• A behavior of continuous lifelong processes of developmental experiences.

• Focuses on seeking, obtaining and processing information about self, life style and role options related to work, family and leisure.

“ The process through which people come to understand themselves as they relate to the

world of work and their role in it.”

• Individual’s fashion; a work identity.

• In America, “What we do becomes, who we are.”

• Educational systems need to assist and consider the responsibility of developing this for the future of our youth and the nation.

Theories and research provide the “conceptual glue” for, as well as, describe where, when and for what purpose career

counseling, career education, career guidance and other strategic career

interventions are implemented.”

• Differential PsychologyWork and occupations

• PersonalityView individuals as organizers of their own experiences

• SociologyFocus on groups and occupational mobility

• Developmental PsychologyConcerned with the “life course”

Trait Factor: Parsons-1920’s

Match personal traits to occupations

Developmental: Super-1950’s

Self-concept over life span

Decision: Bandura-1970’s

Situational or sociological

Psychological: Holland-1980’s

Personality types match work environment

Behavioral Style or Personality Types: the major influence on career development themes

• Occupation or Choice is an expression of personality and not random

• Members of an occupational group have similar personalities

• People in each group will respond to situations similarly

• Occupational achievement, stability and satisfaction depends on CONGRUENCE, between one’s personality and work environment

R

RealisticHands-on

I

InvestigativeAnalytical

A

ArtisticCreative

SSocial

People

E

EnterprisingLeadership

C

ConventionalOrder and

Detail

DifferentiateDifference between 1st and 2nd type

Congruence Fit between rest type and work environment

ConsistencyCloseness on the hexagon with 1st and 2nd choice

RI

AS

E

C

Types are expressed in 3 letters (i.e.)

IRC

RIC

• Individuals evaluate their control over their actions and environment.

• Self-efficacy beliefs are the most influential predictors of human behavior.

• The level and strength of self-efficacy will determine whether a coping behavior will be initiated; how much effort will result; how long the effort will be sustained in the face of obstacles.

Professor Albert Bandura

1. Personal performance and accomplishments

2. Vicarious Experiencesmodeling, watching others

3. Verbal Persuasionverbal encouragement or discouragement

4. Physiological and Emotional Factsperception of stress reaction

Professor Albert Bandura

Sense of self-worth

Person’s perception of their ability to reach a goal

Little or no control….FATE!

Control of own life

High Self-Efficacy Low Self-Efficacy

Outcome Expectation• Estimate that a given behavior will lend to a

particular outcome

Efficacy Expectation• Successfully execute the behavior and assured to

produce the outcomes sought

• Self-beliefs about abilities play a central role in the career decision process.

• People move away from those occupations requiring capabilities they think they do not possess or they can not develop.

• People move towards those occupations requiring capabilities they think they either have or can develop.

• Personal goals influence career behaviors in important ways.

• Personal goals relate to one’s determination to engage in certain activities to produce an out.

• Goals help to organize and guide behavior over long periods of time.

Providing opportunities, experiences and significant adults to impact self-efficacy in all children becomes VITAL.

• Vocational development is the process of diverging and implementing a self-concept.

• As self-concept becomes more realistic and stable, so does vocational choice and behavior.

• People choose occupations that permit them to express their self-concepts.

• Work satisfaction is related to the degree that they’ve been able to implement their self-concepts.

• Similarity between one’s vocational behavior and what is expected for that stage of development

• Readiness to cope with developmental tasks in a given stage

• Growth (Birth to mid teens) self -concept - play to work

• Sub Stages Fantasy (4-10) Little reality Interest (11-12) Identifies likes and dislikes Capacity (13-14) more reality

• Exploration (mid teens – early 20’s realistic self concept; role tryouts

• Sub Stages Tentative (15-17) tentative choices Crystallization (18-21) specific choice Specification (22-25) trial/little commitment

Super Stages Continued

• Establishment (mid 20’s -40’s) find a secure niche in career and advance• Trial and Stabilization(25-30)-process of settling down• Advancement-(30-40)-Secure position and acquire seniority

• Maintenance (40-60’s) Major task is to preserve gains and develop non-occupation roles for things always wanted to do

• Decline (late 60’s-retirement) Tasks are decelerating and gradual disengagement from career. Part-time and volunteer work.

• Crystallization-Forming a general vocational goal (Exploration)

• Specification-Tentative to specific (Exploration)

• Implementation-Complete training (Exploration)

• Stabilization-confirm choice through experience (Establishment)

• Consolidation-Advance in a career (Establishment)

• Identify the career development stage and set goals for mastering of the tasks unique to each style.

• Help students clarify self-concepts because any task that enhances self -knowledge will increase vocational maturity.

• Expose students to a wider range of careers because occupational options narrow over time.

• Direct work experiences are vital. Try on roles in real worlds of work.

• Super’s Developmental view of career development in the context of the self allows for changes over time.

• Very appropriate in the 21st century work place.

Mr. Michael ThompsonDirector of Counseling

and Career DevelopmentMiddletown Area School District

(717) 948-3333 ext. 6006

mthompson@raiderweb.org