1. National Training www.agcas.org.uk What’s the point of career theory? Jan Perrett University of Nottingham AGCAS Biennial 2011

2. National Training www.agcas.org.uk © Define ‘theory’

3. National Training www.agcas.org.uk © Definition of a theory ‘a hypothesis that has been confirmed or established by observation or experiment, and is propounded or accepted as accounting for the known facts’ ‘a set of ideas, based on evidence and careful reasoning, which offers an explanation of how something works or why something happens, but has not been completely proved’

4. National Training www.agcas.org.uk © Why should I care? A.I’m a nerd who likes philosophical arguments and jargon which is of no practical use. B.As a professional, I should be seen to be taking an interest in such things. C.I have to convince Warwick I know about this stuff to pass my diploma. D.It might help me to understand the needs of a wider range of clients so that I can help them more effectively.

5. National Training www.agcas.org.uk © What is the use of theory? A useful theory –  Describes what happens, based on evidence  Explains cause and effect – why does it happen like that?  Anticipates how the outcome will change if the intervention changes – what would happen if?

6. National Training www.agcas.org.uk © Impact of theory on practice Theories provide us with an explanation of the complexity of real life Theories challenge us to work out what questions to ask the client Theories enable us to illustrate and explain occupational choice to clients Theories enrich our practice and keep us professional and responsive to current themes

7. National Training www.agcas.org.uk © How does theory underpin your current work?

8. National Training www.agcas.org.uk © Categorising Theories Theories that emphasise matching  e.g. trait and factor, Holland’s hexagon Theories that emphasise development  e.g. Super, Gottfredson Theories that emphasise environment  e.g. community interaction, planned happenstance Theories that emphasise cognitive process  e.g. social learning, career learning, CIP

9. National Training www.agcas.org.uk © Differentialist (Matching)

10. National Training www.agcas.org.uk © Fitting pegs to holes: Trait and Factor/Matching Based on matching Early 20c – Frank Parsons Notion of identifying aspects of client’s personal make-up and matching against characteristics of occupations Alec Rodger’s ‘Seven Point Plan’ – used throughout first half of 20c Resonates with needs of time

11. National Training www.agcas.org.uk © Trait and Factor Aim  Find a logical fit between individual characteristics and occupational setting Activities  Define sets of corresponding parameters describing differences between people and jobs  Measure, categorise, diagnose and prescribe

12. National Training www.agcas.org.uk Trying to place an evolving person into the changing work environment … is like trying to hit a butterfly with a boomerang Mitchell & Krumboltz 1996

13. National Training www.agcas.org.uk © Developmental (Self Concept) theory

14. National Training www.agcas.org.uk © Allowing myself to be me: Developmental Notion of ‘self concept’ and development Introduced in Britain in 1960s by Donald Super et al Based on stages of development Mirrors an interest in psychology and counselling of the 1960s

15. National Training www.agcas.org.uk © Developmental Aims  Increase self-understanding and ability to perform tasks appropriate to life stage  Equip people to navigate transitions Activities  Assessing readiness for transition  Exploring and clarifying meaning of individual’s experiences and perceptions

16. National Training www.agcas.org.uk © Opportunity Structure Theory There is no such thing as ‘career choice’

17. National Training www.agcas.org.uk © Negotiating an obstacle course: Opportunity Structure Ken Roberts and Peter Daws Sociological perspective on career choice Career choice is not ‘free’ but is restricted by society and opportunites Reflects the employment situation in the mid 1970s Role of Careers Adviser

18. National Training www.agcas.org.uk © Community Interaction theory Career decisions are influenced by our ‘community’ – family, friends, neighbours, teachers, role models, ethnic and religious group, the media

19. National Training www.agcas.org.uk © Being with other people: Community Interaction/Environment Bill Law in late 1970s-early 1980s Emphasises importance of experience and role models Interaction of individual and his community Stresses the educational aspect of career choice

20. National Training www.agcas.org.uk © Environment Aim  Deal with effects of social conditioning  Equip individuals to deal with circumstances  Try to bring about change in structures Activities  Helping individuals to cope with circumstances by skills coaching and information provision  Breaking down barriers by constructing useful networks

21. National Training www.agcas.org.uk © Cognitive Process How do we learn about careers? What is your head saying?

22. National Training www.agcas.org.uk © Living and Learning: Career Learning/Cognitive Process Bill Law in 1990s Emphasises how people learn about careers Links directly with careers education in the curriculum Reflects growing interest in lifelong learning and reflective practice Resonated with direction of Connexions Service

23. National Training www.agcas.org.uk © Cognitive Process Aim  Examine the applicability of previous learning experiences and resulting beliefs and attitudes  Increase individual’s effectiveness in tasks Activities  Exploring and adjusting individual’s interpretation of experiences  Teaching and coaching for skill development and behavioural change

24. National Training www.agcas.org.uk © Careers Adviser Roles Differentialist theories lead to an expert measuring, diagnosing and directing role Developmental theories lead to a non-directive, client-centred role Opportunity structure theories lead to either:  Directing people toward the expected role – encouraging social conformity  Encouraging people to break out of their expected roles – trying to change the opportunity structure Community Interaction theories lead to a role co-ordinating resources, providing new experiences Career Learning/ Cognitive Process theories lead to a teaching and motivating role

25. National Training www.agcas.org.uk © Recent(ish) Theoretical Interests Planned Happenstance Chaos Constructivism  Narrative  Metaphors

26. National Training www.agcas.org.uk © Planned Happenstance Indecision should be supported, even encouraged Develop skills to respond to chance events e.g. curiosity, risk taking, flexibility Ultimate goal is creating satisfying lives, not making a decision Benefits should be maximised from unplanned events Lifelong learning is essential ‘Life is what happens when you’re making other plans’ (John Lennon)

27. National Training www.agcas.org.uk © Chaos Theory Key concepts of non-linearity and recursiveness – elements add up to more or less than the whole Butterfly effect Aligned to planned happenstance Recognises unpredictability Strategies include risk minimization but also embracing chance and uncertainty

28. National Training www.agcas.org.uk © Constructivism Based on notion of personal constructs (George Kelly) The individual as ‘meaning maker’ Importance of narrative – allows counsellor and client to ‘hear’ themes and patterns Use of metaphors Basis of ICCS and Careerstorm navigator

29. National Training www.agcas.org.uk © Metaphors for Careers (Inkson) Legacy – career as inheritance Craft – career as construction Seasons – career as cycle Matching – career as fit Path – career as journey Network – career as encounters and relationships Theatre – career as role Economic – career as resource Narrative – career as story Anomaly – career as irregular and unique Calling – career as inner urge Chaos – career as confusion and uncertainty Lifestyle – career as balance Garden – career as organic process

30. National Training www.agcas.org.uk © Using career theory – your starter for 10 It is quite common now to use Planned Happenstance in career planning workshops for early career researchers Where do you use career theory explicitly with your students?

31. National Training www.agcas.org.uk © Activity A.Design an activity within a CMS/CDL programme which uses theory to engage students in career planning B.Design a tool for use with individual clients which uses theory to engage them in career planning C.How does this enrich the experience for you and for the client?

32. National Training www.agcas.org.uk © So what is the point of career theory? Theory gives us multiple perspectives on career choice and on an individual’s situation Theory enables us to be responsive to the complexities of career choice in our society Theory validates what we do And it’s actually really interesting!