Career Development Theories Dont let theories boggle your
Career Development Theories
“Don’t let theories boggle your mind. ” ~John Krumboltz
Super l Useful framework- acknowledges personal and situational factors affecting decisions l Theory reflects life as most of us live it l Key concepts: life span, life space, and self-concept l The 3 concepts build upon 14 assumptions or propositions
Super Continued l Life span: career development is a lifelong process, identified by stages l Life space: “while workers are busy earning a living, they are also busy living a life” (Savickas, 1993); life roles l Self-concept: “picture of the self in some role, situation, or position, performing some set of functions, or in some web of relationships” (Super, 1963)
Super Continued: Highlights of 14 assumptions l Multipotentiality- people are qualified for a number of occupations l Preferences & competencies change with time and experience l Life stages: maxi cycle= growth, establishment, etc. mini cycle= transitions or destabilizations l Process of career development is dev. & implementing occupational self concepts
Super’s Stages (Maxi- cycle) Growth Stage: Age 0 -14 Watch adults and the work role they play; Form self-concept; Develop understanding of meaning and purpose of work Exploration Stage: Age 14 -24 Recognize and accept need to make career decisions and obtain relevant information; Become aware of interests and abilities and how they relate to work opportunities; Identify possible fields and levels of work consistent with these abilities and interests; Obtain training to develop skills and advance occupational entry and/or enter occupations fulfilling interests and abilities.
Super’s Stages Establishment Stage: Age 25 -44 Achieve full competence in occupation through experience and training; Consolidate and improve status in occupation; Advance vertically or horizontally. Maintenance Stage: Age 45 -65 Preserve skills through in-service or continual training; Develop retirement resources and plans. Disengagement Stage: Age 65+ Adapt work to physical capacity; Manage resources to sustain independence; Use more hours for leisure
Holland (trait-factor/person-environ. ) Overview l Empirical background leads to theory => interweaving of practice & theory l One of the most widely used => tested and revised consistently l Describes how individuals interact with their environments & how the characteristics of individuals & environments result in career choice l RIASEC hexagon
4 Diagnostic Indicators l Congruence: degree of fit between personality and work environment (AES= film director) l Differentiation: degree of crystallization (clarity) l Consistency: hexagon proximity equals harmony l Identity: “possession of a clear and stable picture of one’s goals, interests, and talent” (Holland, 1985, p. 5)
Social Learning & Cognitive Theories l Social conditioning, social position and life choice l Problem-solving & decision-making skills l Self Responsibility Admired l Continual development l Adaptation/preparation for change l Addresses faulty thinking
Learning Theory (SLTCDM & LTCC) Krumboltz l SLTCDM - Career decision is influenced by complex environmental factors beyond our control. l. Genetic endowments & special abilities l. Environmental conditions & events l. Learning experiences l. Task approach skills l LTCC – Career development interventions to help clients cope with career concerns
Krumboltz cont. l Eight steps to apply LTCC ¡Define problem & identify client’s goals ¡Agree to mutually achieve goals ¡Generate alternative solutions to problems ¡Collect information about solutions ¡Examine consequences of solutions ¡Revalue goals, solutions, and consequences ¡Make tentative decision ¡Generalize process to other problems
Cognitive Information Processing (CIP) Peterson, Sampson, Reardon Metacognitions Executive Processing Domain Generic Information. Processing Skills (CASVE) Self Knowledge Occupational Knowledge Decision-Making Skills Domain Knowledge Domains
CIP – CASVE Peterson, Sampson, Reardon, Lentz l CASVE cycle – information processing skills related to career development ¡Communication ¡Analysis ¡Synthesis ¡Valuation ¡Execution
CIP/CASVE cont. 7 step sequence for intervention l l l l Step 1 – introduce pyramid & build rapport Step 2 – use assessment to determine readiness Step 3 – Define career problem(s) Step 4 – Formulate goals Step 5 – Plan activities to facilitate goals Step 6 - Execute plan Step 7 – Review & generalize to other problems/goals
Social/Cognitive Career Theory (SCCT) Lent, Brown & Hackett l Combines Super, Holland, Krumboltz, Lofquist, Dawis l Primary foundation is from Bandura’s general social cognitive theory l Basic elements a. Self Efficacy b. Outcome Expectations c. Personal Goals
Development of Career Interests over Time Self-Efficacy Sources of Self Efficacy & Outcome Expectations Interest Outcome Expectations Intentions/Goals for Activity Involvement Activity Selection and Practice Performance Attainments (e. g. goal fulfillment, skill development
SCCT cont. Card Sort ¡ ¡ ¡ l Groups 2 & 3 - Occupations they would not choose ¡ ¡ ¡ l Group 1 - Occupations they would choose Group 2 - Occupations they would not choose Group 3 - Occupations they question Would choose if had the skills (self efficacy) Would choose if offered things they value (outcome expectations) Would not choose Examine self efficacy & outcome expectations
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