Slide #1 CAREER DEVELOPMENT MODELS (Continued)

Slide #1 CAREER DEVELOPMENT MODELS (continued)

Joe Ray Underwood

COE 8203

Slide #2 Cognitive Information Processing (CIP)Assumptions

Career Choice: result from interaction of cognitive & information processes

Making career choices is problem solving activity

Career problem solver’s capability: cognitive operations & knowledge

High memory load task

Motivation

Career identity depends on self-knowledge

Career dev: continual growth & change in knowledge structure

Career maturity depends on ability to solve career problems

Goal: facilitate growth of information-processing skills

Aim: enhance capability as career problem solver & decision maker

Slide #3 CIP Links

(CIP) theory was developed through the joint efforts of a group of researchers at the FSU Career Center's Center for the Study of Technology in Counseling and Career Development (Tech Center).

http://www.career.fsu.edu/professional/cip.html

University of Indiana Professor’s lecture about CIP

http://education.indiana.edu/~p540/webcourse/cip.html

Slide #4 Social Cognitive Career Theory (SCCT)

Combination of learning theory and self-efficacy theory

Personal goals sustain behavior

“Personal Agency” interacts with

Self-efficacy

Outcome expectations

Personal goals

Slide #5 SCCT (continued)

Interacting influences among

individuals

their behaviors

their environment

Help individuals understand how (a) behavior, (b) surrounding environment, and ( c) personal factors shape thoughts and behaviors

Slide #6 Choice Model

Establishing a goal

Taking action to implement a choice

Attaining a level of performance that determines direction of future career behavior

Slide #7 SSCT
Pathways to Career Choice

Self-efficacy & outcome expectations promote career-related interests

Interests influence goals

Goal-related actions lead to performance expectations

Outcome determines future paths

Establish career direction or redirect goals

Slide #8 SSCT Applications

Educational programs to promote developing interests, values, & talents

Present array of occupations that correspond with abilities and values

Occupational sort cards

Overcome barriers to success

Design skill programs that provide self-efficacy enhancement, realistic outcome expectations, and goal-setting skills

Slide #9 Brown’s Values-Based, Holistic Model of Career and Life-Role Choices and Satisfaction

Values are developed through interaction in inherited characteristics and experience

Value-laden messages may contain contradiction while some developed values may conflict with others

Values are prioritized and crystallized at any given time in their development but processing of values may be greatly affected by an individual’s cognitive clarity

Slide #10 Brown . . . (continued)

Interests play minor role

Crystallized (cemented) value:

I want to do this because . . .

Individuals prioritize only small number of values

Life satisfaction depends on life roles that satisfy all essential values

Slide #11 Brown . . . (continued)

Highly prioritized values most important in life role choices if:

One option available to satisfy life-role value

Options to implement life-role values clearly delineated

Same difficulty level of implementing each option

Role’s salience directly related to degree of satisfaction of essential values

Slide #12 Brown . . . (continued)

Values acquired through learning from value-laden information in environment

Cognitively processed while interacting with inherited characteristics

Cultural background, gender, and socioeconomic levels influence social interactions

Success in life-role combination of learned skills and aptitudes (physical, affective, cognitive)

Slide #13 Questions for Career Counselors
(according to Brown)

Are there mood problems that will interfere with decision making?

(Anxiety, depression, concerns)

Are the relationships between career and life roles clear (to the client)?

Is there evidence that values have been crystallized and prioritized?

(Why do you believe that?)

Slide #14 A Contextual Explanation of Career

Constructivism

Individuals construct their own way of organizing information

Truth or reality is a matter of perception

As people and environments interact, development may proceed in many pathways

Interactions provide a foundation for individuals to form their own development

Slide #15 Application of Contextual Theory

Be aware of client’s conceptualizations, concepts, & constructs during counseling

Help clients become aware of their constructs by offering support

Assist clients to construct a narrative

Frequently mentioned topics

Discussion of narrative to discover “context” of life

Through joint activity, develop goals

Slide #16 Self-Efficacy Theory

Individual’s belief in her/his ability to perform certain tasks determines whether the individual will attempt those tasks and how well she/he will perform

Self-efficacy determines the intensity of an individual’s effort

Slide #17 Self-Efficacy Versus Contextual Explanation

Self-efficacy concepts include:

Inefficacious thinking weakens motivation & undermines performance

Viewed as a set of beliefs about a performance domain

Individuals limit career choice because of low self-efficacy

Contextual explanation concepts include:

Actions manifest behavior, are internal processes, and have social meaning

Environmental actions to be observed from “wholeness” of events

Events take shape as people engage in them: actions & events influence participation

Slide #18 Convergence of Career Theory
(support)

Isolate vocational psychology from other psychological disciplines

Different theories provide limited beneficial results for clients

Avoid different operational definitions of the the same terminology

Unification would promote better research

Slide #19 Convergence of Career Theory
(against)

Discourage formation of new theory (creativity)

Empirical base currently lacking

Should be empirical question not literary

Could lead to ambiguous constructs (many theories)

Constructive, piecemeal theory is better

Might force political agendas on theory

Committees cannot construct theories

Unification in terminology possible, not likely with philosophy or theory

Modern approaches support pluralism not unity

Research may overlook interesting aspects of individual theory