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

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

Vision of ACP Create Meaningful and Supportive Adult Relationships Support Students’ Ability to Adapt to Opportunities and Challenges http://dpi.wi.gov/acp/background

Career Roles

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

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

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

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

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

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

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

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

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

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

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)

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)

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

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, 134-156. doi: 10.1016/S0001-879(03)00051-4 Hoekstra, H. A. (2010). A career roles model of career development. Journal of Vocational Behavior, 78, 159-173. doi: 10.1016/j.jvb.2010.09.016 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, 79-122. doi: 10.1006.jvbe.1994.1027 Lent, R. W., Brown, S. D., & Hackett, G. Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47, 36-49. doi: 10.1037/0022-0167.47.1.36 Lent, R. W., Brown, S. D., & Hackett, G. (1999). A social cognitive view of school-to-work transition. The Career Development Quarterly, 47, 297-311. 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, 262-273. doi: 10.1007/s10464-014-9670-2 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, 25-38. doi:10.177/2165143413518234

Thank you Contact Information for Dr. Julie M. Hau: jmhau@wisc.edu