• 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 Psychology
Work and occupations
• Personality
View individuals as organizers of their own
experiences
• Sociology
Focus on groups and occupational mobility
• Developmental Psychology
Concerned 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
Realistic
Hands-on
R
Investigative
Analytical
I
C
E
A
S
Artistic
Social
Creative
People
Enterprising
Leadership
Conventional
Order and Detail
Differentiate
R
I
C
Difference between 1st and 2nd type
Congruence
E
A
Fit between rest type and work
environment
S
Consistency
Types are expressed in 3 letters
(i.e.)
IRC
Closeness on the hexagon with 1st
and 2nd choice
Professor Albert Bandura
•
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 Experiences
modeling, watching others
3. Verbal Persuasion
verbal encouragement or discouragement
4. Physiological and Emotional Facts
perception of stress reaction
Person’s
perception of
their ability to
reach a goal
Sense of selfworth
High Self-Efficacy
Control of own life
Low Self-Efficacy
Little or no
control….FATE!
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 Thompson
Director of Counseling
and Career Development
Middletown Area School District
(717) 948-3333 ext. 6006
mthompson@raiderweb.org