic Applications
Career paths are worth developing only if they are
used in career planning and development. In-
dividuals should consider career information in
conjunction with their own self-analysis of career
interests, abilities, and aspirations. Tbe result is
application of tbe career paths in the development
of more realistic individual career objectives and
plans. Similarly, tbrough planning, appraisal and
counseling activities, managers may help individuals
translate these personal career plans into career
development actions. It is important that develop-
ment activities—whether training, job assignments,
or shift in job activities—be realistically attuned to
the organization's needs.
Career paths provide a vital link between tbe in-
dividual's own eareer aims and the organization's
actual talent requirements. The net result can only
be positive: improved utilization of talent and less
6 het's Get Realistic About Career Paths
ambiguity in employee views of the employment
relationship. Some managers have argued that com-
mimication of career paths, and particularly specific
information, often frustrates employees by encour-
aging false hopes and expectations about career
opjwrtunities. This may be valid where such in-
formation is not realistic. But more employee
turnover, undcrutilization, and frustrated career
development has assuredly resulted from too little
realistic information, not too much of it.
Career paths, however realistic, are beneficial only
if translated into individual career action plans. As
sbown in Figure IV, tbis process invokes the ap-
plication of career information by employees in
career analysis/planning and by managers in ap-
praisal and counseling.
All too often, career planning is practiced as an
isolated employee activity witbout either realistic
career path information or relevant appraisal and
counseling inputs. Techniques such as career plan-
ning or life planning workshops, structured in-
dividual planning exercises, and self-improvement
materials, are widely popular today. These provide
a useful medium for individuals to clarify personal
interests, abilities, and aspirations, with eonsider-
ation to such influences as their educational experi-
ences, family background and expectations, career
plans and progress of friends, role examples sug-
gested by television and otber media, and personal
feelings of competence and self-worth. However,
individual career analysis and planning without
career path information and other managerial in-
puts is like sailing without a cbart or knowing tbe
seas. It is fun for a wbile, but becomes frustrating
for individuals who wisb to get somewhere.
Career path information may be communicated to
individuals in several ways including:
— published, in digestible pieces, in employee
magazines and newsletters
— included in employee manuals
— published as a special Career Cuide or as part
of career planning workbooks
— presented in cassettes, videotapes, or live pre-
sentations
At a minimum, a reference book should be provided
to each manager, presenting the basic job families,
career progression possibilities, and related require-
ments.
Tbrougb appraisals and counseling, managers (and
professional staff) may communicate sucb infor-
 FIGURE 4
Hov\/ Realistic Career Development
Actians are Planned
CAREER PATHS
APPRAISAL Monagerial judgment,
AND
COUNSELING 0 experience, assessments
of individual abilities,
changing orgonizational
needs, etc.
INDIVIDUAL Influence af education,
CAREER
ANALYSIS
AND
0 experience, family,
friends, media, self
perceptions, etc.
PLANNING
DEVELOPMENT ACTION PLANS
mation and, once they have tbe abilities and in-
clination, actually help individuals evaluate their
career dc\clopmcnt options. Resjjonsibility for career
development may rest with the individual, but the
manager can have a significant influence on in-
dividual nioti\ation, decisions, and actions.
Career information may be applied by managers in
several ways, including:
— describing career opportunities to new recruits
or internal job candidates
— identifying "target positions" for which in-
di\iduals are ready now or arc becoming
devdojicd in appraisals of so-called "promota-
bility and potential."
— identifying specific training needs of in-
di\iduals
— discussing witb the individual realistic career
alternatives: future jobs, long-term opportuni-
ties, or staying on tbe current position as a
career professional.
Managers also bring to tbe employees additional
information useful in career planning: experience,
knowledge of changing organizational needs and
business plans, and an independent (if not wbolly
"objective") assessment of individual abilities and
potential. When managers fail to participate in the
career de\elopment process, these benefits are lost,
and plans are aceordingly less realistic for tbe result.
Employees should, then, receive career path in-
formation directly and tbrougb their managers. In
this eontcxt, specific plans may be made for realistic
development actions.
Human Resource Management, Pall, 1976 7
Other applications of career path information are
also possible, particularly tbe substantive informa-
tion on work activities and job requirements. These
include:
— planning changes in job designs or organiza-
tion structure
— considering applicable areas of performance
evaluations, and associated performance ob-
]ecti\es or standards
~ doublechecking salary levels, to assure that
jobs are evaluated fairly; the job family ap-
proaeb may even he used as the core of the
overall salary administration system, avoiding
need for p)int-factor type evaluations of job
worth or separate job descriptions
— forecasting the availability of qualified job
candidates, eitber by examining past flows of
[KTSonnel through the system or by analyzing
appraisal data (in terms of targeted positions).
For years, personnel people have advocated tbe
dc\elopment of a single definition of work for all
personnel applications. Now that there is an emer-
ging demand for more information on career paths
and job requirements, it is possible to apply this
eoneept. Using career information for multiple
purp)ses impro\es the cost/benefits rclationsbip.
It also tends to increase the reliability and con-
sistency of management practices. There have been
manv instances in eompanies where a supposed
transfer and promotion in\'olved a move to a lower
authorized salary level, and exceptions were made
to make the move attractive.
If management is to be rational and fair in human
resource management, there needs to be rational,
consistent definition of what jobs involve and re-
quire. Career paths need to be defined, based on
actual work activities and requirements, so tbat
employees and managers will have a realistic basis
for career development planning.
James W. Wolker
is a specialist in human resource planning and development.
As a member of the Towers, Perrin, Forster and Crosby
headtiuarters staff, he assists client organizations wnrldwide
in the development and improvement of pnicesses for
effective development and utilisation of talent. He was
previously the Director of the Bureau of Business and
Economic Research at California State University, San
Diego, and before that, a faculty member of Indiana Uni-
versitv and the United States International University. He
is the author of two text books and numerous articles
on human resource management.