Career Development Flashcards
Frank Parson
Trait and Factor Theory (A Matching Theory)
- Trait and Factor theory is a three-part model developed by Frank Parsons and was first published in his book Choosing a Vocation (1909). Parsons is generally
recognized as the “father of guidance.” - His three-part model asserts that:
individuals must initially acquire a complete understanding of their own personal traits; that is, their particular characteristics and attributes including
their strengths and weaknesses
individuals must ascertain the factors involved in a particular occupation; that is, what is needed attribute-wise for success
individuals must use “true reasoning” in examining these traits and factors in order to make correct choices and good decisions - Trait and Factor Theory is sometimes referred to as a “matching theory” due to the desired results being a match of traits and factors.
Personality career and vocational theory
HOLLAND
- Holland’s theory is sometimes described as structural-interactive because it links various personality characteristics and corresponding jobs. It assumes that the
individual is a product of heredity and environment:
a. The choice of an occupation is an expression of personality
b. Members of an occupational group have similar personalities and histories of personal development
c. Members of an occupational group will respond to many situations and problems in similar ways
d. Occupational achievement, stability, and satisfaction depend on congruence between personality and job environment
HOLLAND
The preferences indicated by the six personality types and their relationships to pertinent occupation examples are as follows:
Realistic (R) – activities that involve explicit, ordered, or systematic manipulation of objects, tools, machines, or animals, such as a surveyor or mechanic.
Investigative (I) – observing, creative investigation, systematic, and symbolic concepts, such as a chemist or physicist.
Artistic (A) – ambiguous, free, unsystematized activities that include manipulation of physical, verbal, or human materials to create art forms or products, such as a graphic artist or writer.
Social (S) – manipulation of others to inform, train, develop, cure, or enlighten, such as teacher or counselor.
Enterprising (E) – manipulation of others to attain organizational goals or economic gain, such as political scientist, salesman, or executive.
Conventional (C) – explicit, ordered, systematic manipulation of data, such as an accountant or clerk.
Holland’s theory (1973) has had a great impact on the career counseling field despite criticism of its being too simplistic. He has developed three instruments in use by
career counselors:
Vocational Preference Inventory (VPI)
Self-Directed Search (SDS)
Vocational Exploration and Insight Kit (VEIK)
Roe’s theory was based on two major personality theories:
The work of Gardner Murphy and Maslow’s concept of needs
Roe saw vocational choice as heavily affected by the child-rearing practices used while the individual was developing. She noted three different practices:
a. Emotional concentration on the child – overprotecting and at the same time over-demanding behavior which makes the child dependent on parental approval
for need gratification.
b. Avoidance of the child – emotional rejection of the child as well as physical neglect, prompting the child to look to non-persons and objects for gratification of needs.
c. Acceptance of the child – incorporating of the child into the family unit as an equal and encouraging independence and interest in occupations that balance
personal and non-personal interests.
Roe was the first to categorize jobs into eight fields and six levels within each of those fields. The eight fields are:
(1) service (5) outdoor
(2) business contact (6) science
(3) organizations (7) general culture
(4) technology (8) arts and entertainment
Roe’s six levels are:
(1) professional and managerial (4) skilled(independent responsibility)
(2) professional and managerial (5) semiskilled
(less independence or fewer responsibilities)
(3) semiprofessional and small business
(6) unskilled
Krumboltz, Mitchell, and Gelatt (1975) identified four factors that influence career decisions:
1)Genetic endowment and special abilities such as: race, sex, physical appearance.
2) Environmental conditions and events such as: number and nature of jobs, neighborhoods and community influences.
3) Learning experience such as
Instrumental Learning Experiences (ILEs) in which antecedents, covert, and overt behavioral responses and consequences are present
Associative Learning Experiences (ALEs) in which the learner pairs a previously.
4) Task approach skills such as problem solving skills.
These four types of influences and their interactions lead to three types of outcomes:
a. Self-Observation Generalizations (SOGs) are overt or covert statements evaluating one’s own actual or vicarious performance in relation to learned standards
b. Task Approach Skills (TASs) are cognitive and performance abilities and emotional predispositions for interpreting, coping with, and predicting the environment
c. Actions or Entry Behaviors are overt steps in career progressions (applying for a job, changing a college major)
Developmental/Life Span Career and Vocational Theory
Ginzberg, Ginsburg, Axelrad, and Herma
investigated upper middle-class, white, Protestant, and Catholic populations, identifying three major periods in the career choice process: Fantasy (0 - 11 years) Tentative (11 - 18 years) Realistic (18 - into the 20s)
Developmental/Life Span Career and Vocational Theory
Super
Concept of career maturity
His model presents a longitudinal, developmental
approach rather than a one-time choice, also referred to as career maturity
Super
Lifespan
He has formulated life stages and the tasks that comprise them as follows:
1) Growth
2) Exploration
3) Establishment
4) Maintenance
5) Decline
Super:
Stage 1: Growth Life Stage Tasks (birth to 14 years)
Develop a picture of the kind of person one is and of the world of work and an understanding of the meaning of work
Three Substages:
Fantasy (4 - 10 years) – Needs are dominant; role-playing in fantasy is important.
Interest (11 - 12 years) – Likes are the major determinant of aspirations and activities.
Capacity (13 - 14 years) – Abilities are given more weight and job requirements are considered.
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Stage 2: Exploration Life Stage Tasks (14 – 24 years)
Implementing a vocational preference, developing a realistic self-concept, and learning more about various opportunities
Three Substages:
Tentative (14 - 15 years) – Needs, interests, capacities, values, and opportunities are all considered; tentative choices are made and tried out in fantasy, discussion, courses, work, etc.
Task: Crystallizing a vocational preference
Transition (18 - 21 years) – Reality considerations are given more weight asthe person enters the labor market or professional training and attempts to implement a self-concept.
Task: Specifying a vocational preference
Trial (with) Little Commitment (22 - 24 years)
A seemingly appropriate occupation having been found, a first job is located and is tried out as a potential for life work. Commitment is still provisional, and if the job is not appropriate, the person may reinstitute the process of crystallizing, specifying, and implementing a preference
