Career Development

Theories

“Don’t let theories boggle your mind.”~John Krumboltz

Super

Useful framework- acknowledges personal and situational factors affecting decisions

Theory reflects life as most of us live itKey concepts: life span, life space, and

self-conceptThe 3 concepts build upon 14

assumptions or propositions

Super Continued

Life span: career development is a lifelong process, identified by stages

Life space: “while workers are busy earning a living, they are also busy living a life” (Savickas, 1993); life roles

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 assumptionsMultipotentiality- people are qualified for a

number of occupationsPreferences & competencies change with

time and experienceLife stages: maxi cycle= growth,

establishment, etc. mini cycle= transitions or destabilizations

Process of career development is dev. & implementing occupational self concepts

Super’s Stages (Maxi- cycle)

Growth Stage: Age 0-14

WatchWatch adults and the work role they play;

FormForm self-concept; DevelopDevelop understanding of meaning and purpose of work

Exploration Stage: Age 14-24

RecognizeRecognize and accept need to make career decisions and obtain relevant information; BecomeBecome aware of interests and abilities and how they relate to work opportunities; IdentifyIdentify possible fields and levels of work consistent with these abilities and interests; ObtainObtain training to develop skills and advance occupational entry and/or enter occupations fulfilling interests and abilities.

Super’s StagesEstablishment Stage: Age 25-44

AchieveAchieve full competence in occupation through experience and training; ConsolidateConsolidate and improve status in occupation; AdvanceAdvance vertically or horizontally.

Maintenance Stage: Age 45-65

PreservePreserve skills through in-service or continual training;

DevelopDevelop retirement resources and plans.

Disengagement Stage: Age 65+

AdaptAdapt work to physical capacity; ManageManage resources to sustain independence; UseUse more hours for leisure

Holland (trait-factor/person-environ.)Overview

Empirical background leads to theory => interweaving of practice & theory

One of the most widely used => tested and revised consistently

Describes how individuals interact with their environments & how the characteristics of individuals & environments result in career choice

RIASEC hexagon

4 Diagnostic Indicators

Congruence: degree of fit between personality and work environment (AES= film director)

Differentiation: degree of crystallization (clarity)

Consistency: hexagon proximity equals harmony

Identity: “possession of a clear and stable picture of one’s goals, interests, and talent” (Holland, 1985, p.5)

Social Learning & Cognitive Theories

Social conditioning, social position and life choice

Problem-solving & decision-making skills Self Responsibility AdmiredContinual development Adaptation/preparation for changeAddresses faulty thinking

Learning Theory (SLTCDM & LTCC)Krumboltz

SLTCDM - Career decision is influenced by complex environmental factors beyond our control.

Genetic endowments & special abilitiesEnvironmental conditions & eventsLearning experiencesTask approach skills

LTCC – Career development interventions to help clients cope with career concerns

Krumboltz cont.

Eight steps to apply LTCCDefine problem & identify client’s goalsAgree to mutually achieve goalsGenerate alternative solutions to problemsCollect information about solutionsExamine consequences of solutionsRevalue goals, solutions, and consequencesMake tentative decisionGeneralize process to other problems

Cognitive Information Processing (CIP)Peterson, Sampson, Reardon

Self Knowledge

Occupational Knowledge

Generic Information-Processing Skills

(CASVE)

Meta-cognitions

Executive Processing Domain

Decision-Making Skills Domain

Knowledge Domains

CIP – CASVEPeterson, Sampson, Reardon, Lentz

CASVE cycle – information processing skills related to career developmentCommunicationAnalysisSynthesisValuationExecution

CIP/CASVE cont.

7 step sequence for intervention

Step 1 – introduce pyramid & build rapportStep 2 – use assessment to determine readinessStep 3 – Define career problem(s)Step 4 – Formulate goalsStep 5 – Plan activities to facilitate goalsStep 6 - Execute planStep 7 – Review & generalize to other problems/goals

Combines Super, Holland, Krumboltz, Lofquist, Dawis

Primary foundation is from Bandura’s general social cognitive theory

Basic elements a. Self Efficacy

b. Outcome Expectations

c. Personal Goals

Social/Cognitive Career Theory (SCCT)

Lent, Brown & Hackett

Development of Career Interests over Time

Sources of Self Efficacy & Outcome

Expectations

Self-Efficacy

Outcome Expectations

InterestIntentions/Goals for Activity Involvement

Activity Selection and

Practice

Performance Attainments (e.g.

goal fulfillment, skill development

SCCT cont.

Card Sort Group 1 - Occupations they would choose Group 2 - Occupations they would not choose Group 3 - Occupations they question

Groups 2 & 3 - Occupations they would not choose 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