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Core Concepts of a Cognitive Information Processing Approach to Career Development and Services Gary...
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Transcript of Core Concepts of a Cognitive Information Processing Approach to Career Development and Services Gary...
Core Concepts of a Cognitive Core Concepts of a Cognitive Information Processing Information Processing
Approach to Career Approach to Career Development and Services Development and Services
Gary W. Peterson, James P. Sampson, Jr., Gary W. Peterson, James P. Sampson, Jr., Robert C. Reardon, & Janet G. LenzRobert C. Reardon, & Janet G. Lenz
Florida State UniversityFlorida State University
Copyright 2002 by Gary W. Peterson, James P. Sampson, Jr., Copyright 2002 by Gary W. Peterson, James P. Sampson, Jr., Robert C. Reardon, and Janet G. LenzRobert C. Reardon, and Janet G. Lenz
All Rights ReservedAll Rights Reserved
GoalsGoals
• Service cost-effectiveness Service cost-effectiveness
• PresentPresent career choices career choices
• FutureFuture career choices career choices
Definitions
• Problem - a gap between the existing and the ideal
• Problem Solving - choosing how to remove the gap
• Decision making - transform the choice into action
Nature of Career ProblemsNature of Career Problems
• Complex and Ambiguous CuesAmbiguous Cues
• Interdependent Courses of Action
• Uncertainty of the Outcome
• Solutions Present New Problems
Individual Needs
• Individuals vary in Individuals vary in circumstances and needscircumstances and needs
Translating Theory to PracticeTranslating Theory to Practice
• Easy to understand concepts that describe fully
• Common language for clients and practitioners
Translating Theory to PracticeTranslating Theory to Practice
• Pyramid concept - what is involved in career choice (The content; “Knowing”)
• CASVE cycle - how to make career choices (The process; “Doing”)
• Use to monitor and evaluate progress
Pyramid of Information Processing DomainsPyramid of Information Processing Domains
Knowledge Domains
Pyramid of Information Processing DomainsPyramid of Information Processing Domains
Knowledge Domains
Decision-Making Skills Domain
Pyramid of Information Processing DomainsPyramid of Information Processing Domains
Executive Processing Domain
Knowledge Domains
Decision-Making Skills Domain
Pyramid of Information Processing DomainsPyramid of Information Processing Domains
Knowledge Domains
Pyramid of Information Processing DomainsPyramid of Information Processing Domains
Knowledge Domains
SelfKnowledge
Self-KnowledgeSelf-Knowledge
• Values, interests, skills, and employment Values, interests, skills, and employment preferences are influenced bypreferences are influenced by– Personal characteristicsPersonal characteristics
– Life experienceLife experience
• Values, interests, skills, and employment Values, interests, skills, and employment preferences may be influenced by preferences may be influenced by – Religious or spiritual beliefsReligious or spiritual beliefs
Self-KnowledgeSelf-Knowledge
• Stored in episodic memoryStored in episodic memory
• Perceptions rather than factsPerceptions rather than facts
• Influenced by interpretation of past Influenced by interpretation of past eventsevents
• Influenced by present emotionsInfluenced by present emotions
Pyramid of Information Processing DomainsPyramid of Information Processing Domains
Knowledge Domains
SelfKnowledge
OccupationalKnowledge
Occupational KnowledgeOccupational Knowledge
• Also known as “options knowledge”Also known as “options knowledge”
• Knowledge of specific optionsKnowledge of specific options
– Direct experience or observing othersDirect experience or observing others
– Expands over timeExpands over time
• Schema for organizing the Schema for organizing the world-of-workworld-of-work
– Example - the Holland HexagonExample - the Holland Hexagon
Occupational KnowledgeOccupational Knowledge
• Stored in semantic memoryStored in semantic memory
• Verifiable facts rather than Verifiable facts rather than perceptionsperceptions
• Not influenced by interpretation of Not influenced by interpretation of past eventspast events
• Not influenced by present emotionsNot influenced by present emotions
Pyramid of Information Processing DomainsPyramid of Information Processing Domains
Knowledge Domains
Decision-Making Skills Domain
SelfKnowledge
OccupationalKnowledge
CASVE Cycle
Decision-Making Skills DomainDecision-Making Skills Domain
• Generic information processing skills Generic information processing skills that individuals use to solve that individuals use to solve important problems and make important problems and make decisionsdecisions
• The The CASVE cycleCASVE cycle is one model is one model
• Other models existOther models exist
• How do I usually make important How do I usually make important decisions?decisions?
Pyramid of Information Processing DomainsPyramid of Information Processing Domains
Executive Processing Domain
Knowledge Domains
Decision-Making Skills Domain
SelfKnowledge
OccupationalKnowledge
CASVE Cycle
Meta-cognitions
Executive Processing DomainExecutive Processing Domain
• MetacognitionsMetacognitions
– Self-talkSelf-talk
– Self-awarenessSelf-awareness
– Monitoring and controlMonitoring and control
Executive Processing DomainExecutive Processing Domain
Influence of self-talk on:Influence of self-talk on:
– decision-making skillsdecision-making skills
– occupational knowledgeoccupational knowledge
– self-knowledgeself-knowledge
Pyramid of Information Processing DomainsPyramid of Information Processing Domains
Executive Processing Domain
Knowledge Domains
Decision-Making Skills Domain
SelfKnowledge
OccupationalKnowledge
CASVE Cycle
Meta-cognitions
Pyramid of Information Processing DomainsPyramid of Information Processing Domains
Knowing about myself
Knowing about my options
Knowing how I make decisions
Thinking about my decision
making
Client Version
The CASVE CycleThe CASVE Cycle
Understanding -“How to make a career choice”
CASVE CycleCASVE Cycle
C
AE
SV
CASVE CycleCASVE Cycle
Communication
AnalysisExecution
SynthesisValuing
CASVE CycleCASVE CycleCommunicationCommunication
Identifying theIdentifying theproblem - the gapproblem - the gap
AnalysisAnalysisThinking about Thinking about
alternativesalternatives
ExecutionExecutionTaking action toTaking action to narrow the gap narrow the gap
SynthesisSynthesisGenerating likelyGenerating likely
alternatives alternatives
ValuingValuingPrioritizingPrioritizingalternativesalternatives
CASVE CycleCASVE Cycle
Communication
AnalysisExecution
SynthesisValuing
CommunicationCommunication
• Becoming aware of the Becoming aware of the gapgap
• Discomfort becomes greater than Discomfort becomes greater than fear of changefear of change
• Assistance sought when resources Assistance sought when resources are inadequateare inadequate
CommunicationCommunication
• External cuesExternal cues– Positive or negative events Positive or negative events
– Input from significant othersInput from significant others
• Internal cuesInternal cues– Negative emotionsNegative emotions
– Avoidance behaviorAvoidance behavior
– Physiological cuesPhysiological cues
CASVE CycleCASVE Cycle
Communication
AnalysisExecution
SynthesisValuing
AnalysisAnalysis• Clarify self-knowledgeClarify self-knowledge
• Enhance options knowledgeEnhance options knowledge
• Understand how important decisions are typically Understand how important decisions are typically made made
• Understand how thinking influences choicesUnderstand how thinking influences choices
• A recurring process of learning, reflection, and A recurring process of learning, reflection, and developing a more complex view of themselves developing a more complex view of themselves and their optionsand their options
• All people have some information at the start of All people have some information at the start of this processthis process
AnalysisAnalysis
• Clarify Clarify self-knowledgeself-knowledge
– What are their values, interests, skills What are their values, interests, skills and employment preferences?and employment preferences?
– What have people learned from their What have people learned from their past experience, their family, past experience, their family, assessments, or information?assessments, or information?
AnalysisAnalysis
• Enhance Enhance options knowledgeoptions knowledge– What do individuals know about the What do individuals know about the
options they are considering?options they are considering?
– Do individuals have an effective Do individuals have an effective schema for the world-of-work?schema for the world-of-work?
– Relate self-knowledge with options Relate self-knowledge with options knowledge to better understand knowledge to better understand personal characteristics in relation to personal characteristics in relation to options being consideredoptions being considered
AnalysisAnalysis
• Understanding how Understanding how important important decisionsdecisions are are typicallytypically made made
AnalysisAnalysis
• Understanding how Understanding how positive positive andand negative thinkingnegative thinking influences career influences career choiceschoices– Self-awareness of how thoughts Self-awareness of how thoughts
influence feelings and behavior in influence feelings and behavior in career problem solvingcareer problem solving
CASVE CycleCASVE Cycle
Communication
AnalysisExecution
SynthesisValuing
SynthesisSynthesis
Avoid missing alternatives, while not Avoid missing alternatives, while not becoming overwhelmed with optionsbecoming overwhelmed with options
SynthesisSynthesis
• ElaborationElaboration– Expand possible optionsExpand possible options
– Provided by career assessments and computer-Provided by career assessments and computer-assisted career guidance systemsassisted career guidance systems
• CrystallizationCrystallization
– Use information to narrow potential options by Use information to narrow potential options by eliminating inappropriate optionseliminating inappropriate options
– 3-5 options are best for proceeding on to Valuing3-5 options are best for proceeding on to Valuing
CASVE CycleCASVE Cycle
Communication
AnalysisExecution
SynthesisValuing
ValuingValuing
A decision made to narrow the A decision made to narrow the gapgap identified in the Communication identified in the Communication phasephase
ValuingValuing
• Judge the Judge the costscosts and and benefitsbenefits of of each option toeach option to– OneselfOneself
– Significant others (friends and/or Significant others (friends and/or family)family)
– Cultural groupCultural group
– Community and/or society at largeCommunity and/or society at large
ValuingValuing
• Prioritize alternativesPrioritize alternatives
• Make tentative Make tentative primaryprimary and and secondarysecondary choices choices
CASVE CycleCASVE Cycle
Communication
AnalysisExecution
SynthesisValuing
ExecutionExecution
• Establish and commit to a plan of Establish and commit to a plan of action for implementing a tentative action for implementing a tentative choicechoice
ExecutionExecution
• Selecting a Selecting a preparation programpreparation program
– Planning a program of studyPlanning a program of study
– Exploring financial aid optionsExploring financial aid options
– Completing education or trainingCompleting education or training
– If training or education is not needed, If training or education is not needed, job search beginsjob search begins
ExecutionExecution
• Create a plan for Create a plan for reality testingreality testing– Full-time workFull-time work
– Part-time workPart-time work
– Volunteer work experienceVolunteer work experience
– Taking courses or trainingTaking courses or training
• Seek employmentSeek employment– Identify, apply for, and get a jobIdentify, apply for, and get a job
CASVE CycleCASVE Cycle
Communication
AnalysisExecution
SynthesisValuing
CommunicationCommunication
Review external demands and internal states
• Has the gap been closed?
• Have the negative emotions and physiological states improved?
• Am I taking action to achieve my goal?
CASVE Cycle - Client VersionCASVE Cycle - Client VersionKnowing I Need to Make a ChoiceKnowing I Made a
Good Choice
Understanding Myself and My Options
ImplementingMy Choice
Expanding andNarrowing My List
of Options
Choosing AnOccupation, Program
of Study, or Job
Use of Other Career TheoriesUse of Other Career Theories
• Use CIP as an organizing theoryUse CIP as an organizing theory
• Add other theories to meet specific Add other theories to meet specific needsneeds
• Example - Holland HexagonExample - Holland Hexagon
Potential Misconceptions About CIPPotential Misconceptions About CIP
• CIP is mostly concerned with cognitionCIP is mostly concerned with cognition– Emotions may be just as important as Emotions may be just as important as
cognitions in decision makingcognitions in decision making
– Negative self-talk can lead to depression and Negative self-talk can lead to depression and anxietyanxiety
– Emotions are an important source of Emotions are an important source of information about problem solvinginformation about problem solving
– Positive emotions should be reinforcedPositive emotions should be reinforced
Potential Misconceptions About CIPPotential Misconceptions About CIP
• In CIP rationality and logic are valued over In CIP rationality and logic are valued over intuitionintuition– Intuition is a different way of knowingIntuition is a different way of knowing
– Intuition includes cognitions outside of our immediate Intuition includes cognitions outside of our immediate consciousnessconsciousness
– Intuitive insights are as important as rational insightsIntuitive insights are as important as rational insights
– Almost everyone uses both rationality and intuitionAlmost everyone uses both rationality and intuition
– Rationality and intuition are complementaryRationality and intuition are complementary
– Perceived discrepancies between Perceived discrepancies between rationality and rationality and intuition signals that more problem solving is neededintuition signals that more problem solving is needed
For Additional InformationFor Additional Information
www.career.fsu.edu/techcenter/
Thank You