CPE 3200: BASICS OF GUIDANCE & COUNSELING CAREER GUIDANCE

OBJECTIVES Definitions of career guidance Career guidance services Career development theories Career Interest Inventory (Self Directed Search, John Holland)

Definition of career guidance (Super, 1951) A process of helping a person to develop and accept an integrated and adequate picture of himself and his role in the world of work, to test his concept against reality and to convert it into reality with satisfaction to himself and benefit to society

Definitions of career guidance Encompasses services and activities related to counseling and guidance programs (Zunker, 1990) Encompasses of career activities like career choice, career planning, preparation, placement, and adaptability at workplace (Suradi, 1996)

Career Guidance Services Career information (educational programs and training, job opportunity, economic information) Administration and assessment of career inventories Career counseling

Definition of career counseling (National Career Develpment Association – NCDA, USA) A one-to-one or small group relationship between a client and a counselor with the goal of helping the client(s) integrate and apply understanding of self and the environment to make the most appropriate career decisions and adjustment

Definitions of career counseling (Brown & Brooks, 1991) A process of helping an individual with career development problems– help to choose, integrate and promote oneself in the workplace Life-long process

Career problems (Brown & Brooks, 1991) Unable to make career choice Productivity or work performance decline Stress and adaptability Conflict of personality and work environment Unsatisfactory & inadequate integration of life roles

Strategy to choose a career Know one self Know your career choice Suitability between yourself and the job

Career Developmental Theories Trait-Factor Approach Decision-Making Approach Psychological/ Personality- Based Approach Developmental Approach

Trait-Factor Approach Knowledge of self + knowledge of work + counseling = ability to choose Identification of personal characteristics or traits and the matching of these traits with factors necessary in different occupations, correct vocational decisions can be made

Decision-making Approach Social learning approach by Krumboltz; identified four types of factors that influence the making of career decisions Genetic endowment and special abilities A person’s race, sex, physical appearance, intelligence, musical and artistic abilities Environmental conditions and events External factors like war, earthquakes, floods, economic recession, educational facilities, financial assistance, government policies or regulations

Decision-making Approach Learning experiences A person’s attitude and interests are affected by his previous learning experience; repairing a bicycle or observing others at work Task-approach skills Work habits, emotional responses, values, and problem solving skills

Psychological/ Personality- Based Approach Personality-based theorists – Holland – the major factor influencing career choices is the type of personality or behavioral style of the individual The personality type is the result of genetic and environmental factors Four major assumptions Six types of personality – realistic, investigative, artistic, social, enterprising, or conventional

Environment can be classified into 6 categories Environment can be classified into 6 categories. Each environment is dominated by people of similar personality type People search for environments in which they can comfortably express their interests, skills, and abilities and take on agreeable problems and roles A person’s behavior is determined by the interaction between the personal characteristics of the individual and the characteristics of the environment

Enam jenis personaliti & bidang pekerjaan Holland Realistik Investigatif Artistik Sosial Enterprising Konvensional

Developmental Approach Lifelong process; depends on a person’s life stage Donald Super; developed 12 testable statements Vocational development is an ongoing, continuous, generally irreversible process Vocational development is an orderly, patterned, and predictable process Voc Dev is a dynamic process Self-concepts begin to form prior to adolescence, become clearer in adolescence, and are translated into occupational terms in adolescence

Reality factors (personal characteristics and social reality) play an increasingly important part in occupational choice with increasing age, from early adolescence to adulthood Identifications with parent or parent substitute – relate to development of consistent and harmonious relationship in term of vocational plans The direction and rate of the vertical movement from one occupational level to another are related to intelligence, parental socio-economic level, status need, values, interests, skills in interpersonal relationships, and the supply-and-demand conditions of the economy The occupational field the individual enters is related to interests, values, and needs, the identification of parental or substitute role models, the community resources used, the level and quality of educational

Background, and the occupational structure, trends, and attitudes of the community 9. Although each occupation requires a characteristic pattern of abilities, interests and personality traits, the tolerance are wide enough to allow both some variety of individuals in each occupation and some diversity of occupations for each individual Work satisfaction depends on the extent to which the individual can find adequate outlets in a job for his or her abilities, interests, values, and personality traits

11.The degree of satisfaction the individual attains from work is related to his or her ability to implement self-concept 12. Work and occupations provide a focus for personality organization for most men and many women, although for some persons this focus is peripheral, incidental, or even nonexistent, and other foci such as social activities and the home are central

Stages of Super Developmental Approach Growth (birth – 14) Exploration (14 – 24) Establishment (24 – 44) Maintenance (44 – 64) Decline (64 - )

Growth Self-concept develops through identification with key figures in family and school Fantasy (4-10) – needs and fantasy (role-playing) are dominant Interest (11- 12) – likes are the major determinant of aspirations and activities Capacity (13 -14) – abilities are given more weight and job requirements (incl. training) are considered

Exploration Self-examination, role tryouts and occupational exploration take place in school, leisure activities, and part-time work Tentative (15- 17) – needs, interests, capacities, values, and opportunities are all considered; tentative choices are made and tried out in fantasy, discussion, courses, work, etc. Reality considerations are given more weight as the person enters the labor market or professional training and tries to implement a self-concept

Establishment Having found an appropriate field, an effort is made to establish a permanent place in it. Thereafter changes which occur are changes of position, job or employer, not of occupation Trial-commitment and Stabilization (25-30)- settling down – securing a permanent place in the chosen occupation. Advancement (31-44) – effort is put forth to stabilize, to make a secure place in the world of work. The most creative years; seniority is acquired; superior performance is demonstrated; qualifications are improved.

Maintenance How to secure the job or how to hold on to the job? Little new ground is broken, continuation of established pattern Concerned about maintaining present status while being forced out by competition from younger workers in the advancement stage

Decline As physical and mental powers decline, work activity changes and in due course ceases New roles must be developed; first, selective participant and then observer Individuals must find other sources of satisfaction to replace those lost through retirement Many men find part-time jobs to replace their full-time occupations