Career Development Theories

1. Career Development Theories

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

3. Super • Useful framework- acknowledges personal and situational factors affecting decisions • Theory reflects life as most of us live it • Key concepts: life span, life space, and self-concept • The 3 concepts build upon 14 assumptions or propositions

4. 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)

5. Super Continued: Highlights of 14 assumptions • Multipotentiality- people are qualified for a number of occupations • Preferences & competencies change with time and experience • Life stages: maxi cycle= growth, establishment, etc. mini cycle= transitions or destabilizations • Process of career development is dev. & implementing occupational self concepts

6. 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; Obtaintraining to develop skills and advance occupational entry and/or enter occupations fulfilling interests and abilities.

7. Super’s Stages Establishment Stage: Age 25-44 Achievefull 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+ Adaptwork to physical capacity; Manage resources to sustain independence; Use more hours for leisure

9. 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

11. 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)

12. Social Learning & Cognitive Theories • Social conditioning, social position and life choice • Problem-solving & decision-making skills • Self Responsibility Admired • Continual development • Adaptation/preparation for change • Addresses faulty thinking

13. Learning Theory (SLTCDM & LTCC)Krumboltz • SLTCDM - Career decision is influenced by complex environmental factors beyond our control. • Genetic endowments & special abilities • Environmental conditions & events • Learning experiences • Task approach skills • LTCC – Career development interventions to help clients cope with career concerns

14. Krumboltz cont. • 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

15. Meta-cognitions Executive Processing Domain Generic Information-Processing Skills (CASVE) Decision-Making Skills Domain Self Knowledge Occupational Knowledge Knowledge Domains Cognitive Information Processing (CIP)Peterson, Sampson, Reardon

16. CIP – CASVEPeterson, Sampson, Reardon, Lentz • CASVE cycle – information processing skills related to career development • Communication • Analysis • Synthesis • Valuation • Execution

17. CIP/CASVE cont. 7 step sequence for intervention • 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

18. Social/Cognitive Career Theory (SCCT) Lent, Brown & Hackett • Combines Super, Holland, Krumboltz, Lofquist, Dawis • Primary foundation is from Bandura’s general social cognitive theory • Basic elements • Self Efficacy • Outcome Expectations • Personal Goals

19. Development of Career Interests over Time Self-Efficacy Sources of Self Efficacy & Outcome Expectations Performance Attainments (e.g. goal fulfillment, skill development Interest Intentions/Goals for Activity Involvement Activity Selection and Practice Outcome Expectations

20. 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