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WED 466: Unit 4

Fall, 2005. WED 466 Unit 4. 2. General Objective. Understands the psychological foundations of workforce education.. Fall, 2005. WED 466 Unit 4. 3. Career Development. a lifelong process involving psychological, sociological, economic, and cultural factors that influence individuals' selecti

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WED 466: Unit 4

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    1. Fall, 2005 WED 466 – Unit 4 1 WED 466: Unit 4 Psychological Foundations of Workforce Education

    2. Fall, 2005 WED 466 – Unit 4 2 General Objective Understands the psychological foundations of workforce education.

    3. Fall, 2005 WED 466 – Unit 4 3 Career Development “…a lifelong process involving psychological, sociological, economic, and cultural factors that influence individuals’ selection of, adjustment to, and advancement in the occupations that collectively make up their careers” (Brown, 2003, p. 30) Brown, D. (2003). Career information, career counseling, and career development. Boston, MA: Allyn Bacon.

    4. Fall, 2005 WED 466 – Unit 4 4 Good vs. Bad Theories Good theories have well-defined terms and easily interpreted constructs. Good theories explain the career development process for all groups. Good theories explain why people choose careers and become dissatisfied with them. Good theories are parsimonious.

    5. Fall, 2005 WED 466 – Unit 4 5 Early Theories Have limited applicability to special groups – women, European men and women. Are culturally oppressive because they are rooted in Eurocentric beliefs Reflect independent, not dependent career decision making.

    6. Fall, 2005 WED 466 – Unit 4 6 Career Choice and Development Categories Trait and Factor Theories Developmental Theories Theories Based in Learning Theory Socioeconomic Theories

    7. Fall, 2005 WED 466 – Unit 4 7 Holland’s Theory of Vocational Choice Individual personality is the primary factor in vocational choice. Interest inventories are personality inventories. Daydreams about occupations are precursors to occupational choice. Identify is related to a small number of focused vocational goals. Career success and satisfaction is related to choosing an occupation that is congruent with one’s personality.

    8. Fall, 2005 WED 466 – Unit 4 8 Holland’s Six Personality Types Realistic Investigative Artistic Social Enterprising Conventional

    9. Fall, 2005 WED 466 – Unit 4 9 Holland’s Six Work Environments Realistic Environment Investigative Environment Artistic Environment Social Environment Enterprising Environment Conventional Environment

    10. Fall, 2005 WED 466 – Unit 4 10 Theory of Work Adjustment (TWA) People have two types of needs. Biological (survival) Psychological (social acceptance) These needs give rise to drive states. Work environments have requirements that are analogous to individual needs. Workers select jobs because of the perception that the job will satisfy their needs.

    11. Fall, 2005 WED 466 – Unit 4 11 Predicting Worker Success (i.e., worker adjustment) Skills Job-related skills Aptitudes Potential to develop job-related skills Personality Combination of skills and aptitudes

    12. Fall, 2005 WED 466 – Unit 4 12 Super’s Life-Span, Life-Space Theory People differ in their abilities, personalities, needs, values, interests, traits, and self-concepts. People are qualified, by virtue of these characteristics, each for a number of occupations. Each occupation requires a characteristic pattern of abilities and personality traits. Vocational preferences and competencies change with time and experience. Self-concepts are increasing stable beginning in late adolescence. The process of change is a series of life stages.

    13. Fall, 2005 WED 466 – Unit 4 13 Super’s Life Stages Growth Stage Exploratory Stage Establishment Stage Maintenance Stage Decline Stage

    14. Fall, 2005 WED 466 – Unit 4 14 Super’s Life-Span, Life-Space Theory (continued) The nature of the career pattern is determined by the individual’s parental socioeconomic level, mental ability, education, skills, personality characteristics, career maturity, and the opportunity to which he/she is exposed. Success in coping with environmental demands depends on the readiness of the individual to cope (career maturity). Career maturity is a hypothetical construct. Life stage development can be guided partly by the maturing of abilities and interests and partly by aiding in reality testing and in the development of self concepts.

    15. Fall, 2005 WED 466 – Unit 4 15 Super’s Life-Span, Life-Space Theory (continued) The process of career development is developing and implementing occupational self-concepts. Several factors influence the process of synthesis of or compromise between individual and social factors. Work satisfaction is proportional to the degree to which they have been able to implement self-concepts. Work and occupation provide a focus for personality organization.

    16. Fall, 2005 WED 466 – Unit 4 16 Krumboltz’s Social Learning Theory Factors that influence career decision making: Inherited characteristics Environmental conditions and events All previous learning experiences Task approach

    17. Fall, 2005 WED 466 – Unit 4 17 Socioeconomic Theories Status Attainment Theory Family socioeconomic status influences occupational choice. Dual Labor Market Theory Core firms have internal labor markets. Peripheral firms make no long-term commitments to employees. Race, Gender, Career African Americans earn less than whites. Women earn less than men.

    18. Fall, 2005 WED 466 – Unit 4 18 Emerging Theoretical Statements Social-Cognitive Career Theory Interaction of people with their environment is highly dynamic. Career-related behavior is influenced by behavior, self-efficacy beliefs, outcome expectations, goals, and genetically determined characteristics. Direct and indirect variables influence actual career choice and development. Performance in educational activities and occupations is the results of interactions among ability, self-efficacy beliefs, outcome expectations, and goals.

    19. Fall, 2005 WED 466 – Unit 4 19 Career Information-Processing Model People develop self-knowledge and knowledge about careers. Individuals draw on generic information-processing skills to make career decisions. Generic Information Processing Skills are CASVE: communication, analysis, synthesis, valuing, and execution Metacognitions are the cognitive functions essential to monitoring and regulating the decision-making process. Emerging Theoretical Statements

    20. Fall, 2005 WED 466 – Unit 4 20 Work and Cultural Values Cultural values are factors important to career development and vocational behavior. Contextual variables – socioeconomic status, family or group influence, and discrimination influence career choice, satisfaction, and/or success.

    21. Fall, 2005 WED 466 – Unit 4 21 Career Choice and Satisfaction Values – beliefs about how one should function. Values relate to: Human nature Person-nature relationship Time orientation Activity Self-control Social relationships Collateral allocentrism

    22. Fall, 2005 WED 466 – Unit 4 22 Career Choice and Satisfaction Enculturation – process by which individuals incorporate beliefs and values of their cultural group to form a values system Monoculturalism – beliefs and values of one culture Biculturalism – the unlikely concept of adopting the values of two or more cultures Acculturation – enculturation of beliefs from a culture different from one’s own. Dominant cultures – values that are often at odds with the values of minority cultures

    23. Fall, 2005 WED 466 – Unit 4 23 Brown’s Values-Based theory Highly prioritized work values are the most important determinants of career choice for people who value individualism. Collective social values heavily influence occupational decision making. Cultural values regarding activity do not constrain occupational decision making. Differing value systems of men, women, and different cultural influence occupational entry rates. Choosing an occupational value involves a series of estimates. Occupational success is related to job-related skills. Occupational tenure is partially the result of the match between the cultural and work values of the worker, supervisors, and colleagues.

    24. Fall, 2005 WED 466 – Unit 4 24 Contextualist Theory of Career Career-related behaviors are goal-directed results of the individuals’ construction of the context in which they function. Actions take place in a series of sequential steps that occur in social context from which the actor cannot be separated.

    25. Fall, 2005 WED 466 – Unit 4 25 Theories of Decision-Making Prescriptive models describe how decisions ought to be made. Descriptive models describe how decisions are actually made.

    26. Fall, 2005 WED 466 – Unit 4 26 Summary Theories of career choice and development provide guides to this complex phenomenon. Trait and factor theories (particularly Holland’s model) are of greatest influence. There is increasing interest in theories based in learning theory. Constructivists’ theories are receiving increasing attention.

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