【正文】 y and effectively through stageⅠ,one must be able to accept the psychological state of dependence. Some professionals cannot cope with being place in situation similar to that which they experienced in school. They find that they are still being directed by an authority figure, us as they were in school, where as they had anticipated that their first job would provide considerably more freedom.Ⅱ Once through the dependent relationship of stageⅠ,the professional employee moves into stageⅡ,which calls for working independently. Passage to this stage depends on the employee’s having demonstrated petence in some specific technical expertise my be in content area, such as taxation, product testing, or quality assurance, or it may be in a skill area, such as puter applications. The professionals primary activity in stageⅡ is to be an independence may pose some problems because it is in such stark contrast to the state of dependence required in stageⅠ.StageⅡ is extremely important for the professional’s future career growth. Those who fail at this storage typically do so because they do not have the necessary selfconfidence.ⅢProfessionals who enter stageⅢ are expected to bee the mentors of those in stageⅠ.They also trend to broaden their interests and to deal more and more with people outside the organization. Thus, the central activities of professionals at this stage are training and interaction with others. StageⅢ professionals assume responsibility for the work of others, and this characteristic of others that is of primary concern. Individuals who cannot cope with this new requirement may decide to shift back to stageⅡ. Individuals who derive satisfaction from seeing other people move onto bigger and better jobs will be content to remain in stageⅢ until retirement.ⅣSome professional employees remain in stageⅢ。 For these professional. StageⅢ is the career maintenance phase. Other professionals progress to yet another stage. Not all professionals experience stageⅣ,because its fundamental itself. Although we usually think of such activity as being undertaken by only one individual in an organization—its chief executive—in fact, it maybe undertaken by many others. For example, key personnel in product development, process manufacturing, or technological research may be in stageⅣ. As a consequence of their performance in strategic planning. In doing so, they play the roles of managers entrepreneur, and rears of their successors and shift for a person in stageⅣ is to accept the decisions of subordinates without second—guessing them. StageⅣ professionals must learn to influence—that is practice leadership through such indirect means as idea planting, personnel selection, and organizational design. These shifts can be difficult for an individual who has relied on direct supervision in the past.The concept of career stages is fundamental for understanding and managing career development. It is necessary to prehend life stages as well. Initials get through career stages as they go through life stages, but the interaction between career stages and life stages is not easy to understand. 譯 稿職業(yè)階段個(gè)人經(jīng)歷職業(yè)生涯不同階段的事實(shí)是顯而易見的，對(duì)于個(gè)人來(lái)說(shuō)，一個(gè)階段的需要和動(dòng)機(jī)與下一個(gè)階段的不同也是可以理解的。但是管理職業(yè)生涯需要更完整地描述各個(gè)階段個(gè)人遇到的情況。有一群人的職業(yè)隊(duì)與現(xiàn)代企業(yè)的業(yè)績(jī)有著特殊的意義，把這些人稱之為專業(yè)人員?！爸R(shí)型員工”—— 例如專職會(huì)計(jì)，信息系統(tǒng)專家、科學(xué)家和工程師——是勞動(dòng)大軍中一直快速增長(zhǎng)的隊(duì)伍，占總數(shù)的32%。 1．第一階段 擁有技術(shù)知識(shí)的年輕專業(yè)人員進(jìn)入企業(yè)，但是他們經(jīng)常不理解企業(yè)的要求和期望，因此，他們必須與有經(jīng)驗(yàn)的人員一起密切合作。年輕的專業(yè)人員與他們的指導(dǎo)者之間形成的關(guān)系稱為“師徒關(guān)系“。學(xué)徒希望能勝任主要的工作，包括學(xué)習(xí)和接受指導(dǎo)。一個(gè)人要成功有效的通過(guò)第一階段則必須要接受一種依賴的心理狀態(tài)。一些專業(yè)人員不能夠應(yīng)對(duì)在學(xué)校中曾經(jīng)遇過(guò)的相似情形，雖然他們希望第一份工作能提供更多的自由，但是仍會(huì)發(fā)現(xiàn)受到權(quán)威人士的指導(dǎo)，就如同在學(xué)校那樣。2．第二階段 一旦他們通過(guò)了第一階段的依賴關(guān)系，專業(yè)人員將會(huì)步入被稱為獨(dú)立工作的第二階段。想要通過(guò)這個(gè)階段必須證明在一定專業(yè)領(lǐng)域能夠勝任。在一定的領(lǐng)域有技術(shù)方面的專家意見，比如，稅收、產(chǎn)品檢驗(yàn)或質(zhì)量擔(dān)保。這方面的意見也存在于技術(shù)領(lǐng)域，例如計(jì)算機(jī)應(yīng)用。第二階段專業(yè)人員的首要任務(wù)是在所選擇的領(lǐng)域成立意見的“獨(dú)立貢獻(xiàn)者”，希望專業(yè)人員更少的依靠他人的指導(dǎo)。獨(dú)立的心理狀態(tài)可能會(huì)造成一些問(wèn)題，因?yàn)檫@種狀態(tài)和前階段要求的依賴心理是完全相反的。第二階段對(duì)專業(yè)人員將來(lái)的發(fā)展極端重要，一般說(shuō)來(lái)，在此階段失敗的人將來(lái)不能很好的發(fā)展，因?yàn)樗麄儾痪哂凶銐虻淖孕拧? 3． 第三階段 進(jìn)入第三階段的專業(yè)人員被期待成為第一階段的指導(dǎo)者。而且，他們注意拓展興趣，注意與企業(yè)外的人一起處理越來(lái)越多的事情。從而，專業(yè)人員此階段的中心任務(wù)就是對(duì)他人的“培訓(xùn)和相互作用”。第三階段他們對(duì)他人負(fù)起責(zé)任，此階段的這種特點(diǎn)會(huì)造成相當(dāng)大的心理壓力。在從前的階段，他們只對(duì)自己的工作負(fù)責(zé)，但是現(xiàn)在他人的工作成為首要關(guān)注的事。不能達(dá)到新的要求的人可能決定轉(zhuǎn)回第二階段，而那些能從照管他人中得到滿足感的人會(huì)開展更重要和更有價(jià)值的工作。這些工作將成為退休前第三階段的工作內(nèi)容。4． 第四階段 一部分專業(yè)人員保持在第三階段，對(duì)這些人來(lái)說(shuō)，第三階段是職業(yè)生涯的重要階段，另一部分專業(yè)人員進(jìn)步到另外一個(gè)階段。并不是所有員工都能進(jìn)入第四階段，因?yàn)榇穗A段的基本特征包括“形成自己企業(yè)的發(fā)展方向”。雖然我們認(rèn)為在一個(gè)企業(yè)中只有一個(gè)人——總經(jīng)理——才能做此事。但是這項(xiàng)工作也可以由其他人來(lái)?yè)?dān)任,例如，產(chǎn)品開發(fā)，加工制造或技術(shù)研發(fā)的關(guān)鍵人員也可以進(jìn)入第四階段。由于他們?cè)诼殬I(yè)的第三階段的表現(xiàn)而取得的重要地位，進(jìn)入第四階段后他們要把注意力放在長(zhǎng)遠(yuǎn)的戰(zhàn)略規(guī)劃上。在做規(guī)劃是他們扮演的是管理者、企業(yè)家和構(gòu)思的發(fā)起者。他們的主要工作關(guān)系是去發(fā)掘和幫助繼承者的事業(yè)，與其野外的關(guān)鍵人物打交道。對(duì)于個(gè)人在第四階段最重要的轉(zhuǎn)變是在沒(méi)有事后勸告的情況下接受下屬的決定。第四階段的人必須學(xué)習(xí)具有影響力——也就是把命令方式的實(shí)踐領(lǐng)導(dǎo)能力運(yùn)用在觀念的培養(yǎng)、員工的選擇和組織的設(shè)計(jì)中。這些轉(zhuǎn)變對(duì)于過(guò)去曾依賴上級(jí)領(lǐng)導(dǎo)的個(gè)人來(lái)說(shuō)是困難的。 職業(yè)階段的概念是理解和達(dá)到職業(yè)發(fā)展的基礎(chǔ)，同樣也是領(lǐng)會(huì)“人生階段”必不可少的。一個(gè)人在經(jīng)歷人生階段的同時(shí)也在經(jīng)歷職業(yè)階段，但是職業(yè)階段和人生階段之間的相互作用并不是很容易理解。