Understanding and Applying Theories of Career Developmental and

Understanding and Applying Theories of Career Developmental and Trait-and-Factor Theories Career Development Interventions in the 21 st Century, 3 rd Edition © 2009 Pearson Education, Inc. All rights reserved.

Questions to Ask About Theories n How well does theory n describe the career development process for diverse populations? n describe the career development process generally? n identify the factors involved in career choice? Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 2 © 2009 Pearson Education, Inc. All rights reserved.

Questions to Ask About Theories continued n How well does theory n inform practice? n provide documentation of empirical support? n cover all aspects of career development? Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 3 © 2009 Pearson Education, Inc. All rights reserved.

Super’s Life-Span, Life-Space Theory n n A differential-developmental-socialphenomenological career theory (Super, 1969) Built on 14 assumptions Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 4 © 2009 Pearson Education, Inc. All rights reserved.

Assumptions of Super’s Theory n n n People differ in their abilities, personalities, needs, values, interests, traits, and selfconcepts. People are qualified, by virtue of these characteristics, for a number of occupations. Each occupation requires a characteristic pattern of abilities and personality traits. Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 5 © 2009 Pearson Education, Inc. All rights reserved.

Assumptions of Super’s Theory continued n n Vocational preferences and competencies, the situations in which people live and work, and hence, their selfconcepts change with time and experience. The nature of the career pattern…is determined by the individual’s parental socioeconomic level, mental ability, education, skills, personality characteristics, career maturity, and by the opportunities to which he or she is exposed. Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 6 © 2009 Pearson Education, Inc. All rights reserved.

Assumptions of Super’s Theory continued n n Success in coping at any given life-career stage depends on the readiness of the individual to cope with the demands of that stage. Career maturity is a constellation of physical, psychological, and social characteristics. Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 7 © 2009 Pearson Education, Inc. All rights reserved.

Assumptions of Super’s Theory continued n n Development through the life stages can be guided, partly by facilitating the maturing of abilities and interests and partly by aiding in reality testing and the development of selfconcepts. The process of career development is essentially that of development and implementing occupational self-concepts. Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 8 © 2009 Pearson Education, Inc. All rights reserved.

Assumptions of Super’s Theory continued n n Work satisfactions and life satisfactions depend on the extent to which the individual finds adequate outlets for abilities, needs, values, interests, personality traits, and self-concepts. Work and occupation provide a focus for personality organization for most men and women, although for some persons this focus is peripheral or even nonexistent. Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 9 © 2009 Pearson Education, Inc. All rights reserved.

Life Span n n Growth - fantasy, interests, capacities Exploration - crystallizing, specifying, implementing n Establishment - stabilizing, consolidating, advancing n n Maintenance - holding, updating, innovating Disengagement - decelerating, retirement planning, retirement living Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 10 © 2009 Pearson Education, Inc. All rights reserved.

Life Space n n While workers are busy earning a living, they are also busy living a life (Savickas) The simultaneous combination of life roles we play constitutes the life style; their sequential combination structures the life space and constitutes the life cycle; the total structure is the career pattern. (Super) Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 11 © 2009 Pearson Education, Inc. All rights reserved.

Life Space continued n n The salience people attach to the constellation of life roles they play defines life structure. The life space segment of theory acknowledges that people differ in the degree of importance they attach to work. Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 12 © 2009 Pearson Education, Inc. All rights reserved.

Life Roles n People tend to play some or all of nine major roles: n n n n n Son or daughter Student Leisurite Citizen Worker Spouse (Partner) Homemaker Parent Pensioner Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 13 © 2009 Pearson Education, Inc. All rights reserved.

Life Roles n The theaters for these life roles are the n home, n school, n workplace, and n community. Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 14 © 2009 Pearson Education, Inc. All rights reserved.

Self-Concept n n n Career decisions reflect our attempts at translating our self-understanding into career terms. (Super, 1984) Self-concepts contain both objective and subjective elements. Self-concepts continue to develop over time, making career choices and adjusting to them lifelong tasks. Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 15 © 2009 Pearson Education, Inc. All rights reserved.

Career Development and Assessment (C-DAC Model) n n Super and his colleagues translated the three segments of theory into the C-DAC Model. Assessments used in the model include n n n Career Development Inventory Adult Career Concerns Inventory Salience Inventory Values Scale Self-Directed Search Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 16 © 2009 Pearson Education, Inc. All rights reserved.

Super’s Thematic Extrapolation Method n n n Addresses subjective career development Gives counselors the role of historians who invite clients to construct autobiographical stories of development Life stories are examined for recurrent themes or threads of continuity that make sense of the past, explain the present, and draw a blueprint for the future. Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 17 © 2009 Pearson Education, Inc. All rights reserved.

Steps in the Thematic Extrapolation Method n n n Step 1: Analyze past behavior and development for recurring themes and underlying trends. Step 2: Summarize each theme and trend, taking into account the other themes and trends. Step 3: Project the modified themes and trends into the future by extrapolation. Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 18 © 2009 Pearson Education, Inc. All rights reserved.

Steps in Super’s Cyclical Model of Career Counseling n Nondirective problem exploration and self-concept portrayal n n n Directive topic setting Nondirective reflection and clarification of feeling for self -acceptance and insight Directive exploration for factual data Nondirective exploration of attitudes and feelings Nondirective consideration of possible actions Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 19 © 2009 Pearson Education, Inc. All rights reserved.

Gottfredson’s Theory n n n Addresses the fact that men and women tend to differ in their occupational aspirations Offers a developmental, sociological perspective of career development Focuses primarily on the career development process as it relates to the types of compromises people make Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 20 © 2009 Pearson Education, Inc. All rights reserved.

Gottfredson’s Theory continued n n Circumscription - the process of eliminating unacceptable occupational alternatives based primarily on gender and social class Compromise - the process of modifying career choices due to limiting factors, such as availability of jobs Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 21 © 2009 Pearson Education, Inc. All rights reserved.

Circumscription: Stages of Development n n Stage 1: Stage 2: Stage 3: Stage 4: Orientation Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey to to 22 size and power sex roles social valuation the internal, unique self © 2009 Pearson Education, Inc. All rights reserved.

Applying Gottfredson’s Theory to Practice n Programs should n n be sensitive to the mental capabilities of the age group. introduce students to the full breadth of options. display for youngsters their circumscription of alternatives. be sensitive to the dimensions of self and occupations along which circumscriptions and compromise take place so that their role can be explored. Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 23 © 2009 Pearson Education, Inc. All rights reserved.

Gottfredson’s Criteria for Determining a Counselee’s Restriction of Options n n n Able to name one or more occupational options Possesses interests and abilities adequate for the occupation(s) chosen Satisfied with the alternatives identified Has not unnecessarily restricted alternatives Is aware of opportunities and realistic about obstacles Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 24 © 2009 Pearson Education, Inc. All rights reserved.

Holland’s Theory of Person. Environment Interactions n Most persons can be categorized as one of six types: n Realistic n Investigative n Artistic n Social n Enterprising n Conventional Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 25 © 2009 Pearson Education, Inc. All rights reserved.

Holland’s Theory continued n There are six environments: n Realistic n Investigative n Artistic n Social n Enterprising n Conventional Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 26 © 2009 Pearson Education, Inc. All rights reserved.

Holland’s Theory continued n n People search for environments that will let them use their skills and abilities, express their attitudes and values, and take on agreeable problems and roles. A person’s behavior is determined by an interaction between his or her personality and the characteristics of his or her environment. Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 27 © 2009 Pearson Education, Inc. All rights reserved.

The Realistic Type n n n n Conforming Humble Frank Materialistic Persistent Genuine Practical Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey n n 28 Hardheaded Shy Honest Thrifty © 2009 Pearson Education, Inc. All rights reserved.

The Investigative Type n n n Analytical Independent Cautious Intellectual Pessimistic Introverted Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey n n n 29 Precise Critical Rational Curious Reserved © 2009 Pearson Education, Inc. All rights reserved.

The Artistic Type n n n Imaginative Original Disorderly Impractical Intuitive Emotional Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey n n 30 Impulsive Nonconforming Expressive Open © 2009 Pearson Education, Inc. All rights reserved.

The Social Type n n n Idealistic Helpful Cooperative Kind Sympathetic Friendly Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey n n n 31 Patient Tactful Generous Responsible Understanding © 2009 Pearson Education, Inc. All rights reserved.

The Enterprising Type n n n Domineering Optimistic Adventurous Energetic Pleasure-seeking Extroverted Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey n n n 32 Ambitious Impulsive Self-confident Sociable Popular © 2009 Pearson Education, Inc. All rights reserved.

The Conventional Type n n n Conforming Inhibited Persistent Conscientious Obedient Practical Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey n n n 33 Careful Orderly Thrifty Efficient Unimaginative © 2009 Pearson Education, Inc. All rights reserved.

The Realistic Environment n n n Requires explicit, ordered, or systematic manipulation of objects, tools, machines, or animals Encourages people to view themselves as having mechanical ability Rewards people for displaying conventional values and encourages them to see the world in simple, tangible, and traditional terms Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 34 © 2009 Pearson Education, Inc. All rights reserved.

The Investigative Environment n n n Requires the symbolic, systematic, and creative investigation of physical, biological or cultural phenomena Encourages scientific competencies and achievements and seeing the world in complex and unconventional ways Rewards people for displaying scientific values Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 35 © 2009 Pearson Education, Inc. All rights reserved.

The Artistic Environment n n n Requires participation in ambiguous, free, and unsystematized activities to create art forms or products Encourages people to view themselves as having artistic abilities and to see themselves as expressive, nonconforming, independent, and intuitive Rewards people for the display of artistic values Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 36 © 2009 Pearson Education, Inc. All rights reserved.

The Social Environment n n n Requires participation in activities that inform, train, develop, cure, or enlighten Requires people to see themselves as liking to help others, as being understanding of others, and of seeing the world in flexible ways Rewards people for the display of social values Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 37 © 2009 Pearson Education, Inc. All rights reserved.

The Enterprising Environment n n Requires participation in activities that involve the manipulation of others to attain organizational and selfinterest goals Requires people to view themselves as aggressive, popular, self-confident, and sociable Encourages people to view the world in terms of power and status Rewards people for displaying enterprising goals and values Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 38 © 2009 Pearson Education, Inc. All rights reserved.

The Conventional Environment n n n Requires participation in activities that involve the explicit, ordered, or systematic manipulation of data Requires people to view themselves as conforming, orderly, nonartistic, and as having clerical competencies Rewards people for viewing the world in stereotyped and conventional ways Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 39 © 2009 Pearson Education, Inc. All rights reserved.

Key Terms n n Differentiation - the degree of difference between a person’s resemblance to one type and to other types; the shape of a profile of interests Congruence - the degree of fit between an individual’s personality type and current or prospective work environment Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 40 © 2009 Pearson Education, Inc. All rights reserved.

Key Terms continued n Consistency - degree of relatedness between types n Vocational identity - possession of a clear and stable picture of one’s goals, interests, and talent Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 41 © 2009 Pearson Education, Inc. All rights reserved.

Applying Holland’s Theory n Relies on assessment instruments used to measure congruence, differentiation, consistency, and vocational identity: n n Self-Directed Search Vocational Preference Inventory My Vocational Situation Position Classification Inventory Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 42 © 2009 Pearson Education, Inc. All rights reserved.

Applying Holland’s Theory n n Code can be used to identify occupations, jobs, majors, and leisure activities Types can be used to organize curriculum, career fairs, and information about occupations, jobs, and majors Career Development Interventions in the 21 st Century, 3 rd Edition Niles & Harris-Bowlsbey 43 © 2009 Pearson Education, Inc. All rights reserved.