Assignment Edu Sem 7 (Autosaved)

8/20/2019 Assignment Edu Sem 7 (Autosaved)

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1.0 IntroductionReferring to (Hansen,1976) career development is a continuous lifelong process of

developmental experiences tat focuses on see!ing, o"taining and processing information

a"out self, occupational and educational alternatives, life st#les and role options. $is

means tat it is continuous process to understand te roles, responsi"ilities and so on toupgrade and develop one%s career. $erefore, tere are fe& teories tat are &idel# ave

"een used in te career development. $ese teories explain a"out &ic career fits one

person te "est. Ho&ever, eac teor# is a set of assumptions tat onl# explain relate more

on environment or penomena. In oter &ords, all tose teories are not exactl# accurate or

true. Here, te &riter &ill explain explicitl# a"out a fe& teories tat ave "een us &idel# in

supporting career development.

1.1 History of career development

1.1.1 Super’s Developmental Self-Concept Theory

Referring to ('upers teor#, 01*), 'uper developed te concept of vocational

maturit#, &ic ma# or ma# not correspond to cronological age+ people c#cle troug

eac of tese stages &en te# go troug career transitions. $is teor# &as develop

"# onald 'uper in 19*-. $is life span developmental teor# include five maor stages

&ic are gro&t, exploration, esta"lisment, maintenance and decline. /asicall#, during

te gro&t stage &ic occurs from "irt to ages 1- to 1, te selfconcepts formed

&itin famil#. 2ile during te exploration stage &ic is around 1* until , selfexamination occurs &ere exploration of occupation too! place. $en, te esta"lisment

stage &ic is at te ages of * until -, it "ecomes te productive #ears &ere te#

alread# esta"lised and more focused on one particular occupation. 3t te maintenance

stage, &itin at te ages of * to 6*, &or! on o& to pertain te status tat te# old

currentl#. 4ast "ut least, te last stage &ic is decline, &ic occurs around at te age

of 60 and a"ove, te &or!load started to reduce &ere teir retirement age nearl#

arrived. $e# are more concerned to delegate teir &or!loads to oter individuals. $is

teor# as "een vie&ed as realistic and sta"le as it is appropriate in te 1

st

centur#&or!place tat replicates te real &orld.

1.1.2 Holland Theory of Vocational Types

5on 4. Holland &o developed te teor# of vocational coice is one of te teor# tat

&idel# applied and implemented on career development "# man# companies. $is teor#


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provides a simple and userfriendl# t#polog# frame&or! on career interest and environment

&ic guides on career coices. Holland teor# is "asicall# "ased on te personalit# traits tat

assessing individuals from t&o or tree igest freuenc# of personalit# t#pes tat complement

&it environmental aspects of potential career tat is suita"le to teir personalit# traits.

3ccording to (Holland%s $eor# of ocational 8oice, n.d.), tis teor# predicts tat te iger

te degree of congruence "et&een individual and occupational caracteristics, te "etter te

potential for positive careerrelated outcomes, including satisfaction, persistence, and

acievement. It means tat te closest te result to te occupational caracteristics, te "etter

te one can ave on te decision on te career coice tat contri"utes to satisfactor# and great

acievement in respective career. 5on Holland%s teor# tells tat people and &or!

environments can "e rougl# classified into six different groups &ic are RRealistic, I

Investigative, 33rtistic, ''ocial, nterprising and 88onventional.

5on Holland%s Hexagon :odels

$e concept of consistenc# is used as ;a measure of te internal armon# or coerence

of an individual%s t#pe scores< ('po!ane = 8ru>a?uet, 00*, p.). $e personalit# t#pes tat

are adacent to eac oter in te exagon model, ave te igest freuenc# of similarit# of

personalit# caracteristics and vocational orientations, &ile t#pes are opposite ave te least

freuenc# of similarit# and t#pe tat are separated te similarit# is average. $erefore, te place

of t#pes in te exagon models did pla# role on one%s career coice.

1.2 Comparison beteen to theories ! Donald Super theory and "ohn #. Holland

theory$

$ere is a lot of difference "et&een 'uper%s teor# and Holland%s teor#. Holland

teor# comprises of six different categories &ic are Realistic, Investigative, 3rtistic,

'ocial, nterprising and 8onventional (RI3'8). 2ile 'uper%s teor# is "ased on te


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five maor stages of developmental stages &ic are ?ro&t, xploration,

sta"lisment, :aintenance and ecline.

'uper%s teor# "asicall# a"out te selfconcept on o& one%s understand

temselves. $e environment of &ere te people &or! and live affect te selfconcept

tat continuousl# cange over time and experience. He assumed tat uman are active

&ic cange constantl# over time and experience. $is teor# explains tat as people

encounter teir different stages if life, teir roles of progress graduall# cange. 'uper%s

teor# is "asicall# a"out one%s life span tat is totall# differ from Holland%s teor#. 'uper

tells people tat te# can pla# multiple roles during teir &ole life span. $e people

understanding and "elief on is career development &ill cange across te time.

5on Hollands teor# states tat personalities go into six different categories

&ic are Realistic, Investigate, 3rtistic, 'ocial, nterprising and 8onvectional. @eople&o ave undergone te '8 test are suggested to reflect te score and use tem as a

guideline on teir career and environment coices. $e level of satisfaction on te

career &ill increase if te similarit# of person%s personalit# and &or! environment are

iger. 3ccording to Ailes = Harris/o&les"e# (00B), people are in a congruent &or!

environment &en teir personalit# t#pe matces te occupational environment.

$oug tese t&o teories are distinct "et&een eac oter, "ot teories ave

teir o&n influence on one%s career coice and development. ?enerall#, 'uper%s teor#

is "ased on te process of selfconcept &ile Holland%s teor# is on one%s personalit#

t#pes tat are access troug inventor# implemented. Ho&ever, as cited in (4eading

$eories and @ractices, 01*) tat referring to Ailes = Harris/o&ls"e# (00B) tere is

no one teor# tat sufficientl# addresses all possi"le factors of career development and

te people career concerns.

.0 5on Holland%s $eor# 8areer evelopment

.1 $e 'elfirected 'earc ('')

$e selfdirected searc ('') is &idel# used to !no& deepl# a"out &at career tat fit

one person &ell. $is inventor# is userfriendl# &ere it is eas# to use, administered tat reall#

elpful to individuals tat &anted to do career planning.


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-.0 Rationale of te cosen pupils

-.1 8lients% "ac!ground

$e t&o clients tat I ave cosen &as from #ear 6 pupils of 'C 'ultan 3"dul 3>i>, Cg.

Cetior, Cuala Cangsar. $e clients consists of a "o# and a girl from Dear 6 class. $e &riter

decided to administer te test on a different gender "ecause te &riter &ants to differentiate

teir career interests. In addition, it &ill "e easier for te &riter to compare and contrast teir

career interest as gender migt affect te career selection surve#. $ese t&o clients &ere

suggested "# teir class teacer. $e &riter "elieved tat te teacer as suggested te good

pupils to "e te &riter%s clients. $e selected clients contri"uted a lot to te scool and "eing

active as "ot of tem are scool prefect. Hence, te &riter "elieve tese t&o clients are

suita"le to ta!e te career%s test as te# ave leadersip and can old te responsi"ilit# greatl#.

8onseuentl#, te# &ill manage to do te test appropriatel#.

-.1.1 8lient 1

$is client is a male &o is also 1 #ears old. He is te #oungest cildren of is

famil#. He lives in $aman 'ri mas, a residential area &ic approximatel# 10 !m from te

scool. Eurtermore, is fater is a policeman &ile is moter is a teacer at m# current

practicum scool. /ased is parents% occupation, e came from a good educational famil#.

'ince is moter is a teacer in te same scool, is moter can supervise and trac! im "etter.

$erefore, e can excel "etter as is moter is a teacer &o !no&s te educational area

greatl# tat conseuentl# could elp to facilitate is son. Eamil# "ac!ground factors found to "e

associated &it career development include parents socioeconomic status (''), teir

educational level, and "iogenetic factors suc as p#sical si>e, gender, a"ilit#, and

temperamentF (@enic! and 5epsen 199, p. 0B). /esides, e also as a good rapport &it all

te teacers since e is ver# friendl# and ave ig level of selfesteem. :ore

-.1. 8lient

$is client is a female &o is 1 #ears old. $is client as different "ac!ground from te

first client as se lives in a village. 'e is te eldest cildren of is famil#. 'e lives in Campung

Cetior &ic is ver# near"# te scool tat approximate too! a"out * minutes from te scool.

Her fater &or!s as a Head of te illage &ile er moter is a ouse&ife. Her educational

"ac!ground is not tat "ad &ere I found tat se is onl# as pro"lem &it nglis su"ect. $e


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&riter tin!s tat since te pupils live in te village and er moter is a ouse&ife, tis client

migt ave little exposure on te nglis language. 3part from tat, is fater &or! as te Head

of te illage &ic is not a professional &or!er. $erefore, er famil# migt not empasi>ed on

education &ell as te client 1. Ho&ever, se is a pleasant client "ut uite introvert &ere se

spea!s &en needed.

.0 ata 3nal#sis

/ased on te results acieved from te '' test administered to te &riter%s clients, te

test resulted to I'8 for 8lient 1 and 8I3 for 8lient .

$e ig consistenc# profile occur &en te personalit# t#pes are adacent to eac oter. $e

furtest te t#pes of te personalit#, te lo&er te consistenc# of te profile. 3ccording toHolland, iger degrees of consistenc# &itin personalit# t#pes can ma!e it easier for

individuals to ma!e teir career decisions and maintain career acievement and satisfaction. In

addition, te value of t#pes score &eter it is ig or lo&. If tere is "ig different "et&een one

t#pe &it anoter t#pe of te personalit# t#pes, tus tis means tat te person as some area

of interest tat o"viousl# iger tan te oters. $is ting is good as it &ill "e easier for te

person to identif# &ic occupation te# prefer most. 3noter concept in Holland%s teor# is

congruence &ic empasi>e on te environment or te area of interest. Eor instance, if one

person &it code I'8 get to &or! &it a person of te same code, I'8, te# &ould "ecome

more satisfied and productive as te# sare te same interest. 3ccording to (4eung) a ig

degree of matc "et&een a person%s personalit# and interest t#pes and te dominant &or!

environmental t#pes (tat is, ig degree of congruence) is li!el# to result in vocational

satisfaction and sta"ilit#, and a lo& degree of matc (tat is, lo& congruence) is li!el# to result in

vocational dissatisfaction and insta"ilit#.

.1.1 8lient 1

$is client &it 'ummar# code I'8 &ic te scores are 6110 &ic is lo&

consistenc# profile since te location of te t#pes in te Hexagon model are not adacent to

eac oter. Erom tis result, te &riter can see tat te scores complement te client in terms of

te client%s personalit#. In addition, "ased on te client%s "iodata, is am"ition is to "e a scientist.

$is result so&s te area of interest tat te client &anted. $e &riter sees tat te client is an


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o"servant, values science since e told te &riter tat is favourite su"ect is 'cience and e is

also a precise person. In addition, te &riter "elieves tat te client%s famil# "ac!ground also

lead te client to ave tis !ind of result. 'ince is moter &or!s as a teacer, ten te

educational value is vie&ed as "ig to im. Gne of te caracteristics of investigative code is

intellectual &ic represent im &ell. Erom tese caracteristics, te &riter "elieves tat tis

code represent te client ver# muc. $us, te client need to focus more on te occupations

tat are coded &it I, ' and 8. $ere are numerous of occupations tat represent tese area of

interest &ic are 8omputer Aet&or! 'upport 'pecialist, ial#sis $ecnician, 4inguist, :ar!et

Researc 3nal#st, :icro"iologist or @#sician. $ese !ind of occupations are te suggested in

te teor#, o&ever tere man# more occupations tat suita"le &it client%s area of interest

apart from tese. 'ince te client%s am"ition is to "e a scientist, it is not run tat far &ic

means tat it is still in 'cience field. $us, te client%s personalit# traits is suita"le &it is

am"ition. $is client%s ta"les of scores, exagon and summar# code are reflected in figure in

te appendix.

.1. 8lient

$is client &it summar# code 8I3 &ic te scores are *00 respectivel# &ic is

medium in consistenc# profile. $e igest &ic is 8 &ic located opposite to te follo&ing

codes &ic are I and 3 &ic next door in te exagon%s model. $is ting tells us tat te

result is medium in consistent profile. In &riter%s opinion, te client is uite introvert #et &ell

"eaved person. $e igest code &ic is 8 8onservative reall# resem"les er since te&riter feels tat te client suita"le to deal &it s#stematic tas!. In addition, te client seems neat

so tis code suits im &ell. 'ince te client result are 8, I 3, tere are num"er of o"s tat

com"ine tese tree interest areas are secretar#, personal manager and "an! manager.

Ho&ever, tese coices are undenia"l# contrast from er am"ition. It is reall# elpful to ave

ones to reflect on &# particular occupation are or are not congruent &it teir summar# code.

pon furter reflection, se ma# realise te values of te occupation is more important rater

tan te attractiveness of te occupation. $e client migt get tese of result "ecause of se

as lac! of exposure on career. @eraps, se does not !no& a lot of occupation tat actuall#existed. $e &riter tin!s tat er famil#%s "ac!ground cause er limited exposure. 'ince er

fater &or!s as a ead of village, and er moter is a ouse&ife, te exposure to education is

limited rater tan client 1. Ho&ever, since te &riter as te opportunit# to administer te test

on er, te &riter can explain &at !ind of occupation tat reall# fit er. $us, indirectl# te &riter


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gives ne& and "eneficial !no&ledge to er. $is client%s ta"les of scores, exagon and summar#

code are reflected in figure - in te appendix.

*.0 8onclusion

Indeed, it is important for te pupils


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References


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3ppendices

1 Client 2


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:uammad Aur '#a!ir

/in Hani!Aame Aur Hanim /inti Gmar

/o# 'ex ?irl

'ame 8lass 'ame

@oliceman Eater%s Gccupation Head of illage

$eacer :oter%s Gccupation House&ife

'cientist 3m"ition $eacer

8#cling Ho""# 8oo!ing

:iddle class 'ocial 'tatus 4o&er class

?ood 3cievement :oderate

Hori>ontal :o"ilit# 'ocial :o"ilit# ertical :o"ilit#

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Assignment Edu Sem 7 (Autosaved)