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 Watch adults and the work role they play; FormDevelop Form self-concept; Develop understanding of meaning and purpose of work Exploration Stage: Age 14-24 Recognize Become Identify Obtain 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; Obtain training to develop skills and advance occupational entry and/or enter occupations fulfilling interests and abilities.

7. Super’s Stages Establishment Stage: Age 25-44 Achieve Consolidate Advance Achieve full competence in occupation through experience and training; Consolidate and improve status in occupation; Advance vertically or horizontally. Maintenance Stage: Age 45-65 Preserve Preserve skills through in-service or continual training; Develop Develop retirement resources and plans. Disengagement Stage: Age 65+ Adapt Manage Use Adapt work 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. 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

16. CIP – CASVE Peterson, 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. 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

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

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