1. Social Cognitive Theories of Career Development
Albert Bandura
John Krumboltz
Lent, Brown, & Hackett

2. Social Learning Theory
social learning theory addresses how specific aspects of our work personalities are acquired
Especially Preferences and Interests
social learning theory also addresses why we choose what we do, and
describes the factors that determine what we choose

3. Background: Early Learning Theories
Classical Conditioning
US - UR
US/CS - UR
CS - CR
Operant Conditioning / Instrumental Learning
S - R (Behavior a function of consequences)

4. Problems with Behavior Theory
Too much learned in too short a time
Apparent spontaneous occurrence of behavior (learning vs performance issue)
Improvement in performance without apparent practice
Behavior control without direct experience with the consequences (problems with vicarious reinforcement idea)

5. General Principles of Social Learning Theory
Learn by observing
Learn without changing behavior
Consequences affect learning
Cognition plays a role
AKA Modeling, Observational learning

6. Social Cognitive Theory
Paradigm
model -----Observer watches and forms image ----produces behavior

7. Types of modeling Inhibition/disinhibition
old behavior that is generally forbidden
inhibition - everybody is refraining from it so you do too
disinhibition - somebody breaks the taboo and everyone else does too
Modeling effect or observational learning
new behavior that is acceptable
model performs the behavior; learner imitates
Eliciting effect
response facilitation: old behavior that's ok, but not being performed at this time occurs because
someone else does it (example - looking up)
arousal: emotion that spreads to others (excitement at hockey game; crying at weddin

8. Four components of observational learning
Attention: The learner must identify the key parts of the model to copy.  
Retention: The learner must create a memorable model of the behavior and store it efficiently in long term memory.
Production: The learner must be able to reproduce the model's behavior.
Motivation: The learner must expect and receive reinforcement for successful matching or approximations.

9. Four components of observational learning
Attention: The learner must identify the key parts of the model to copy.
Retention: The learner must create a memorable model of the behavior and store it efficiently in long term memory.
Production: The learner must be able to reproduce the model's behavior.
Motivation: The learner must expect and receive reinforcement for successful matching or approximations.

10. Reinforcement
serves an information role to tell the learner he "got it right."

11. Processes that underlie learning from models.
Attention
Retention
Production
Motivation

12. Attention (Observing the model):
Characteristics of the behavior being modeled
Characteristics of the learner
Characteristics of the person modeling the behavior

13. Characteristics of the behavior being modeled
size and exaggeration of movement
simple, not too many steps at once
narration - describe the behavior while performing so that eventually learner can use that self-talk to guide production of behavior
salience - How important to the learner and obvious
gender-appropriate
successfulness of the behavior

14. Characteristics of the learner
prior knowledge of the skill makes learning easier
motivational set
ability to remember and concentrate

15. Characteristics of the person modeling the behavior
attractive and eyecatching
is successful at the behavior (competent) (mastery vs coping models)
is similar to the learner
warm
powerful

16. Retention (remembering the model):
Symbolic coding
Cognitive organization
Meaningfulness and familiarity
Cognitive rehearsal

17. Symbolic coding (mnemonics) or images
the use of vivid images ("be quiet like a mouse")
mnemonics (like "stop,drop and roll")

18. Cognitive Organization
give the mental image an organizational structure

19. Cognitive rehearsal
the learner can improve a physical skill (or any skill) by mentally rehearsing the steps

20. Production (performing the response):
things that actually help the learner make the response that is being learned
Physical Capacity
Observable Behavior
Corrective feedback

21. Physical capacity
The learner must have the physical capacity to perform the response.

22. Observable behavior
Improvement is increased when the learner can see what he is actually doing.
This can also be the case with mental skills, like problem solving. It's what we do when we tell students to "show their work" so we can see what they did mentally to solve a problem.

23. Corrective feedback
Learning will proceed faster when the learner gets feedback about what is right and wrong with the attempt.

24. Motivation (inclined to perform the response):
things that make the learner want to try the behavior
include:
Vicarious reinforcement
Anticipation of reinforcement
Reinforcement by Teacher or Model
Reinforcement by Environment
Progress Observed

25. Vicarious reinforcement
If the learner sees someone else get reinforced, her or his behavior is also strengthened.

26. Anticipation of reinforcement
If the learner sees someone get reinforced, he or she expects to be reinforced if he performs the response.

27. Reinforcement by teacher or model
If the teacher praises him when he performs, he will want to perform.

28. Reinforcement by the environment
If the response is done correctly, the natural consequences of the environment will reinforce the response with success.

29. Progress observed
It is also reinforcing to see yourself making progress.

30. John Krumboltz
Through heredity, environmental conditions, and learning experiences we acquire
Self-Observational Generalizations (Preferences - or beliefs about other attributes)
Task Approach Skills (i.e., Decision Making Skills)
Actions (Entry Behaviors)

31. John Krumboltz
concentrated mostly on describing how learning experiences influence Self- Observational Generalizations, Task Approach Skills and Actions.
His theory basically ignores the relative influences of heredity and environmental conditions

32. Self-Observational Generalizations: 3 positive influences
we will prefer occupations in which we have engaged in occupationally relevant behaviors and been reinforced for them
we will prefer occupations in which we have seen a model being reinforced
we will prefer occupations which have positive words and images associated with them

33. Self-Observational Generalizations: 3 negative influences
we will avoid occupations when we have engaged in occupationally relevant behaviors and been punished for them
we will avoid occupations when we have seen models being punished in occupationally relevant behaviors
we will avoid occupations that have negative words or images associated with them

34. Task Approach Skills: 3 positive influences
we will develop and foster decision making task approach skills that have been reinforced
we will develop and foster decision making task approach skills that we have seen models being reinforced for
we will develop decision making task approach skills if we are exposed to models and opportunities

35. Task Approach Skills: 3 negative influences
we will not develop and foster task approach skills if we have been punished for using them
we will not develop and foster task approach skills if we have seen models punished for using them
we will not develop and foster task approach skills if we have not had the opportunity to practice and seen models using them

36. Entry Behaviors: 3 positive influences
we will try and get into a job we prefer
we will try and get into a job where training is available and job opportunities are prevalent
we will try to match our abilities to the required abilities of the occupation

37. Entry Behaviors: 3 negative influences
we will avoid occupations that require too much effort
we will avoid occupations when training or jobs are not available
we will avoid jobs when the ability requirements do not match our own abilities

38. DECIDES approach to career counseling
Define the problem
Establish an Action Plan
Clarify Values
Identify Alternatives
Discover Probable Outcomes
Eliminate Alternatives Systematically
Start Action

39. Define the problem
Problem must be clear to both client and counselor and
mutually agreeable
Emphasis on making the problem observable

40. Establish an Action Plan
Describing the DECIDES process to the client
Allow for cycling back through different steps

41. Clarify Values
Can be accomplished through analysis of previous work experience or through homework activities
Examples include interviewing others, keeping records of time and money spent, reading
May require testing of unrealistic assumptions or inaccurate conclusions

42. Identify Alternatives
Begins with evaluating Self-Observation Generalizations about interests and capacities
then compare self-observation generalizations to worldview generalizations
this stage is very time-consuming

43. Problems from Dysfunctional or Inaccurate world-view and self- observation generalizations
Persons may fail to recognize that a remedial problem exists
Persons may fail to exert the effort needed to make a decision or solve a problem

44. Persons may eliminate a potentially satisfying alternative for inappropriate reasons Person for choose poor alternatives for inappropriate reasons
Persons may suffer anguish and anxiety over perceived inabilities to achieve goals

45. Discover Probable Outcomes
the evaluation of educational and career alternatives
fantasy exercises may facilitate the client’s imagination

46. Eliminate Alternatives Systematically
After learning about possible alternatives and outcomes, group alternatives that are most consistent with self-observational generalizations

47. Start Action
Once the plan is begun, it is possible that new information will result in returning to previous steps

48. Hackett and Betz’s Theory (1981)
First applied self-efficacy beliefs to career research
Stronger self-efficacy beliefs in occupation >
more likely you will initiate activity
more interested in occupation
had preference for occupation
choose occupation
more effort invested in occupation
more persistent when faced with obstacles

49. Hackett and Betz (81)
Self-efficacy beliefs were positively related to strength of interest in occupation and to perceived options
Sex differences: males had higher efficacy ratings for all occupations; females had high efficacy ratings only for stereotypic female occupations; females saw fewer options available to them

50. Lent, Larkin, Brown (89)
Studying Realistic and Investigative Types, they found a positive relationship between efficacy and interests

51. Lent, Brown, Larkin (84)
studied people with high academic abilities with question - do their self-efficacy beliefs contribute to persistence and performance
of the persons with high self-efficacy beliefs, all had higher GPA
and all came back to school the next year
of the persons with low self-efficacy beliefs, only 50% came back to school