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Career Dev
Lifestyle and Career Dev Section on the NCE
| Question | Answer |
|---|---|
| key events that influenced career dev | industrical rev, rise of professional orgs, and legislative initiatives |
| Industrial Revolution | led to est of the Boston Vocational Bureau in 1908 by Frank Parsons |
| Boston Vocational Bureau | 1908, Frank Parsons; worked to dev a system of vocational guidance in Boston public schools that could offer vocational assistance to youth needing to make career choice; highlighted need for vocational guidance in schools |
| National Vocational Guidance Association (NVGA) | 1913; first career guidance org; worked to legitimize and increase number of guidance counselors thru credentialing; founding divisions of American Personnel and Guidance Assoc (APGA) in 1951, now known as American Counseling Assoc (ACA) |
| NVGA to NCDA | a division of ACA, in 1985; mission is to promote individuals career dev through the lifespan |
| what happened in 1913 | US Dept of Labor was est to promote the welfare of US workers, job seekers, and retirees by admin fed labor laws concerning worker safety, wages, working conditions, employment discrim, and unemployment benefits |
| Smith-Hughes National Vocational Education Act of 1917 | promoted vocational education through the provision of fed funds and called for the isolation of vocational education from the rest of the academic curriculum |
| US Employment Service | in 1939, created through the Wagner-Peyser Act of 1933; offers job search and placement assistance to job seekers and recruitment services to employers with job openings; 1998 act was amended to include this service under One-Stop delivery system |
| One-Stop delivery system | provides a variety of labor exchange services under one roof in easy-to-find locations |
| DG Patterson | dev special aptitude tests and personality inventories to assist workers in gaining employment; during great depression of 1930s |
| US and WWII | creation of formal inventories and tests developed to evaluate individual characteristics such as intell and aptitude and provided standardized assessment materials to field of career guidance |
| National Defense Education Act (NDEA) of 1958 | in response to launch of Sputnik; expand university counselor education programs by offering reimb to programs that offered school counselor training institutes and stipends to grad students; goal to raise the number of students enrolled in higher edu |
| US Dept of Edu in 1960s and 70s | instrumental in dev career edu programs; mandated all public schools include career edu programs |
| Vocational Education Act of 1963 | career edu programs further expanded, include career services for elementary schools, technical institutions, and public comm colleges |
| Job Training Partnership Act (JTPA) of 1982 & Carl D Perkins Vocational & Technical Education Act of 1984 | 1980s; address needs of disadvantaged students, technical edu programs, and unemployed workers |
| School-to-Work Act of 1994 | provides all students with equal oppties to participate in programs that combine academic and occupational edu, combine school-based learning with work-based learning, and prep students for postsecondary edu |
| Americans with Disabilities Act (ADA) of 1990 | provides protection against employment discrim |
| George Merrill | pioneer and forerunner in career guidance; dev a curriculum that combined academic instruction with technical and vocational training |
| Frank Parsons | father of career guidance and counseling profession; est Boston Vocational Bureau, dev the Trait and Factor approach to vocational guidance, authored 14 books including Choosing a Vocation (2009) |
| Edmund Williamson | contribution to Minnesota point of view |
| Minnesota point of view | career guidance theory that was derived from Parsons and Williamson; believed that counselors should share their wisdom with clients to help them reach a career decision; considered a directive counseling approach |
| 5 steps for counselors to follow accd to Minnesota point of view | 1) assess problem, obtain and review records, test results, 2) organize client info to understand prob, 3) interpret prob, 4) provide counseling to assist in solution, 5) follow up after solution reached |
| Donald Super | dev the lifespan, life space career theory (dev approach to career counseling); proposed career rainbow and career interventions called Work Values Inventory, Career Dev Inventory, and Adult Career Concerns Inventory |
| John Crites | leading vocational psychologist of 20th c; researcher in career maturity and dev the career maturity inventory; dev first objective taxonomy for classifying career decision making problems and endorsed comprehensive career counseling |
| comprehensive career counseling | john crites; all aspects of life functioning are interrelated |
| John Holland | dev theory of vocational choice; 6 personality and work environ types; dev the Self-Directed Search (self admin and self scored career inventory) |
| Theory of Vocational Choice | Holland; matching persons to work environments |
| Strong Interest Inventory (SII) and Armed Services Vocational Aptitude Battery (ASVAB) | Holland; uses 6 personality and work environ types (realistic, investigative, artistic, social, enterprising, conventional) |
| Joanne Harris-Bowlsbey | dev computerized vocational systems: CVIS, DISCOVER, and VISIONS; known for work in training career dev facilitators internationally and writing print based career curriculum for high school and college age students |
| fair labor standards act (FLSA) of 1938 | est natl min wage, provided min standards for overtime entitlement, prohibited employment of minors; primary legislation for enforcing and protecting rights and wages of employees |
| occupational safety and health act of 1970 | ensured safe and healthful working conditions for employees through the creation of the occupational safety and health admin (OSHA); they work to prevent work related injuries, illness, death by issuing and enforcing workplace safe and health standards |
| section 504 of rehabilitation act of 1973 | prohibits discrim against indiv with disab in programs sponsored by fed agencies or receiving fed assistance, in fed employment and fed contracting employment |
| family and medical leave act of 1993 | allows empl to take 12 weeks unpaid leave when unable to perform their job, to care for sick fam member, or care child; ensures empl will not be terminated or forced into lower position returning from unpaid leave |
| individuals with disabilities education improvement act (IDEA) of 2004 | ensures children with disab receive special edu and related serv designed to meet their indiv needs and prepare them for further edu, employment, and indep living; receive transition services to facilitate move from school to employ/edu |
| job vs occupation vs career | job- pos that req a specific skill set in org or company occupation- primary activity that engages one's time, exist whether or not indiv are employed in them career- lifetime pursuits of an indiv, not org/industry need centered |
| work | activities that serve as one's regular source of livelihood and commonly assoc with a job position |
| leisure | engaging in activities to pass time, do for fun, important part of career |
| career choice | decisions indiv make at any point in career about hwich work and leisure activity to pursue |
| role | set of interconnected beh, rights, and obligations that are assoc with particular social situations; many roles in life |
| career salience | significance an indiv places on the role of career in relationship to other life roles; 3 factors: participation (spending time and energy in work), commitment (emotional attach to work role), value expectation (satisfaction gained from vocational decs) |
| values | beliefs that guide an indiv's beh and emo responses; 3 types (lifestyle, cultural, work (intrinsic and extrinsic)) |
| intrinsic values | relate to rewards received, or values satisfied, from performing the work; to truly feel satisfied with work, most indiv must find this type of value in the job |
| extrinsic values | rewards received, or values satisfied, as a result of completing the work (salary, job, security, social status) |
| career interests | preferences for particular life activities and are thought to play a key role in career decision making and choice; 3 types: expressed, manifest, and tested interests |
| expressed interests | verbally reported interests; assess these interests by administering an interest inventory |
| manifest interests | activities in which people engage; assessed through observation or client self report methods |
| tested interests | reflected in an indiv knowledge of a specific topic and measured by objective tests; measuring rests on assumption that people are motivated to gain knowledge and info on activities in which they take interest |
| career adaptability | Donald Super (1981) first to consider how adult workers managed careers in unstable job market; refers to indiv readiness and avail resources for coping with changing work and empl conditions |
| Savickas 4 global dimensions that characterize adaptable indiv from those floundering in careers | concern for future work life, control over future career, curiosity for exploring career possibilities, confidence to pursue career goals |
| career adjustment | concerned with relationship of workers with environments; ability to adapt or adjust to one's work environ |
| 3 career theories and theorists that contributed to career adjustment | theory of work adjustment (TWA), Crites, Super and career adapting |
| TWA | theory of work adjustment, indiv must be able to adjust their skills to perform the req job tasks and achieve job satisfaction |
| Crites and career adjustment | found that employees who thrived in the workplace were able to adjust to their job tasks, develop sufficient workplace relationships, and consider future career goals |
| Super and career adjustment | adjustment includes adapting to workplace changes, learning diff skills, and acquiring awareness of sources of workplace stress |
| job satisfaction | how content indivs are with their jobs; results from match between indiv self concept and char of their work environs; factors that influence: quality of environ, relations with coworkers, fulfillment, pay, benefits, mobility, autonomy degree |
| self efficacy | belief that one is capable of performing specific behaviors to attain a certain goal; determine whether they will engage in a beh and amt of energy and persistence that will be expended; more likely to engage in task if they believe they can succeed |
| career decision making self efficacy | degree to which indiv feel competent in their ability to make a career decision; social cognitive career theory (high vs low of this impacts decision behaviors); may not correspond with actual abilities to do work |
| occupational stress | chronic physiological and psych strain that results from ongoing job related stressors |
| burnout | results in emotional exhaustion, depersonalization, reduced personal accomplishment |
| emotional exhaustion | first stage of burnout, depletion of emotional resources |
| depersonalization | response to emotional exhaustion; involves detachment from job and dev of cynicism and indifference |
| reduced personal accomplishment | last stage of burnout; decrease in self efficacy regarding ability to do job; leads to failure of being successful in a job |
| personality factors that influence the experience of occupational stress and burnout | type A personality, neuroticism, orientation to achievement, low self esteem, external locus of control |
| organizational factors that influence the experience of occupational stress and burnout | work overload, lack of employee autonomy, insufficient reward, absence of fairness, conflicting employee and org values, poor comm, lack of clarity re one's role in the org |
| trait and type career theories | also person-environ fit theories; first career dev theories to emerge; from Parson's vocational guidance work in that they assess the traits/char of indiv to match them with occu with similar char |
| Choosing a Vocation book | Parsons; indivs must have 1) a clear understanding of their attitudes, abilities, interests, and resources, 2) knowledge of job req, conditions of success, compensation, oppty, 3) true reasoning to understand the relationship btwn a and b |
| trait and factor theory | influ by Parsons and Williamson; 3 assumptions: 1) every person has unique trait sets, 2) every occu req person to have specific traits to be succ in occu, 3) choice of an occu req matching the traists of a person with those req of occu |
| step 1 of trait and factor theory | gaining self understanding: aptitude, interests, values, personality, achievement |
| step 2 of trait and factor theory | obtaining knowledge about the world of work: quality of occu info, classification systems used, trait and factor reqs |
| step 3 of trait and factor theory | integrating self understanding with knowledge of work environ |
| TWA | theory of work adjustment; Dawis and Lofquist 1980s; actual performance on job |
| work in TWA | interaction btwn indiv and work environ; complementary to each other; work environ reqs tasks, indivs has skills, and then rewarded |
| work adjustment | continuous process an indiv achieves and maintains needs req by work environ |
| satisfaction and satisfactoriness | predictors of work adjust; 1st is employees contentment with work environ, 2nd is employer's satisfaction with indiv job perf |
| tenure | degree of satisfaction and satisfactoriness determine this; length indiv remains at company |
| adjustments | indivs are dissatisfied with work environ: activeness (make changes to work environ) or reactiveness (make changes to themselves) |
| holland's theory of types | 6 personality types: realistic, investigative, artistic, social, enterprising, conventional |
| myers briggs type theory | psych personality theory derived from Jung by Briggs and Myers; 4 dichotomous dimensions shape what indiv pay attn to in the world and how they make decisions about what they see; trait and type theory and describes personality types |
| myers briggs typology | each coincides with a specific occu; can match personality types with occu; MBTI- myers briggs type indicator |
| Brown's values based theory | influence of indiv values in making life role decisions; defines values as a set of beliefs or standards that influ and indiv thoughts, emotions, and beh; high func indiv dev prioritized set of values |
| 4 dimensions of myers briggs type theory | introversion vs extroversion; sensing vs intuition; thinking vs feeling; judging vs perceiving |
| lifespan theories | outlines chronological stages that correspond to several diverse theories of car dev tasks; move thru as they age; Gottfredson, Super, Schlossberg, Hopson/Adams |
| Gottfredson's theory of circumscription, compromise, and self creation | outlines career dev process of children and adol; how dev of self concept affects vocational choice and outcome; emphasize role gender and prestige play in making career dec |
| circumscription | process by which indiv eliminate career alternatives they believe are not compatible with their self concept; process of elimination entails stages of circumscription; influenced by ideas of gender, social class, and prestige |
| compromise | process adol give up highly preferred career alts for those that are less compatible but more accessible; settle for good enough career; sometimes not good enough and must delay choice; high priority with small compromise |
| stages of circumscription | orientation to size and power (3-5); orientation to sex roles (6-8); orientation to social valuation (9-13); orientation to the internal unique self (14+) |
| lifespan, lifespace career theory | Super; 3 aspects of car dev: lifespan, life space, and self concept; provided impetus for significant paradigm shift in career theory from focus on one time vocational choice to a career that devs over the lifespan |
| lifespan | career dev over 5 stages: growth, exploration, establishment, maintenance, disengagement, and 15 substages; each assoc with dev tasks |
| career maturity | physical, psych, and social char that contribute to indiv's readiness to deal with dev challenges that may occur at any career stage |
| career adaptability | Super and Knasel; adult career decision making readiness in the face of constantly changing work conditions; find ways to be responsible agents to engage to dynamic working environ |
| recycling | indiv can do this through stages in lifetime; people entering stage they have been through before |
| life space | other life roles in life that impact worker role |
| role salience | importance an indiv assigns a life role |
| life career rainbow | Super; evolving importance of 9 life roles within context of life stage and age (child, studnet, leisurite, citizen, worker, partner, homemaker, parent, pensioner) |
| self concept | an indivs perception of their personality char, abilities, and preferences; changes and devs over time and as indiv acquire life experiences and learn how they differ from others |
| Archway Model | depict how variety of social and indiv factors shape the self concept and career decisions an indiv makes throughout lifespan |
| Super's growth substages | curiosity, fantasy, interest |
| Super's exploration substages | crystalizing, specifying, implementing |
| Super's establishment substages | stabilizing, consolidating, advancing |
| Super's maintenance substages | holding, updating, innovating |
| Super's disengagement substages | decelerating, retirement planning, retirement living |
| career transition | move from one dev stage to the next; crisis is when a transition creates sig disruption |
| Schlossberg's transition theory | 4 diff types of transitions: anticipated (prob happen), unanticipated, chronic hassles, and nonevents |
| hopson and adams model of adult transition | types of transition: voluntary and involuntary; crises usually unanticipated and involuntary; model of adult transitions |
| model of adult transitions | 7 stages: immobilization, minimization, self-doubt, letting go, testing out, searching for meaning, internationalization |
| career decision making theories | less concerned with careers ppl chose, more about the process; are prescriptive (describe ideal appraoches) and descriptive (explain how to make vocational choices) |
| Tiedeman and O'Hara theory of career decision making | descriptive; two stages of decision making: 1) anticipating a choice (exploration, crystallization, choice, specification), 2) adjusting to the choice (implementing decision from stage 1; induction, reformation, integration) |
| Jains and Mann's conflict model of decision making | descriptive; how indiv handle conflicts when making choices; outline strategies for improving quality of decision making; assumes stress contributes to choice, high levels can lead to defective choice |
| conflict model of decision making 5 patterns to cope with stress | unconflicted adherence, unconflicted change, defensive avoidance, hypervigilance, vigilance |
| conflict model of decision making 3 anecdotal conditions (presence or absence determines which coping pattern to use) | 1) awareness of serious risks assoc with preferred alts (absence leads to unconflicted adherence/change), 2) hope for finding a better alt (absence to defensive avoidance), 3) belief of adequate time to search and eval alts (absence to hypervigilance) |
| Gelatt's decision making model | prescriptive; all decs have similar qualities, dec making process consists of: 1) rec that a dec needs to be made, 2) collect data and survey actions, 3) det outcomes and applying prediction/value sys, 4) make a choice; continuous and cyclical |
| cognitive information processing approach (CIP) | thought process in making a dec; pyramid of info processing |
| pyramid of information processing | 3 domains: 1) knowledge (self and occupational knowledge- like trait and factor theory), 2) decision making skills (CASVE, how to make dec), 3) executive processing (self talk messages, self awareness, temporal monitoring and control function) |
| integrative life planning-career decision making (ILP) | Hansen; explore how work is intertwined with other life roles to form meaningful career; diversity issues attended to |
| ILP 6 major life tasks | ILP 6 major life tasks: 1) finding work to change global context, 2) attend to health, 3) connect fam/work, 4) value pluralism/inclusivity, 5) explore spirituality and life purpose, 6) manage personal transitions and organizational change |
| social learning theory | Krumboltz; learning process, role of beh and cognitions in dec making; teaching clients how to implement career dec making techniques in own life |
| social learning theory 4 determinants that influence career choice | 1) genetic endowment, 2) environ conditions and events, 3) instrumental (reward/punishment) and associative (observaitonal) learning experiences, 4) task approach skills; interact of 4 mediated by 3 factors: self observation, task approach skills, action |
| planned happenstance | 3rd component of SLT- role change plays; leads to open mindedness and incr in options; normalizing, assisting, teaching |
| social cognitive career theory (SCCT) | belief to complete tasks and accomplish goals plays role in vocational interests and car choice; rooted in Bandura's social cog theory; reciprocal, triadic model; emphasizes self efficacy belief, outcome expectations, personal goals to influ career int |
| SCCT's model for performance and learning | likely to improve perf in interested areas resulting from pos learning exp; imp in perf and pos learning exp reciprocally reinforces indiv self-efficacy and outcome expectations for the activity |
| SCCT proximal factors | def as current circumstances that directly impact career choice; influ vocational options; counselors can help overcome these |
| relational approaches to career dev | relationships play a role in dec making in child and adol; these theories attend to how parents, sibs, and others influ car choice and dev |
| roe's personality dev and occupational classification | predicting occu choice on basis of bio, socio, and psych diffs |
| constructivism | psych persp that proposes indiv construct own realities and truths; no absolute truths; meaning clients assign to own probs |
| personal construct psychology | Kelly; indiv dev constructs to understand how world works and anticipate events; spectrum of bipolar points for events; group of vocational constructs (vocational construct sys) assists in finding purpose at work |
| personal construct psych - vocational assessments | vocational rep test, laddering techniques, vocational card sort |
| narrative career counseling | stories of indiv lives rather than personal constructs; includes past, present, and future dev in stories; agent, setting, action, instrument; probs when: instru and goals dont align, actions and goals dont match, agent and goal dont match |
| career construction theory | Savickas; postmodern, narrative approach; indiv construct car by imposing meaning on voc beh; emphasizes personality types, life themes, and career adaptibility |
| personality types in career construction theory | socially constructed clusters of attitudes and skills that have no truth or value apart form social constructions of time, place, and culture; strategies for adapting to work and reputation |
| life theme | from Adler's lifestyle concept; explains why behind a car choice; early exp and recoll play sig role in det lifestyle and choices; focus on occupational life task in this theory; stories of personal meaning, relay imp factors in life story |
| Chaos theory | Bloch; people live in complex and changing world, careers are dynamic systems not rep by trait and factor; concept using nonlinear logic; complexity, nonlinearity, unpredictability, emergence |
| career assessment common methods | interviewing, formal test, self assessment |
| interest inventory | id indiv world related interests; enjoyable and motivating but not correlate with ability or job success, indiv's pref, no right or wrong |
| personality inventory | unique char, styles of relating, tasks, and situations; frequently administered; prefs and no right/wrong |
| values inventory | value in career; help indiv prioritize work values; blueprint for dec making process |
| career dev inventory | personal factors that impede indiv car dev process; measure factors related to faulty career beliefs, anxiety, car maturity, car barriers |
| strong interest inventory SII | measures self reported interests; 16+ |
| campbell interest and skill survey CISS | measures self reported vocational interests and skills, 15+; based on holland's codes |
| COP system | 3 instruments that can be admin indiv or together; measure interest, abilities, values |
| career occupational preference system interest inventory COPS | measures car interests; 14+; 14 COP system career clusters; rate items to how much they like/not like doing it |
| career ability placement survey CAPS | measure how respondent's abilities correlate with entry reqs for each of the COPS 14 occu clusters; 14+; 8 subtests |
| career orientation placement and eval survey COPES | measure values that are relevant to occu selection and job satisfaction; high school/college; 8 dichotomous poles are the scales |
| self directed search SDS | based on holland's hexagon model and measures car interests and self estimates of abilities and competencies; high school, college, adults; self admin, self scored, and self interpreted |
| transition to work inventory, 3rd ed | match respondent's int to occu options by assessing leisure activities; for those with limited work exp, seeking new car, or retirement planning; high shcool and adults |
| kuder career search KCS | matches respond top vocational interests with occu clusters; those with limited work exp, new car, or retirement planning |
| vocational pref inventory VPI | assess indiv personality orientation and car int based on holland's hexagonal model; high school, college, adult |
| keirsey temperament sorter II KTS-II | assess personality type with intention of facilitating self understanding and awareness; associated with myers briggs types |
| myers briggs type indicator | car assessment based on theory of MB |
| work values inventory | assess importance of 15 work values |
| work orientation and values survey WOVS | assess respondents values and beliefs concerning work |
| my vocational situation MVS | diagnose difficulties in vocational dec making; 3 scales (identity, need for info, barriers) |
| career thoughts inventory CTI | improve the quality of indiv car dec by measuring and identifying neg or dysfuncitonal car thoughts; 3 scales (decision making confusion, commitment anxiety, external conflict) |
| career beliefs inventory CBI | dev by Krumboltz to assess invid car beliefs and id faulty beliefs that may interfere with car dec making process |
| career transitions inventory | assess psych barriers adults may face during car transition and resources indiv possess to make successful transition; 5 subscales (readiness, confidence, control, perceived support, decision indep) |
| career development inventory | based on Super's career maturity concept; measures indiv readiness to make edu and vocational choices |
| career maturity inventory revised CMI-R | assesses car choice attitudes and competence; scales (attitude scale and competence test) |
| career decision scale | designed to measure degree of vocational indecision and identifies car decision making difficulties |
| occupational projections | obtained by examining growth and replacement needs; influenced by population and economic factors |
| growth needs | occurs when demand for workers exceeds the number of existing workers and req more workers to be added to workforce |
| replacement needs | when wkrs are needed to replace those who have left the workforce due to retirement, returning to school, assuming household and child raising duties, or choosing not to work |
| occupational outlook handbook OOH | source of career info; pub by Bureau of Labor Statistics and revised every 2 yrs; 300 broad occu grouped into 25 categories |
| occupational information network O*NET | electronic source for occu info pub by US dept of labor; updated semiannually; replaced dictionary of occu titles; comprehensive occu listing, housing current info, skill req |
| standard occupational classification SOC system | organizes and classifies occupational titles using 6 digit code to classify |
| guide for occupational exploration GOE | JIST works publication |
| computer assisted career guidance systems CACG | indiv to move through basic steps of vocational decision making process with computer; self assessments; used for student career planning in schools; common systems include DISCOVER, SIGI PLUS, Choices |
| DISCOVER | pub by ACT; trait and factor method; middle school and adult versions; research based assessments; info on job search strategies |
| SIGI PLUS | system of interactive guidance and information; integrates self assessment info with in depth current occu info; help with vocational dec making and car planning |
| Choices | computer guided sys that provides car assistance; offers inventories (basic skills survey, interest profiler, and work importance locator) |
| informational interviewing | informal method of obtaining occu info so client can interview ppl who are currently employed in car field; not a job interview |
Created by:
briimvaldez