Presentation On Super Career Theory Updated

 Why

did I choose my major subject?  What course has excited me and why?  Do I prefer team or individual projects?  What career do I pursue in life?  Do I have enough skills and education for this career? (video clip) Source: Powel (1974), Career Planning and Placement for College Graduate p.6

By: 

Krishna K. Bista April 23, 2009

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A professor emeritus of psychology and education at Teachers college, Columbia University. Received his Doctor of Science degree from Oxford University. His books: Appraising Vocational Fitness, The psychology of Careers, Computer Assisted Counseling, Measuring Vocational Maturity, and Career development in Britain. Used psychological tests for vocational counseling and personnel selection. His research has omitted women, people of color and the poor.

Super (1976) defined career as-“the course of events which constitutes a life; the sequence of occupations and other life roles combine to express one’s commitment to work in his or her total pattern of self-development . . . Careers exist only as people pursue them; they are personcentered. It is this last notion of careers, ‘they exist only as people pursue them,’ which summarizes much of the rationale for career guidance.” (p. 4)

 Self-concept

theory Behavior is a reflection of an individual Selection or rejection of an occupation depends upon his or her belief  Developmental psychology life in the scale of five distinct stages career development is built upon the framework of these life stages

Individuals’ self-concepts play central roles in their career choices During adolescence individuals first construct a career self-concept Develop ideas about work Crystallize or narrow their choices Begin to initiate behavior for some type of career Begin specific training for a career In later life, begin to consolidate & engage in career enhancement

 As

one matures, his/her selfconcept becomes stable  Vocational decisions of adolescence are different from adults  Diverse vocational behaviors can be better understand by viewing changing life cycle/stage

Stable patternConventional pattern Unstable pattern Multiple trial pattern FACTORS: Psychological, physical, situational & societal

5 Life Stages Growth Exploration Establishment Maintenance Disengagement/Decline

Stage

Age

Characteristics

Growth

Birth-14 Development of self-concept, attitudes, needs and general world of work

Exploratio n

15-24

“Trying out” through classes, work hobbies. Tentative choice and skill development

Establishment 25-44

Entry-level skill building and stabilization through work experience

Maintenance

45-64

Continual adjustment process to improver position

Decline

65+

Reduced output, prepare for retirement

Adolescence Life stage 14-25 Decline

Early Middle Late adulthood 25- adulthood 45-adulthood 45 65 65+

Giving less time to Reducing sports hobbies participation

Verifying current Maintenance occupational choice

Making occupational position secure

Focusing on essentials

Reducing working hours

Holding one's own against competition

Keeping what one enjoys

Establishment

Getting started in a chosen field

Settling down in a Developing new Doing things one suitable position skills has wanted to do

Exploration

Learning more about opportunities

Finding desired opportunity

Identifying new tasks to work on

Growth

Developing a realistic selfconcept

Learning to relate to others

Developing and Accepting one's valuing nonown limitations occupational roles

Finding a good retirement place

 Life

Space – “Theatres”

Child  Student  Leisurite 

Citizen  Worker  Homemaker 

Spouse  Parent  Pensione r 

1. The crystallization stage, ages 14-18 -formulate ideas about appropriate work -differentiate of interests & values 2. Specification stage, ages 18-21 -awareness of the need to specify -planning for preferred occupation 3. Implementation stage, ages 21-24 -executing plans to qualify for entry -obtaining an entry job

4. The stabilization stage, ages 24-35 -planning for stabilization -accepting the inevitability 5. Consolidation, age 35 -planning for consolidation & advancement 6. Readiness for retirement, age 55 -planning of retirement

People differ in their abilities, interests and personalities.  They qualify by the virtue of these characteristics.  Self concept changes according to time and experience.  Vocational pattern may be summed up in a series of life stages.  There are various roles and factors in choosing a profession. 

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Think Career Planning Explore Career Options Update to the World-of-Work Enhance Knowledge and Skills Make Career Decision Skills

 Identify

the stages of learners  Point out the potentiality of learners  Focus on their interests, abilities & personalities  Motivate towards life-roles and responsibilities  Acknowledge the dynamic world of work

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Super’s greatest contribution to career development emphases on the role of selfconcept development. Super recognized that the self-concept changes and develops as a result of experience. People successively refine their selfconcept(s) over time, and application to the world of work creates suitable career.

Brown, D, and Brooks, L (Eds), Career Choice and Development: Applying Contemporary Theories to Practice , San Francisco: Jossey-Bass, 2008. Brown, L. Brooks, & Assoc. (Eds.), Career choice and development (3rd ed.). San Francisco, CA: JosseyBass Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. Dawis, R.V. (1996). The theory of work adjustment and person-environment-corresopnce counselling. In D. Brown, L. Brooks, & Assoc. (Eds.), Career choice and development (3rd ed.) San Francisco, CA: Jossey-Bass. (pp. 179-232). Holland, J.L. (1997). Making vocational choices (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall. Krumboltz, J.D. (1994). Inmproving career development theory from a social learning theory perepective. In M.L. Savickas & R.W. Lent (Eds.), Convergence in career development theory (pp. 9-32). Palo Alto, CA: CPP Books. Super, D.E., Savickas, M.L., & Super, C.M. (1996). The life-span, life-space approach to careers. In D. Brown, L. Brooks, & Assoc. (Eds.), Career Choice and development (3rd ed.) (pp. 121-178). San Francisco, CA: Jossey-Bass. Super, D.E. (1990). A life-span, life-space approach to career development. In D. Brown & L. Brooks (Eds.) Career choice and development: Applying contemporary theories to practice (2nd ed.), p. 216. San Francisco: Jossey-Bass. Osipow, S. H. (1973). The theories of career development. New Jersey: Prentice-Hall, Inc. Vroom, V.H. (1964). Work and motivation. New York: Wiley. Young, R.A., Valach, L., & Collin, A. (1996). A contextual explanation of career. In D. Brown, L. Brooks, & Assoc. (Eds.), Career Choice and development (3rd ed.) (pp. 477-512). San Francisco, CA: JosseyBass.

Any

Occupation: Match of the individual and the career  Career: develop from developmental psychology  Vocation: mixed of both 