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Bridges…Coping with Career
Indecision
Prof. Dr. Dean W. Owen
Morehead State University
15 May, 2008
Middle East Technical University
Ankara, Turkiye
This is a “Green” Seminar.
1. No animals were harmed in the creation of this seminar.
2. No trees were damaged in making this seminar although a large number of electrons were inconvenienced.
Career choice is part of life..
Sometimes easy….
Career choice is part of life..
Sometimes difficult
Career indecision is quite normal, sometimes uncomfortable, and can be made better!
Seminar Goals
1. Discuss Career Choice and Indecision
2. Discuss Career Development Theory
3. Provide a structure and some tools for self-discovery
Career Indecision:
The inability
or
unwillingness
To make a career choice or commitment.
Common Reasons for Indecision:1. Belief that there is but one correct or best decision.
2. Too many options
3. Too few options
4. Competing options
5. Competing values
6. Cognitive and behavioral rigidity
7. Fear of commitment/inability to take a risk….
Career Decision Variables
CD = Pk + Wk + E2?
Career Decision Variables
Pk Personal Knowledge
Intelligence
Achievement
Aptitude
Preference
Personality
Career Decision Variables
Pk Personal Knowledge
Wk World Knowledge
Intelligence
Achievement
Aptitude
Preference
Personality
Occupational
Information:
Local
Regional
National
International
Career Decision Variables
Pk Personal Knowledge
Wk World Knowledge
E2 External Events
Intelligence
Achievement
Aptitude
Preference
Personality
Occupational
Information:
Local
Regional
National
International
Government Regulation
Family
Community
Natural Disaster
War
Decision Theory
Source: Zunker (1990)
Fundamental Premise: Each individual is confronted with options and alternatives in life from which a choice must be made. Decision making theory addresses the process of identifying, evaluating and selecting from among options.
The sequence typically involves:
1. Defining the problem 5. Making plans
2. Generating alternatives 6. Selecting goals
3. Gathering information 7. Implementing plans
4. Processing information
Decision Theory
Source: Zunker (1990)
The decision making model proposed by Gelatt:
Step 1: recognition of the need for a decision: objective
Step 2: Collection of data
Step 3: prediction or probability of outcomes
Step 4: estimating desirability of outcomes
Step 5: evaluation and selection of a decision
a. Terminal decision b. Investigatory decision
Gelatt (1962)
Just some fundamentals to focus our thinking……a kind of structure for our thoughts….
Theories of Career Development
Theories of Career Development
Career Path
What path have you taken to this place in your career?
Theories of Career Development
The theories to be discussed are best considered as models rather than strict scientific theories for each represents a view of a highly complex and individual process. Still, the study of these models can be of value in guiding research, clarifying personal choice, and further conceptual analysis.
The Big Three
Frank Parsons
Donald Super
John Holland
Trait-Factor Theory
Frank Parsons (1909) suggested that vocational guidance was accomplished by:
• Studying the individual (Personal Traits)
• Surveying occupations (Job Factors)
• Using “true reasoning” to find a match
A bit like finding a pair of shoes that fit!
Trait-Factor Theory
This is the oldest and most durable of the career development theories.
This theory is based upon the following assumption.
“Individuals have unique patterns of ability or traits that can be objectively measured and correlated with the requirements of various types of jobs.” (Zunker, 1990)
Trait-Factor Theory
TraitsEach of these can be measured or determined through objective assessment.
Jobs can be similarly evaluated for critical factors.
Trait-Factor Theory
When personal traits can be matched with job factors then a successful choice can be made.
Donald Super (1972)
The model of career development by Donald Super
Emphasized the importance of the self-concept and
more specifically the development of the vocational
self-concept within each individual. Additionally, Super
gave us a model by which we can view “career” and an
integral component of adult life.
Source: (Zunker, 1990)
Donald Super (1972)
Super’s 5 Vocational Development Stages
1. Growth birth-14
2. Exploration 15-24
3. Establishment 25-44
4. Maintenance 45-64
5. Decline 65+
Source: (Zunker, 1990)
Donald Super (1972)Growth
Age: Birth-14
This period is characterized by development of capacity, attitudes, interests, and needs associated with self-concepts;
Source: Isaacson, 1977, p 48-50
Donald Super (1972)Exploratory
Age: 15-24
This period is characterized by a tentative phase in which choices are narrowed but not finalized;
Source: Isaacson, 1977, p 48-50
Donald Super (1972)Establishment
Age: 25-44
This period is characterized by trial and stabilization through work experiences;
Source: Isaacson, 1977, p 48-50
Donald Super (1972)Maintenance
Age: 45-64
This period is characterized by a continual adjustment process to improve working position and situation; and
Source: Isaacson, 1977, p 48-50
Donald Super (1972)Decline
Age: 65+
This period is characterized by pre-retirement considerations, decreasing work output, and eventual retirement.
Source: Isaacson, 1977, p 48-50
Donald Super (1972)Super’s Career Patterns for Men
Source: (Zunker, 1990)
Career Pattern Characteristics
Stable Early entry with little of no trial work period
Conventional Trial work periods followed by entry into stable work period.
Unstable A number of trial jobs which may lead to temporary stable jobs followed by further trial jobs.
Multiple Trial No evidence of career pattern; marked by continual change of employment
Super’s Career Patterns for Women
Career Pattern Characteristics
Source: (Zunker, 1990)
Stable Homemaking Marriage before any significant work experience.
Conventional Entry into work after training in high school/college, marriage and the full-time homemaking.
Stable Working Entry into work following training and viewed as lifetime.
Double-Track Entry into work followed by marriage and second career of homemaking.
Interrupted Entry into work followed by marriage and full time homemaking; may return to entry career later in life.
Unstable Typical of lower SES; repetitive pattern of working, dropping out of work, fulltime homemaking.
Multiple trial No real career established, marked my continual change of employment.
Self-Administered Vocational Assessment
PK
Personal Knowledge….Vocational Interest
John Holland
A Typology Approach
Basic Premise: Career Choice is an expression of and an extension of an individual’s personality through identification with specific occupational stereotypes.
John Holland (1973)
4 Basic Assumptions
1. In our culture, most persons can be categorized as one of six types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (p.2)
Source: Holland (1973)
2. There are six kinds of environments: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (p.3)
John Holland (1973)
4 Basic Assumptions
3. People search for environments that will let them exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles (p.4)
Source: Holland (1973)
4. A person’s behavior is determined by an interaction between his personality and the characteristics of his environment. (p.4)
Personal Style: aggressive, prefers concrete vs. abstract work tasks, basically less sociable, poor interpersonal interactions.
Occupational Environments:Skilled trades (plumber, electrician), machine operator, airplane mechanic.
Realistic (R type)
Personal Style: Intellectual, abstract, analytical, independent, sometimes radical and task oriented.
Occupational EnvironmentsChemist, physicist,mathematician; technicianssuch as laboratorytechnician, computerprogrammer, or electronicsworker.
Investigative (I type)
Personal Style:Imaginative, values aesthetics, prefersself-expression throughthe arts, ratherindependent andextroverted.
Occupational EnvironmentsSculptor, artist, designer,musician, editor or writer,dancer.
Artistic (A type)
Personal Style:Prefers social interaction, concerned with social problems, religious, community service and interested in education.
Occupational EnvironmentsTeacher, educational administrator, collegeprofessor, social worker, professional nurse.
Social (S type)
Personal Style:Extroverted, aggressive, adventurous, prefers leadership roles,dominant, persuasive andhas excellent verbal skills.
Occupational EnvironmentsPersonnel manager,Sales managers, insuranceauto or real estate salespersons.
Enterprising (E type)
Personal Style:Practical, well controlled,sociable, rather conservative, prefersstructured tasks andconformity sanctioned bysociety.
Occupational EnvironmentsOffice and clerical workers, teller, accountant,receptionist, credit manager.
Conventional (C type)
What is RIASEC?
Consistency of Personality Patterns
RC
I
AS
E
Congruence
When an individual’s personality type is a close match for one’s work environment.
Congruence: social interaction, concerns for social problems, and educational interests.
Not highly correlated with academic performance, job satisfaction or job stability
Personality Style
Work Environment
Personality Style
John Holland
• Occupational information is essential for accurate identifications with occupations environments.
• Intelligence is less important than personality and interest.
• Personalities evolve and influence our activities and our experiences which, in turn, influence our personalities.
• Holland’s theory emphasizes the importance of self-knowledge and career information. It continues to be the foundation for many assessment instruments and occupations classification schemes.
Source: Zunker (1990)
Keirsey
Temperment
Survey
Personal Knowledge….Personality style
A short form version of the
Myers-Briggs Type Indicator
MBTI
Kiersey
Temperment
Sorter
Scoring
E Extroversion / I Introversion
The Four Major Scales
S Sensing / N Intuition
T Thinking / F Feeling
J Judgment / P Perception
Extrovert (75%)
Externally Oriented
Sociable
Breadth
Multiple Relationships
Thinks out loud
Temperament Types
Introvert
Internally Oriented TerritorialDepthLimited RelationshipsReflects Inside
Effects of each type at work
• Extroverts (E-Types)Like variety and action
Tend to work quickly, dislike complicated jobs
Are often good at greeting people
Are impatient with long, slow jobs
Don’t mind interruptions
Act quickly, sometimes without thinking
Like to have people around
Usually communicate freely
Often enjoy talking on the phone
Effects of each type at work
• Introverts (I-Types)Like quiet for concentrationTend to be careful with detailsHave trouble remembering names and facesEnjoy working on long projectsDislike interruptionsThink carefully before actingWork contentedly aloneMay have trouble communicating easilyDislike telephone interruptionsMay prefer communications to be in writing
Temperament Types
Sensing (75%) Intuitive
Experience Hunches
Past Future
Realistic Speculative
Actual Possible
Perspiration Inspiration
Effects of each type at work
• Sensing TypesEnjoy solving problems in standard ways
Like established ways of doing things
Enjoy using skills already learned
Work more steadily
Usually reach conclusions in a step by step manner
Are patient with routine details
Are not often inspired
Seldom make errors of fact
Tend to be good a precise work
Effects of each type at work
• Intuitive (N) TypesLike solving new problems
Dislike doing the same things repeatedly
Enjoy learning a new skill more than using it
Work in bursts of energy with slack periods in between
Tend to reach conclusions quickly
Are impatient with routine details
Follow their inspirations, good or bad
Frequently make errors of fact
Dislike taking time for precision
Temperament Types
Thinking (50%) Feeling
Objective Subjective
Policy Social Values
Laws Circumstances
Impersonal Personal
Analytical Empathetic
Effects of each type at work
• Thinking (T) TypesDo not show emotion readilyAre uncomfortable with other’s feelingsMay hurt people’s feelings without knowing itLike analysis and logicCan tolerate disharmonyTend to decide issues impersonallyAre able to reprimand or fire people if necessaryTend to respond to others’ thoughts, not feelingsTend to be firm mindedNeed to be treated fairly
Effects of each type at work
• Feeling (F) TypesTend to be very aware of others’ feelingsEnjoy pleasing people, even in unimportant waysLike harmony and may be disturbed by office feudsOften let feelings influence decisionsDislike telling people unpleasant thingsAre strongly “people” orientedTend to be sympatheticRespond to people’s valuesNeed occasional praiseTake an interest in the person behind the job or idea
Temperament Types
Judging (50%) Perceiving
Structured Pending
Settled/Closure Gather more data
Plan Ahead Adapt as you go
Run one’s life Let life happen
Deadline What deadline??
Effects of each type at work
• Judging (J) TypesWork best when they can plan their work
Like to get things settles and finished
May decide things too quickly
Dislike interrupting a project for a more urgent one
May not notice things that need to be done
Want only the essentials needed to begin work
Tend to be satisfied whey they reach a decision
Schedule projects so that each gets done on time
Use lists as agendas for action
Effects of each type at work• Perceptive (P) TypesAdapt well to changing situationsDon’t mind leaving things open for alterationMay have trouble making decisionsMay start too many projects and have trouble finishing
them.May postpone unpleasant jobsWant to know all about a new job before beginning itTend to be curious and welcome new information a
situation or person.Get a lot done at the last minute under pressure of a
deadlineUse lists as reminders of things they have to do “someday”
ISTJAccountants
AuditorsEngineers
Financial ManagersPolice officersSteel WorkersTechnicians
ISTPCrafts workers
Construction WorkersMechanics
Protective Service WorkersStatisticians
ISFJHealth Workers
LibrariansService Workers
Teachers
ISFPClerical Workers
Construction WorkersMusicians
Outdoor workersPainters
Stock clerks
INFJArtistsClergy
MusiciansPsychiatrists
Social WorkersTeachersWriters
INTJComputer Analysts
EngineersJudgesLawyers
ScientistsSocial Scientists
Researchers
INTPArtists
Computer AnalystsEngineersScientists
Writers
INFPArtists
EntertainersEditors
PsychiatristsPsychologists
Social WorkersWriters
ESTPAuditors
CarpentersMarketing Personnel
Police officersSales Clerks
Service Workers
ESTJAdministrators
Financial ManagersManagers
Sales AssociatesSupervisors
ESFPChild Care WorkersMining Engineers
SecretariesSupervisors
ESFJCosmetologistsHealth WorkersOffice Managers
SecretariesTeachers
ENFPActorsClergy
CounselorsJournalistsMusicians
Public Relations Workers
ENFJActorsClergy
ConsultantsCounselorsMusiciansTeachers
ENTPActors
JournalistsMarketing Personnel
PhotographersSales Representatives
ENTJAdministrators
Credit ManagersLawyers
ManagersMarketing Personnel
Researchers
NF 32% Blue 12%
NT 8% Green 12%
SP 4% Orange 38%
SJ 56% Gold 38%
% Teachers % Population
What is your color?
People who prefer: Sensing & Thinking
focus their attention on: Realities
and handle these with: Objective analysis
Thus they tend to become Practical and analytical
and find scope for their abilities in Technical skills with objects and facts
For example:
Applied scienceBusiness
AdministrationBanking
Law enforcementProduction
Construction
Sensing-Thinking ST
Sensing-Feeling SF
People who prefer: Sensing & Feeling
focus their attention on: Realities
and handle these with: Personal warmth
Thus they tend to become Sympathetic and friendly
and find scope for their abilities in Practical help and services to people
For example:
Health careCommunity service
TeachingSupervision
Religious serviceOffice work
Sales
Intuition-Feeling NF
People who prefer: Intuition & Feeling
focus their attention on: Possibilities
and handle these with: Personal warmth
Thus they tend to become Enthusiastic and insightful
and find scope for their abilities in Understanding & communicating with people
For example:
Behavioral scienceResearchLiterature
Art & MusicReligious service
Health careTeaching
Intuition-Thinking NT
People who prefer: Intuition & Thinking
focus their attention on: Possibilities
and handle these with: Practical analysis
Thus they tend to become Logical and analytical
and find scope for their abilities in Theoretical and technical developments
For example:
Physical scienceResearch
ManagementComputers
LawEngineering
Technical work
What are your personal values???
Money
Status Family
Security
Power
Location
Advancement
Variety
Independence
Flexibility
Work
Values
Record
Personal Knowledge….Values
The World of Work
WK Current, valid, and accurate information about the world of work
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E2
External Events
Environmental conditions and events. These are situations beyond the control of the individual.
Governmental policies regulating certain occupations, geographic and cultural differences, personal accidents, chance meetings or even natural disasters like floods, tsunamis, droughts, as well as man-made disasters (Wars) can dramatically change career opportunities.
E2
Despite our best efforts and all of the planning and dreaming of a lifetime, sometimes
“Life Happens”
Some Final Thoughts…
If you wait for someone to make your career choice for you….they probably will!
If you have a choice…..take both!
For every action there is an equal and opposite reaction…..for every decision you make there will be consequences….Be Prepared
Have the courage to take risks….otherwise don’t complain…….
Coping with career indecision is like dealing with anything else in life….
1. Understand the problem…
2. Gather the necessary tools and information…
3. Confront it with as much skill and confidence as you can gather...and
…..if you still feel the need, get someone to work with you and
to help….the more
experienced and
skillful the better….
A Trained Counselor!!!
ReferencesGinzberg, E. (1984). Career Development. In D. Brown &
L.Brooks (Eds.), Career choice and development. San Francisco: Jossey-Bass.
Liptak, J.L. (2001). Treatment planning in career counseling. Belmont:Wadsworth.
Zunker, V. (1990). Career counseling: Applied concepts of life planning (3rd ed.). Pacific Grove: Brooks/Cole.
