1. Magical Mentoring: Harry Potter and Social Cognitive Career Theory
Julie M. Hau, Ph.D.
November 17, 2015

2. Objectives Understand your mentoring style
Explore how to involve school community members
Apply Social Cognitive Career Theory

3. Vision of ACP Create Meaningful and Supportive Adult Relationships
Support Students’ Ability to Adapt to Opportunities and Challenges

4. Career Roles

5. Career Role: Maker
Effects: Tangible results, delivered plans or projects, attained goals
Minerva McGonagall—Hogwarts Transfiguration Professor, Head of Gryffindor House, Deputy Headmistress of Hogwarts, Member of the Order of the Phoenix
Focuses on own tangible results and planned performance

6. Focuses on solving problems and providing ideas for uncertain areas
Career Role: Expert
Effects: Problem solving, new knowledge and insights, innovative ideas
Severus Snape—Hogwarts Potions and later Defense Against the Dark Arts Professor, Head of Slytherin House, A member of both the Death Eaters and the Order of the Phoenix
Focuses on solving problems and providing ideas for uncertain areas

7. Career Role: Presenter
Effects: Others’ mind change, compelled attention, collective impressions
Molly Weasley—Wife of Arthur Weasley, Mother of Bill, Charlie, Percy, Fred, George, Ron & Ginny, Member of the Order of the Phoenix
Focuses on interpersonal effectiveness with form, style, impression management

8. Career Role: Guide
Effects: Fulfills others’ needs, improves others’ learning or confidence
Rubeus Hagrid—Half-giant keeper of Keys and Grounds at Hogwarts, Care of Magical Creatures, Member of Order of the Phoenix
Focuses on relations, connection with others, committing others

9. Career Role: Director
Effects: Clear collective course and strategy, decisions on collective structure
Albus Dumbledore—Hogwarts Headmaster in Harry Potter’s time, Transfiguration Professor in Tom Riddle’s Time, Founder of the Order of the Phoenix
Focuses on attaining long term goals and realizing strategies

10. Career Role: Inspirator
Effects: Heightened debate, motivated change, search of alternative for status quo
Sirius Black—Harry Potter’s Godfather, Member of the Order of the Phoenix, Prisoner on run from Azkaban
Focuses on ideals, values and principles to be upheld in the collective

11. Career Roles and Role Models
Maker
Expert
Presenter
Guide
Director
Inspirator (Hoekstra, 2010)

12. Creating Community Career Role Model Mentoring Days
Placing Value in the Work of All Employees
Discussing Career Clusters and How Various Occupations are Related

13. Career Roles and Role Models
Realistic | Investigative | Artistic | Social | Enterprising |Conventional (Holland)
Realistic
Investigative
Conventional
Artistic
Enterprising
Social

14. Social Cognitive Career Theory Lent, Brown & Hackett (1994)

15. Self-Efficacy
One’s beliefs about their ability to perform a specific task
Sources of Self-Efficacy
Past Performance Accomplishments (biggest predictor)
What we do
Verbal Persuasion
What we hear
Vicarious Learning
What we See
Physiological Arousal/Affective States
How we feel
Bandura (1997)

16. Outcome Expectations
What one believes will happen as the result of a specific behavior
Both positive and negative effects
Physical
Sensory Experiences
Social
Social Outcomes
Self-Evaluative
Responses to one’s own behaviors
Bandura (1997)

17. Career Roles and Role Models in Schools
Maintenance Workers
School Nurses
School Psychologists
School Counselors
School Social Workers
Teachers
Support Staff
Reading Specialists
School Administrators

18. References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company
Gibson, D. E. (2004). Role models in career development: New directions for theory and research. Journal of Vocational Behavior, 65, doi: /S (03)
Hoekstra, H. A. (2010). A career roles model of career development. Journal of Vocational Behavior, 78, doi: /j.jvb
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, doi: jvbe
Lent, R. W., Brown, S. D., & Hackett, G. Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47, doi: /
Lent, R. W., Brown, S. D., & Hackett, G. (1999). A social cognitive view of school-to-work transition. The Career Development Quarterly, 47,
McDonald, S., & Lambert, J. (2014). The long arm of mentoring: A counterfactual analysis of natural youth mentoring and employment outcomes in early careers. American Journal of Community Psychology, 54, doi: /s
Powers, L. E., Schmidt, J., Sower, J., & McCraken, K. (2015). Qualitative investigation of the influence of STEM mentors on youth with disabilities. Career Development and Transition for Exceptional Individuals, 38, doi:10.177/

19. Thank you
Contact Information for
Dr. Julie M. Hau: