CAREER AND HUMAN RESOURCE DEVELOPMENT

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 roziah_m@upm.edu.my

2. Topic 2 CAREER DEVELOPMENT THEORY

3. History of Career Development Theorizing

4. History of Career Development Theorizing

5. History of Career Development Theorizing

6. History of Career Development Theorizing

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

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. YOU 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

18. Gottfredson’s Theory of Circumscription and Compromise • This theory concerned with how career aspiration develop. • It is predicated on four basic assumptions:

19. Gottfredson’s Theory of Circumscription and Compromise • Gottfredson’s Developmental Stages

20. Krumbotlz’s Social Learning Theory of Career Choice

21. Krumbotlz’s Social Learning Theory of Career Choice

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

30. 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