Career
Development
Theories
“Don’t let theories boggle your mind.”
~John Krumboltz
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
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)
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
Super’s Stages (Maxi- cycle)
Growth Stage: Age 0-14
Watch adults and the work role they play;
Form self-concept; Develop understanding of meaning and
purpose of work
Exploration Stage: Age 14-24
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.
Super’s Stages
Establishment Stage: Age 25-44
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 skills through in-service or continual training;
Develop retirement resources and plans.
Disengagement Stage: Age 65+
Adapt work to physical capacity; Manage resources to
sustain independence; Use more hours for leisure
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
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)
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
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
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
Cognitive Information Processing (CIP)
Peterson, Sampson, Reardon
Metacognitions
Executive
Processing Domain
Generic InformationProcessing Skills
(CASVE)
Self
Knowledge
Occupational
Knowledge
Decision-Making
Skills Domain
Knowledge
Domains
CIP – CASVE
Peterson, Sampson, Reardon, Lentz
CASVE cycle – information processing
skills related to career development
Communication
Analysis
Synthesis
Valuation
Execution
CIP/CASVE cont.
7 step sequence for intervention
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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
Social/Cognitive Career Theory (SCCT)
Lent, Brown & Hackett
 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
Development of Career Interests over Time
Self-Efficacy
Sources of
Self Efficacy
& Outcome
Expectations
Interest
Outcome
Expectations
Intentions/Goals for
Activity Involvement
Activity
Selection and
Practice
Performance
Attainments (e.g.
goal fulfillment, skill
development
SCCT cont.
Card Sort
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Groups 2 & 3 - Occupations they would not choose
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Group 1 - Occupations they would choose
Group 2 - Occupations they would not choose
Group 3 - Occupations they question
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