Career Development - Theoretical Foundations

8/8/2019 Career Development - Theoretical Foundations

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Career Development:Theoretical Foundations

Jagdish Bapat

31 st May 2010


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Career Development: TheoreticalFoundations

The concepts, S tages of life and development,

M odels of career development


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Career development theories help make sense of experiences. A theory is, in effect, a rationalized setof assumptions or hypotheses that allows you to

explain the past and predict the future.As such, theories may provide "direction" and astheories are tested and prove "true", theories may besaid to expand knowledge. There are two types of career development theories:1 structural and2 developmental .


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Frank Parsons (1854-1908 )

kno w n as the Father of Vocational Guidance . Althoughhe w as educated as an engineer at CornellUniversity, he w rote several books on social reform

movements and articles related to education. Additionally, he taught history, math, and French in

public schools, w orked as a railroad engineer, andpassed the state bar examination for la w yers in 1881 .

H ow ever, Parsons is best kno w n for his interests inhelping individuals make occupational and career choices (Zunker, 2002) .


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Trait and Factor Theory

This theory began with Parsons , w hoproposed that a choice of a vocation depended upon

(1)an accurate kno w ledge of yourself,(2)thorough kno w ledge of job specifications, and

(3)the ability to make a proper match bet w een the t w o .

Tw o major assumptions of trait and factor theory are:(1) that individuals and job traits can be matched, and(2) that close matches are positively correlated w ith job

success and satisfaction .

These ideas are still part of our career counselingapproach today.


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Developmental Theories

S upers T heory: A Life- S pan, Life- S pace Approach toCareers


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S upers Vocational T heory

History of S upers w orkCareer Pattern S tudy (1985)

Coming of Age inM

iddletow

n: Careers in theM

akingUnique in espousing a developmentalperspective in vie w ing occupational choice

14 propositions serve as assumptions of the theory


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S upers theory

Life S pace: T he social situation in w hichan individual lives

Life S pan: life stages such as childhoodw hich are linked to career stagesLife Career Rainbo w


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Supers Career Life Rainbow


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S upers T heory

Life S pan Career S tages Gro w th: (4-1 3yrs) E xploration: (14-24yrs) crystallizing , specifying, and

implementing an occupational choice E stablishment (25-44yrs) stabilizing, consolidating,

and advancing in a position M aintenance (45-65yrs) holding on, keeping up, and

innovating D isengagement (over 65 yrs) deceleration, retirement

planning, and retirement living


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S upers T heory

Career maturity and career adaptabilityProponent of adding a measure of values

to career batteries S elf-concept systemCriticized for focusing on the majority

population


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S upers T heory:

Practical Applications Assessments 4 Phases: Career D evelopment Assessment and Counseling

Life structure andw

ork role salience Career development status and resources Vocational identity O ccupational self concepts and life themes


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S upers T heory:

Practical Applications Integration of data and interpretation of results

The Counseling Process I ntervie w is the prime means of directlyfostering gro w th and exploratory experiences

Advocates the use of generic counselingprocesses based on the needs of the client

Cyclical Counseling-composed of directiveand nondirective approaches


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T heory of Career Construction

Updates and advances S upers T heoryConsidered more applicable to a multiculturalsociety and a global economy

Based on the idea that w e each constructrepresentations of realityCareer development is due to the adaptation tothe environment rather than internal maturation

Career development occurs through an activeprocess of meaning making rather than adiscovery of preexisting facts


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T heory of Career Construction3 M ain Components of the T heory Vocational Personality T ype

An individuals career-related abilities, needs, values, and interests S eeks to augment P- E fit theories

Career AdaptabilityHow one constructs a career; individuals readiness and resourcesfor coping w ith current and imminent vocational development tasks,occupational transitions, and personal traumas

Life T hemeWhy of vocational behavior in a w ay that is highly unique to eachindividualconsists of a problem or a set of problems w hich a person w ishesto solve above everything else and the means that the person findsto achieve a solution


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S tages in LifeS tages in Life- -S panS pan

DevelopmentDevelopmentPrenatal Infancy Early childhood

Late childhood Adolescence

Early adulthood Middle adulthood

Late adulthood

Conception to birthBirth to ~ 18 mo~ 18 mo to ~ 6 yrs~ 6 yrs to ~ 1 3 yrs~ 1 3 yrs to ~ 20 yrs~ 20 yrs to ~ 30 yrs~ 30 yrs to ~ 65 yrs~ 65 yrs and older


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E riksons Life- S pan D evelopmentT heory

D evelopment proceeds in stagesE ach stage is characterized by apsychosocial challenge or crisisS tages reflect the motivation of theindividual


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E rikson:8 Psychosocial stagesE rikson:8 Psychosocial stages Trust vs . M istrust (0T rust vs . M istrust (0--2 yrs . )2 yrs . ) Autonomy vs . S hame & doubt (2 Autonomy vs . S hame & doubt (2--4 yrs . )4 yrs . ) Initiative vs . Guilt (5Initiative vs . Guilt (5--7 yrs .)7 yrs .) Industry vs . Inferiority (8Industry vs . Inferiority (8--12 yrs .)12 yrs .) Identity vs . Role confusion (13Identity vs . Role confusion (13--22 yrs . )22 yrs . ) Intimacy vs . Isolation (23Intimacy vs . Isolation (23--35 yrs .)35 yrs .)Generativity vs . S tagnation (36Generativity vs . S tagnation (36--50 yrs .)50 yrs .)

Integrity vs . D espair (50 yrs .Integrity vs . D espair (50 yrs . --death)death)


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E rik E riksons E ight S tages of H uman

D evelopment

1 - T rust vs . mistrust2 - Autonomy vs . shame and doubt

3 - Initiative vs . guilt

4 - Industry vs . inferiority5 - Identity vs . identity confusion

6 - Intimacy vs . isolation7 - Generativity vs . stagnation

8 - Integrity vs . despair


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E riksons H uman D evelopment S tages

1 - Trust vs. Mistrust0 1 years

2 - Autonomy vs.S hame and Doubt13 years

3 - Initiative vs. Guilt35 years

D eveloped throughconsistent love and

supportIndependence fosteredby support andencouragement

D eveloped by exploringand accepting challenges


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4 - Industry vs.Inferiority6 years pub erty

5 - Identity vs. RoleConfusion

Adolescence

6 - Intimacy vs.IsolationEarly ad u lt years

M astery comes fromsuccess and recognition

E xploration of differentpaths to attain a healthyidentity

Form positive, closerelationships w ith others


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7 - Generativity vs.S tagnation

Mi ddle Ad u lthood

8 - Integrity vs. Despair Late Ad u lthood

T ransmittingsomething positive to

the next generation

Life revie w andretrospective

evaluationof ones past


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S trategies for E riksons S tages of D evelopment

Initiative Encourage social play Have children assume responsibility

S tructure assignments for successIndustry

Nourish motivation for masteryBe tolerant of honest mistakes

IdentityRecognize that identity is multidimensional Encourage independent thinking S timulate students to examine different

perspectives


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D aniel LevinsonsD aniel Levinsons

Lifes AdultT

ransitionsLifes AdultT

ransitions S tudy done at Yale UniversityS tudy done at Yale University Intervie w ed men at midlife (35Intervie w ed men at midlife (35--45 yrs .)45 yrs .)

Gail S heehys PassagesGail S heehys Passages Identified 3 major crises of adulthood,Identified 3 major crises of adulthood,

early, middle, and late life transitionsearly, middle, and late life transitions During transitions, developmentalD uring transitions, developmental

tasks and conflict resolution musttasks and conflict resolution mustoccur occur


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D evelopmental tasksD evelopmental tasks

Primarily the tasks of each transitionPrimarily the tasks of each transitionperiod are to:period are to:

ReRe--evaluate the existing life structure,evaluate the existing life structure,E xplore the possibilities of change andE xplore the possibilities of change andM ake choices that w ill restructure life in theM ake choices that w ill restructure life in thenext era . next era .


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Levinson, cont .Levinson, cont .

Era's are in bet w een stages of stabilityE ra's are in bet w een stages of stabilitydescribed as young, middle and latedescribed as young, middle and lateadulthood . adulthood . Life structure includes:Life structure includes: Place of residencePlace of residence Career or jobCareer or job

Family & social groupsFamily & social groups Roles & routinesRoles & routines I nterests & leisure pursuitsInterests & leisure pursuits


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Levinson, Young AdultLevinson, Young AdultT

ransition (17T

ransition (17--22 yrs.)22 yrs

.)

S eparation from home of originS eparation from home of origin E stablishing separate identityE stablishing separate identity

E stablishing independenceE stablishing independencePhysicalPhysicalFinancialFinancial

EmotionalE motional T asks: A young adult mustT asks: A young adult must

Form a dreamForm a dreamFind a mate and start a familyFind a mate and start a familyChoose and prepare for a career Choose and prepare for a career

Enter into a mentor relationshipE nter into a mentor relationship


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Levinson, M idlife T ransition (40Levinson, M idlife T ransition (40--

45 yrs.)45 yrs

.) A person at midlife must reappraise the past and A person at midlife must reappraise the past and

resolve four polarities:resolve four polarities:Young/oldYoung/old

Destruction/creationD estruction/creation Masculine/FeminineM asculine/Feminine Attachment/ S eparateness Attachment/ S eparateness

According to Levinson, each polarity or conflict is According to Levinson, each polarity or conflict isresolved by exploring the opposite side from thatresolved by exploring the opposite side from thatw hich predominated prior to midlife . w hich predominated prior to midlife .


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Levinson, Late Life T ransitionLevinson, Late Life T ransition

( Ages 60( Ages 60- -65 yrs.)65 yrs

.)

A person approaching late life must come to A person approaching late life must come toterms w ith certain realities:terms w ith certain realities:

Physical declinePhysical declineLoss of the productive roleLoss of the productive roleComing to terms w ith deathComing to terms w ith death


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John L . H olland

is an American Psychologist w ho spent much of his career at John H opkins University .H olland Codes represent a set of personalitytypes described in a theory of careers andvocational choice

Holland is the creator of the best kno w n andw idely researched theory of career choices . Itincludes S ix Personality T ypes that are oftenabbreviated as RIASEC


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H ollands Model RIA SE C Model


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Realistic - D oers

Active S table Hands-on or manual

activities W orking w ith things

Physical activity O utdoors

Plants and animals

Learn by doingCommunicate frankly

Material things

S killed in mechanicalactivities

Technical competencies Military, electrician,

engineer, vet


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Investigative Problem S olvers

Analytical Intellectual O bservant

Research Mathematics S cience

Ambiguouschallenges

Logic S olve problems Introspective Autonomous

Medical technologist,biologist, chemist,

systems analyst


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Artistic - Creators

O riginal Intuitive Imaginative S elf-expression

Flexibility Ambiguity

Impulsive Emotional Expressive and open Musician, reporter,

interior decorator


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S ocial - H elpers Humanistic Idealistic

ResponsibleConcernedGroup activities

Human relationships S ocial activities

S olving interpersonalproblems

W orking w ith people

W arm and tactfulPersuasive

Teacher, counselor,social w orker


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E nterprising - Persuaders

Energetic Ambitious Adventurous

S ociable S elf-confident

Persuasive S ociable

Assertive S elf-confident

Leaders S alesperson,

business executive,manager


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Conventional - O rganizers

EfficientCarefulConforming

O rganizedConscientious

W ell-defined

instructions O rganize, systematic

Maintain data O perating equipment Thorough

PersistentReliable

S ecretary,

accountant, banker


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Thank You

jnbapat@hotmail .com

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Career Development - Theoretical Foundations