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Personality and Development > Chapter 3: Career Development > Flashcards

Chapter 3: Career Development Flashcards

1
Q 
Development of self-concepts
through identifying with key figures
in family. Begin to learn behaviors
associated with self-help, social
interaction, self-direction, goal
setting, and persistence.
A

Growth

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2
Q

Needs are a
priority, fantasy role play is
important

A

Fantasy (4-10) [Growth]

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3
Q

Likes are

key in aspirations and activites

A

Interests (11-12 yrs old) [Growth]

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4
Q

Abilities
become clear and important with
job requirements being
considered.

A

Capacity (13-14 yrs) [Growth]

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5
Q 
 Developing what kind of
person they want to be
 Realization of the world of
work
 Understanding the meaning
of work
A

Growth

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6
Q

Self-examination, role try-outs, and
exploring of occupations begin to
take place in school, during leisure
activities, and part-time work.

A

Exploration

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7
Q 
Needs,
interests, capacities, values, and
opportunities are all considered.
Tentative choices are made and
tried out. Possible work roles are
identified.
A

Tentative (15-17 yrs) [Exploration]

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8
Q 
Realistic
considerations become valuable
while entering professional training
or work force and individual
attempts to implement self-concept.
A

Crystallizing a Vocational
Preference
Transitions (18-21 yrs) [Exploration]

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9
Q 
A seemly appropriate
occupation has been found, a first
job is tried as potential life work.
Commitment is provisional and if
not appropriate, the individual may
begin process over of crystallizing,
specifying and implementing a new
preference.
A

Specifying a Vocational
Preference
Trial-Little Commitment (22-24
yrs) [Exploration]

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10
Q

 Choosing a job preference

 Developing a realistic self-
concept

 Learning more about
opportunities

A

Exploration

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11
Q 
The individual has found their
permanent and appropriate field
of work. These years are
considered to be the most
productive and creative years of
the life span.
A

Establishment

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12
Q 
The individual settles
down. During this stage the
individual begins to support
themselves and their family.
They begin to develop a lifestyle,
make use of their abilities and
past training. They may also
begin to become involved in
meaningful interests.
A

Trial (with commitment - age

25-30) [Establishment]

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13
Q 
Individuals begin to become
more focused on their place in
their occupation. They become
interested in their security and
advancement.
A

Advancement (age 31-43) [Establishment]

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14
Q 
They also have
the expectation that they will
become financially stable and
move towards challenging levels
of responsibility and
independence. This stage may
become very frustrating if
advancement is not forth coming.
A

Advancement (age 31-43) [Establishment]

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15
Q 
 Becoming stable in a
chosen occupation
 Consolidating chosen
occupation
 Advancement
A

Establishment

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16
Q 
The individual has already
made a place in the world of
work, NOW the concern is
how to hold on to it:
 Little new ground is
broken; the individual
basically maintains their
established work patterns
A

Maintenance

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17
Q 
 Concerned about
maintaining present
status
 Concerned about
competition from younger
workers in the
advancement stage.
A

Maintenance [Around 44 years]

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18
Q 
 Accepting new limitations
 Identifying new problems
to work on
 Developing new skills
 Focusing on essential
activities
 Presentation of achieved
status and gains
A

Maintenance

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19
Q 
During this stage there is a physical
and/or mental powers decline. Work
activity begins to change or cease.
The individual gradually involves
themselves in other life roles.
A

Decline

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20
Q 
The
individual may begin to ask for their
work to be delegated to other
individuals. They may also become
more selective in what they do or how
they participate in activities.
A

Disengagement (age 60-64) [Decline]

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21
Q 
With the
anticipation of retirement some begin
to plan carefully, and others gradually
or suddenly become aware of the fact
of impending retirement and plan less
carefully.
A

Disengagement (age 60-64) [Decline]

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22
Q 
Individuals
begin to give up their jobs or careers.
They begin to immerse themselves in
other roles, home life, hobbies, civic
activities, and on occasion studies.
A

Retirement (age 65 & up) [Decline]

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23
Q 
The cessation of the worker role
comes to some very easily and
pleasantly and to others with difficulty
and disappointment, and to some with
death.
A

Retirement (age 65 & up) [Decline]

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24
Q

 Selective reduction in pace and/or
load of work
 Planning for retirement
 Retirement living

A

Decline

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25
Q

This approach gives explicit attention to behavioral style or personality types as the major
influence in career choice development. This is described as structurally interactive.

A

Holland Theory of Vocational Types

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26
Q

an expression of personality and not random

A

Occupation choice

27
Q

Members of an occupational group have

A

similar personalities

28
Q

People in each group will respond to situations and problems _______

A

similarly

29
Q

Occupational achievement, stability and satisfaction depends on

A

congruence

between one’s personality and job environment

30
Q

work with hands, machines, tools, active, practical, adventurous
High traits - practical, masculine, stable
Low traits - sensitive, feminine, stable
Occupations - construction, farming, architecture, truck driving, mail carrier

A

Realistic

31
Q

thought, analytical approaches, explore, knowledge, ideas, not social
High traits – scholarly, intellectual, critical
Low traits – powerful, ambitious, adventurous
Occupations – biologist, chemist, dentist, veterinarian, programmer

A

Investigative

32
Q

literary, musical, artistic activities, emotional, creative, open
High traits – expressive, creative, spontaneous
Low traits – orderly, efficient, conventional, social, masculine
Occupations – artist, musician, poet, interior designer, writer

A

Artistic

33
Q

train, inform, educate, help, supportive, avoid technical skills, empathy,
relationships
High traits – cooperative, friendly, humanistic
Low traits – ambitious, creative, strong,
Occupations – social work, counseling, police officer, LPN

A

Social

34
Q

verbally skilled, persuasive, direct, leader, dominant
High traits – ambitious, adventurous, energetic
Low traits – intellectual, creative, feminine
Occupations – lawyer, business executive, politician, TV producer

A

Enterprising

35
Q

rules and routines, provide order or direct structure, great self
control, respect power and status, punctual, orderly
High traits – stable, efficient, dependable, controlled
Low traits – intellectual, adventurous, creative
Occupations – bank teller, clerk typist, cashier, data entry

A

Conventional

36
Q

the amount of spread between one’s first and second code letters;
denotes how clear one’s type is.

A

Differentiation

37
Q

– lack of fit between one’s type and work environment. People leave
jobs because of too much incongruence or because of a chance to increase their
congruence. Best decision makers are I’s; worst are C’s.

A

Incongruence

38
Q

closeness on the hexagon of one’s first and second choices. The higher
one’s consistency, the more integrated one’s characteristics (values, interests, traits)
and the greater one’s vocational maturity, persistence and achievement.

A

Consistency

39
Q

The concept of self efficacy is the focal point of

A

Bandura’s Social Cognitive Theory

40
Q

By means of the self system, individuals exercise control over their thoughts, feelings,
and actions. Among the beliefs with which an individual evaluates the control over
his/her actions and environment, self-efficacy beliefs are the most influential predictor of
human behavior.

A

Bandura’s Social Cognitive Theory

41
Q

The level and strength of self-efficacy will determine:

A

 whether coping behavior will be initiated;
 how much effort will result;
 how long the effort will be sustained in the face of obstacles.

42
Q

the belief in one’s capabilities to organize and execute the courses of
action required to produce given attainments.

A

Self-Efficacy

43
Q

Accomplishments-previous successes or failures (most

influential)

A

Personal Performance

44
Q

Watching others, modeling, mentoring

A

Vicarous Experience

45
Q

Verbal encouragement or discouragement

A

Verbal Persuasion

46
Q

Perceptions of stress reactions in the body

A

Physiological and Emotional Factors

47
Q

plays the central role in the cognitive regulation of motivation, because
people regulate the level and distribution of effort they will expend in accordance with
the effects they are expecting from their actions.

A

Self-Efficacy

48
Q

relates to a person’s perception of their ability to reach a goal.

A

Self-efficacy

49
Q

People will be more inclined to take on a task if they
believe they can succeed. People generally avoid tasks where their self efficacy is low,
but engage when it is high.

A

Choices regarding behavior

50
Q

Self efficacy significantly higher than ability can lead to

A

psychological damage.

51
Q

Significantly low self efficacy leads to an

A

inability to grow and

expand skills.

52
Q

Optimum levels of self efficacy are a little above ability, which encourages
people to

A

tackle challenging tasks and gain valuable experience.

53
Q

People with higher self efficacy in a task are likely to

A

expend more effort

and persist longer than with low efficacy.

54
Q

Low self efficacy can lead people to

A

believe tasks are

harder than they actually are.

55
Q

People with a high self efficacy are

generally of the opinion that

A

they are in control of their own lives:

56
Q

people with low self-efficacy may see

their lives as somewhat

A

out of their hands and with fate.

57
Q

refers to the person’s estimate that a given behavior will

lead to particular outcomes.

A

Outcome expectation

58
Q

an estimate that one can successfully execute the

behavior required to produce the outcomes sought.

A

Efficacy expectation

59
Q

play a central role in the career decision-making process.
People move toward those occupations requiring capabilities they think they either have
or can develop.

A

Self-beliefs about abilities

60
Q

relate to

one’s determination to engage in certain activities to produce a particular outcome.

A

Personal goals

61
Q

Bandura’s Triadic Reciprocal Model of Causality – these factors are all affecting each
other simultaneously

A

 personal attributes,
 external environmental factors
 overt behavior

62
Q

turn shape people’s interests, goals,

actions, and eventually their attainments.

A

Self-efficacy beliefs and outcome expectations

63
Q

is the process of developing and implementing a self-concept.
As the self-concept becomes more realistic and stable, so does vocational choice and
behavior. People choose occupations that permit them to express their self-concepts.

_______ is related to the degree that they’ve been able to implement their self-
concepts.

A

Vocational development

Work satisfaction

64
Q

Similarity between one’s actual vocational behavior and what is
expected for that stage of development. Career maturity includes readiness to cope with
developmental tasks at a given stage. It is both affective and cognitive.

A

Career Maturity

Personality and Development (3 decks)

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