1. CAREER AND HUMAN RESOURCE DEVELOPMENT
(DCE3117)
Associate Prof. Dr. Roziah Mohd Rasdi
Dept. of Professional Development & Continuing Education
Faculty of Educational Studies
Universiti Putra Malaysia

2. CAREER DEVELOPMENT THEORY
Topic 2
CAREER DEVELOPMENT THEORY

3. History of Career Development Theorizing
Year
Event and Focus of Career Research
1909
Frank Parson’s book, Choosing Your Vocation, is published posthumously.
1953
Donald Super publishes “A Theory of Vocational Development” in the American Psychologist which outlines a second developmental theory of career development.
1959
John Holland publishes “A Theory of Vocational Choice” in the Journal of Counseling Psychology which sets forth some of the propositions of his theory of vocational choice.
1963
David Tiedeman and Robert O’hara publish Career Development: Choice and Adjustment which contains a theory rooted in the idea that career satisfy needs.
1976
John Krumboltz and associates publish “A Social Learning Theory of Career Selection” in The Counseling Psychologist.

4. History of Career Development Theorizing
Year
Event and Focus of Career Research
1977
Daniel Levinson publishes life span model of adult development which focused on relatively universal, age-linked developmental periods that cluster around four eras of the human life-cycle. He has written about career of both men and women.
1981
Linda Gottfredson publishes “Circumscription and Compromise: A Developmental Theory of Occupational Aspirations” in the Journal of Counseling Psychology which focuses on how sex role identifications limits occupational aspirations.
Gail Hacket and Nancy Betz publish “A Self Efficacy Approach to the Career-Development of Women” in the Journal of Vocational Behavior which uses Bandura’s self efficacy construct to explain important aspects of the career decision-making process.

5. History of Career Development Theorizing
Year
Event and Focus of Career Research
1984
Helen Astin publishes ‘ The Meaning of Work in Women’s Lives: A Sociopsychological Model of Career Choice and Work Behavior” in the Counseling Psychologist which outline a general theory of the career development of women.
1991
Gary Peterson and associates publish Career Development and Services: A Cognitive Approach which contains their Cognitive Information Processing model of career choice and development.
1996
Duane Brown’s “Values-Based Model of Career and Life-Role Choice and satisfaction” is published in the Career Development Quarterly and Career Choice and Development.

6. History of Career Development Theorizing
Year
Event and Focus of Career Research
1996
Richard Young and associates publish A Contextual Explanation of Career which based on constructivist philosophy.
2004
Yehuda Baruch publishes Managing Careers: A Theory and Practice which integrate both traditional and contemporary management thinking in career practices.

7. Career Development Theory of Donald E. Super
Super (1957) theory of career stages reflects how, during the lifespan of a person, individuals implement their inner being and self-concept in one or more career (or vocational) choice.
Theory’s Proposition
People differ in their abilities and personalities, needs, values, interests, traits, and self-concepts.
Each person is qualified, by virtue of these characteristics, for a number of occupations.
Each occupation requires a characteristic pattern of abilities and personality traits, with tolerances wide enough to allow some variety of occupations for each individual as well as some variety of individuals in each occupation.

8. Vocational preferences and competencies, the situations in which people live and work, and, hence, their self-concepts change with time and experience, although self-concepts as products of social learning are increasingly stable from late adolescence until late maturity, providing some continuity in choice and adjustment.
The change processes come in the time frame of the stages described above Mini-cycle will occur when a career is destabilized.
The career pattern is determined by parental socio-economic background, mental ability, education, skills, personality, career maturity and opportunities.
Success in coping with organizational and environmental demands depends on career maturity.
Career maturity is psychological construct, related to cognitive and affective qualities, but it can be defined from sociological perspective via comparison with relative age achievements.

9. Development can be guided by external facilitation.
Career development is about the development and implementation of an occupational self-concept.
The process of synthesis or compromise between individual and social factors is one of role playing and learning.
Work and life satisfaction depends on findings adequate outlets for one’s own qualities.
Work satisfaction is proportional to ability for the implementation of the self-concept.
Work and occupation provide a focus for personality organization for most people. Social traditions, opportunities and individual differences determine performance in the role taken by individuals in all their life-spaces.

10. Three Aspects of Super’s Theory
Self-concept – a picture of who we are and what we are like
Life Span – The length of one’s career.
Stages:
Life-Space – the breadth of one’s career
Career is defined as the combination of life roles that one plays at a given life stage, depicted in Rainbow
Eight life roles
Son or daughter
Student
Worker
Spouse or partner
Homemaker
Parent
Leisurite
Citizen
A blend of how we see ourselves and how we would like to be seen
How we think others views us both subjective and objective info
People use this understanding of self when they identify career goals and plans
Individuals seek to live out their vocational self-concept through their choice of work
Growth (1-15)
Exploration (15-25)
Establishment (25-45)
Maintenance (45-65)
Disengagement (65-)

11. Different roles played by each individual during their lifetime and the influences of these role on lifestyle and career

12. Trait and Factor Theory
Seeks to describe individual differences in personality types
Assumptions
Individual have unique characteristics related to interest, abilities, needs, values, and personality traits
Occupational and jobs have unique characteristics to work tasks, skills required, demand and rewards
The unique characteristics of both individuals and occupation/jobs can be measured
Workers and employers are most satisfied when there is a good match between the characteristics of the worker and the characteristic of the occupation/job

13. The Vocational Choice Theory of John L. Holland
Contends that career interest, are an expression of the individual’s personality
Assumptions
An individual personality is the primary factors in vocational choice
Interest inventories are in fact personality inventories
Individuals develop stereotypical views of occupations that have psychological relevance.
Daydreams about occupations are often precursors to occupational choices.
Identity-the clarity of an individual’s perceptions of their goals and personal characteristic-is related to having small number of rather focused vocational goal
To be successful and satisfied in career, it is necessary to choose occupation that congruent with one personality.

14. Your Personality type: Compatible Work Environment:
CAREER
Your Personality type:
Realistic
Investigative
Artistic
Social
Enterprising
Conventional
Compatible Work Environment:
Realistic
Investigative
Artistic
Social
Enterprising
Conventional
Will lead to success and satisfaction
Matched with

16. Type
Personality Characteristic
Congruent Occupations
REALISTIC
Prefer physical activities that requires skill, strength and coordination
Shy, genuine, persistent, stable, conforming, practical
Mechanic, drill press operator assembly line worker, farmer.
INVESTIGATIVE
Prefer activities that involve thinking, organizing and understanding
Analytical, independent, curious, original
Biologist, economist, mathematician, news reporter
ARTISTIC
Prefer ambiguous and unsystematic activities that allow
Creative expression imaginative, disorderly, idealistic emotional, impractical,
Painter, musician, writer, interior design

17. Type
Personality Characteristic
Congruent Occupations
SOCIAL
Prefer activities that involve helping and developing others
Sociable, friendly, cooperative and understanding
Social worker, teacher, counselor, clinical psychologist
ENTERPRISING
Prefer verbal activities where there are opportunities to influence others and attain powers
Self confident, ambitious, domineering, energetic
Lawyer, real estate, small business manager
CONVENTIONAL
Prefer rule regulated, unambiguous, orderly activities
Conforming, efficient, practical, unimaginative inflexible
Account, corporate manager, bank teller, file clerk

18. Gottfredson’s Theory of Circumscription and Compromise
This theory concerned with how career aspiration develop.
It is predicated on four basic assumptions:
The career development process begins in childhood
Career aspirations are attempts to implement one’s self-concept
Career satisfaction depends on the degree to which the career is congruent with self-perceptions
People develop occupational stereotypes that guide them in the selection process

19. Gottfredson’s Theory of Circumscription and Compromise
Gottfredson’s Developmental Stages
Orientation to size and power (Ages 3-5)
Orientation to sex roles (Ages 6-8)
Orientation to social valuation (Ages 9-13)
Choice Explored (Ages 14+)

20. Krumbotlz’s Social Learning Theory of Career Choice
Factors influence career decision making
Explanation
Genetic endowments and special abilities
Those aspects of the individual that are inherited or innate rather than learned such as physical appearance, predisposition to illnesses.
The greater an individual’s innate genetic abilities, the more likely she is to respond to learning and teaching.
Environmental events and conditions
The skills that individual applies to each new task.

21. Krumbotlz’s Social Learning Theory of Career Choice
Factors influence career decision making
Explanation
Learning experiences
Two basic types of learning experiences:
Instrumental Learning Experiences
- Situation where individual acts on the
environments to produce certain
consequences.
Associative Learning Experiences
- Situation where individual learns by
reacting to external stimuli
Task approach skills
Outside the control of the individual Social, cultural, political, and economic considerations Also, climate and geography

22. Reciprocal determinism (Albert Bandura)
Reciprocal determinism enables change in one factors to effect change in another factors
Interventions to promote positive health can be directed at:
Personal factor
Improve emotional, cognitive or motivational processes
Environmental factors
Alter health services provided
Alter social and environmental condition under which people live
Behavioral factors
Increase behavioral competencies

23. Social Cognitive Career Theory (SCCT) by Lent, Brown & Hackett (1997)

24. Environmental conditions & events
SCCT .. Cont.
Environmental conditions & events
Socioeconomic status
Job & training opportunities
Social policies & procedures for selecting trainees & workers
Rate of return for various occupation (ROI)
Labor laws, union rules
Physical events (e.g. earthquakes, hurricane)
Availability & demand for natural resources
Technological developments (e.g. computers)
Changes is social organizations
Family Training experiences & resources, neighborhood, & community influences
Education system
Person Inputs
Race/ethnicity, gender
Physical appearance, health, disabilities
Special abilities (e.g. intelligent)

25. SCCT Model: Learning effects on efficacy and outcome expectations
SCCT .. Cont.
SCCT Model: Learning effects on efficacy and outcome expectations

26. SCCT .. Cont.
Key Component of SCCT
Self-efficacy Expectations: Beliefs in one’s capabilities to organize and execute the courses of action required to managed prospective situations (Bandura, 1986)
Cognitive appraisals of one capacity to perform specific behaviors (future directed)
Efficacy beliefs influence initiation/choice of activities, effort expended, persistence in the face of obstacle, and ultimately success
NOT self-esteem or other trait construct

27. SCCT .. Cont.
Key Component of SCCT
Outcome Expectations: Beliefs about the consequences of given action
Situation outcome expectancies (what will happen if I do not take action?)
Action outcome expectancies (what will happen if I do take action)
Outcome expectancies can be physical, social or self-evaluate.

28. SCCT .. Cont.
Key Component of SCCT
Outcome Expectations: Beliefs about the consequences of given action
What will happen if I do not take action?
Consequences of successful performance
Outcome expectancies can be physical, social or self-evaluate
Goals: Determination to engage in a particular activity or to produce a particular outcome
What do I choose to do?
By setting personal goals, people help to organize, guide and sustain their own behavior

29. Learning Influences: Sources of Self-Efficacy Information
SCCT .. Cont.
Learning Influences: Sources of Self-Efficacy Information

30. SCCT Model: Contextual influences on interest, goals and actions
SCCT .. Cont.
SCCT Model: Contextual influences on interest, goals and actions

31. Contextual Influences on Career and Academic Behavior
Objective and perceived aspects of the environment influence beliefs, intentions & actions
Environmental barriers can erode efficacy and interest
Conversely, strong efficacy can enable an individual to surmount obstacles and persist in the face of barriers
Three primary paths of contextual influences
Distal (early) effects on acquisition of SE and OE
Moderators of interest-choice relations
Direct influences on choice

32. Career Information Processing Model of Career Choice (CIP)
CIP is focusing on helping clients to a better understand the way they think and these thinking patterns influence their career decision making.
CIP model challenges career practitioners to ask how they can help clients to acquire self-knowledge, occupational knowledge, career decision skills, and metacognitions (awareness of their thinking process) in order to make effective career decisions

33. Career Information Processing Model of Career Choice (CIP)
Domains of CIP
Self-understanding
Occupational knowledge
Metacognitions – how we cognitively process the information includes self-talk, self-awareness, monitoring and control of thoughts

34. Career Information Processing Model of Career Choice (CIP)
Seven-Step Outline Intervention
Conduct an initial interview introducing the clients and identifying concerns and skill levels within each domain
Make a preliminary assessment of the clients career decision-making readiness
Collaborate with the clients to identify the gaps in knowledge
Identify goals that will close the gaps .
Develop an individual learning plan
Have the client execute the learning plan
Review client progress