【正文】 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“人生階段”必不可少的。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。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。由于他們在職業(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遠(yuǎn)的戰(zhàn)略規(guī)劃上。雖然我們認(rèn)為在一個企業(yè)中只有一個人——總經(jīng)理——才能做此事。4． 第四階段 一部分專業(yè)人員保持在第三階段，對這些人來說，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)步到另外一個階段。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開展更重要和更有價值的工作。第三階段他們對他人負(fù)起責(zé)任，此階段的這種特點(diǎn)會造成相當(dāng)大的心理壓力。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越多的事情。第二階段對專業(yè)人員將來的發(fā)展極端重要，一般說來，在此階段失敗的人將來不能很好的發(fā)展，因?yàn)樗麄儾痪哂凶銐虻淖孕?。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)。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。2．第二階段 一旦他們通過了第一階段的依賴關(guān)系，專業(yè)人員將會步入被稱為獨(dú)立工作的第二階段。一個人要成功有效的通過第一階段則必須要接受一種依賴的心理狀態(tài)。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“?！爸R型員工”—— 例如專職會計(jì)，信息系統(tǒng)專家、科學(xué)家和工程師——是勞動大軍中一直快速增長的隊(duì)伍，占總數(shù)的32%。但是管理職業(yè)生涯需要更完整地描述各個階段個人遇到的情況。 在論文即將完成之際，我的心情無法平靜，從開始進(jìn)入課題到論文的順利完成，有多少可敬的師長、同學(xué)、朋友給了我無言的幫助，在這里請接受我誠摯的謝意!最后我還要感謝培養(yǎng)我長大含辛茹苦的父母，謝謝你們!商學(xué)院2006級工商管理專業(yè)畢業(yè)生 孫晶 2006年06月15日【附錄】（. Human Resource Accounting [M]. JossesBass Inc Publishers，2000）原 文Career Stages The fact that individuals pass through different stages during their careers is evident. It is also understandable that individual needs and motives are different from one stage to the next. But managing careers requires a more plete description of what happens to individuals during these stages. One group of individuals whose careers are of special significance to the performance of modern organizations is the professionals. ”Knowledge work”—such as professional accounts, information systems specialists, scientists, and engineers—are one of the fastest –growing segments of the workfare. This segment constitutes 32 percent of the workforce at present.ⅠYoung professionals enter an organization with technical knowledge but often without an understanding of the organizations demands and expetations. Consequently, they must work fairly closely with more experienced people. The relationship that develops between the young professionals and their supervisions is an apprenticeship. The central activities in which apprentices are expected to show petence include learning and following directions. To more successfully 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。另外，還要感謝我的母?！綎|建筑大學(xué)。從課題的選擇到項(xiàng)目的最終完成，馮老師都始終給予我細(xì)心的指導(dǎo)和不懈的支持?！緟⒖嘉墨I(xiàn)】：天津大學(xué)出版社，2002：首都經(jīng)貿(mào)大學(xué)出版社，2003：復(fù)旦大學(xué)出版社，2004饒征、彭劍鋒、：中國人民大學(xué)出版社，2004：機(jī)械工業(yè)出版社，2005張本波、（3）：1113,（7）：3234，（8）：4547三、（9）：2123 Resource Accounting [M]. Josses Bass Inc Publishers，2000【致 謝】本研究及學(xué)位論文是在我的導(dǎo)師馮宇老師的親切關(guān)懷和悉心指導(dǎo)下完成的。同時對企業(yè)來說，為員工打造健全的內(nèi)部成長機(jī)制，實(shí)際上是有效的開發(fā)企業(yè)內(nèi)部的人力資源，為未來發(fā)展培養(yǎng)和儲備各類人才，使具有不同能力素質(zhì)、不同職業(yè)興趣的員工都能找到適合自己的上升途徑，最終促使公司穩(wěn)定、持續(xù)和高速地成長。本文以東莞某電子開發(fā)公司為研究對象，以點(diǎn)代面，分析了我國企業(yè)在環(huán)境大變遷中普遍存在的職業(yè)生涯管理問題，并結(jié)合我國企業(yè)的自身特點(diǎn)，就各種問題提出了相應(yīng)的對策，分別從職業(yè)生涯發(fā)展的選擇階段和穩(wěn)定階段兩個方面實(shí)施不同的職業(yè)生涯管理