Theories of Career Development (Research Paper Sample)

Theories of Career development
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Theories of Career development
Introduction
Career development theories have derived their roots from personality theories. Such theories have made efforts to illuminate the interrelationship between people’s personality, behavior, race, gender and class with their career and work. However, some of the existing theories of career development are purely based on research on white males with upper and middle class background (Shearer &Luzzo, 2010). The applicability of career development theories to other groups of people such as women, other socioeconomic affiliations and people of color is therefore questionable since the development of those theories ignored them. Nevertheless, the emphasis on the characteristics of individual personality and psychology does not consider the context of a wider environment where people make decisions on career, hence, fail to take into account the challenges and constraint that are faced by the minority groups. Career development perspectives built on contemporary research based on ethnicity; race, class and gender are broadly investigated by this perspective (Ali &Menke, 2014). In discussing career development, we will focus on the career development theories such as a theory of work adjustment, life span, trait and factor, and social cognitive. This paper seeks to address the career development theories, their application and career assessment tools.
Life span theories
Life span theories demonstrate long term perspective of career development. The most common life span theory that addresses career development based on gender, class, and race is the Super’s Theory of Vocational Choice. This theory suggests that people go through phases of vocational development that involve tasks of development at each phase. The theory also takes into account the performance of the multiple roles as well as their interactions throughout the life span. However, some researchers have proved that this theory is not particularly applicable to women. This is because their roles have not specifically changed within the last decades (Wright, Perrone-McGovern, Boo & White, 2014). The Super’s Theory of Vocational Choice considers the concept of self and vocational maturity as significant determinants in the choices of occupation and career development. However, there is a direct link to some extent between the self concept of the people with color and the ethnic identity formation, and acknowledging needs effect in the life span theory. The low accessibility to job market opportunities, barriers from the society, reflects that low scores on the maturity of career maturity. Women have been at the verge of losing their careers due to the gender roles that the society has accorded to them. The theory hence explains the aspects of career development, gender, race and class as well as the struggles of women and the minority groups against the discriminations (Wright, Perrone-McGovern, Boo & White, 2014).
The application of the life span theory is seen in career development as an emphasis on the significance of self-concept development. According life span theory, self-concept changes with time, and develops due experience. Because of the assertion, career development is termed as life-long experience. Career development theorists addressed stages of career development with sub-stages of growth. According to Super occupational preferences and competencies coupled with individual life situations tend to change with time and experience. In his life span career theory, Super developed the concept of vocational maturity. This may correspond to the chronological age. People tend to cycle via every particular stage when they go through transitions in a career. Super asserts that in establishing a vocational choice that individual people are expressing their self-concept, or mastery of self that evolves to over a certain period. This theory is similar in premise with other career development theories in that it acknowledges the idea that people seek satisfaction in their career through their roles at work in which they are able to freely express themselves, implement and develop their self-concept (Glavin& Berger, 2012).
Social cognitive career theory
This theory of career development aims at identifying how personal attributes, external factors of environment and behavior interrelate in process of making decisions regarding career development. The theory in its attempt to address gender, race and class, focuses on the self-efficacy belief’s influence and the expectations of outcomes on behavior and goals. That is to say, if a person has a strong belief in his or her personal ability to pursue the attempt and have an outcome expectation of a particular behavior; they will exhibit behavior that will aid them in achieving that goal (Wright, Perrone-McGovern, Boo & White, 2014). Without depending on their behaviors, the outcome of the women and other minority, for instance people of color may be determined by discrimination, barriers, or bias. However, racial stereotypes and sex roles basically undermine beliefs in self-efficacy. Career options perceived as not open to people may be closed out. High expectations of self-efficacy particularly in non-supportive environments have made some less advantaged groups to achieve. Hence, the struggle of women and the minority groups has enabled them to achieve career development in spite of the discriminations based on gender, race and color (Gibbons, 2010).
The application of social cognitive career theory can be seen in the manner it puts responsibility and obligation on the part of career and school counselors. The counselors, through the help of social cognitive career theory continuously aim at assisting prospective first generation college students before joining colleges. Social cognitive theory upon which career development is grounded tries to explore the maturity of academic interest and careers, the manner of developing careers, and also the way of turning career choices into actions The application of social cognitive theory of career development is achieved through three major tenets: individual goals, self efficacy and outcome expectations. In social cognitive theory of career development, self-efficacy is the belief that people hold about their ability to complete the stages required successfully for a particular task. The theory firmly states that an individual basically tend to develop his/her own self-efficacy senses from his/herself, social interactions, personal performance, learning by example, and how they feel as a result of any situation they are exposed to. (Gibbons, 2010). Outcome expectations, according to the social cognitive theory of career development, are beliefs that are related to the implications of engaging in a particular behavior. Outcome expectations are usually formed in the application of the theory through past experiences, either direct or vicarious. perceived results of the given experiences are also formed Social cognitive theory of career development looks at goals as playing a major role in an individual’s behavior. It is a decision to start up a specific activity of a plan of the future. Social cognitive theorists organize and sustain behavior based on goals that were set previously (Glavin& Berger, 2012).
Social cognitive theory of career development is applied through regulating career interests through outcome expectation and self-efficacy. It means that people forms lasting interests in actions when they have experience of the positive outcome and personal competency. However, a person with a low personal competency belief tends to avoid actions. Negative outcome expectations are created by shortcomings that are perceived for instance, those shortcomings related to age, family constraints, gender, ethnicity socioeconomic status, or race even though a person may or may not have had a previous success in any particular area (Ali &Menke, 2014). Social cognitive theory of the development of career is also applied by School counselors to help those students who are likely to be the first generation college students to aid them in reconsidering some of their college or career perceptions. In a bid to increase the student’s options and college entry success, school counselors provide interventions and activities (Gibbons, 2010).
The Theory of Work Adjustment
Looking at career development and career choice is a continuous process of accommodation and adjustment in which a person seeks work in environments and organizations that are able to match his or her requirements in relation to his or her needs. On the other hand, organizations seek individuals who possess the abilities to meet their own requirements. The The relationship existing between and individual and the work environment is highlighted by the theory of Work Adjustment (TWA). The theory was basically formulated to act as a framework intended to guide vocational psychology research program. Vocation psychology is the primary area of Theory of Work Adjustment (TWA) application today. The development of instruments and materials has been brought about by the theory of Work Adjustment (TWA).it has brought about the development of as series of research monographs, for example, Minnesota Studies in Vocational Rehabilitation. The theory has contributed in conceptualizing various ideas. In its application, the theory draws an inference that work is seen as an interaction that occurs between a person and the work environment he/she is in. The environment of work demands that particular activities be carried out, and individual people bring up the skills to conduct those activities. The individual people require compensation for performing the required tasks. In addition, people demand specific conditions as ...