This document outlines a study on career life cycles and influences on career progression. It begins with an introduction and agenda, then discusses the origination of the study idea and initial assumptions. The goals are to identify influences that shape career decisions and understand how professionals move through career stages. A literature review covers developmental theories, vocational choice models, and motivation theories. Key takeaways are that influences, motivations, self-awareness and balance impact career progression. The document proposes applying the findings to enrollment management career stages and conducting further research.
1. “Pioneering” Your
Career Life Cycle
NAGAP 2012
Joshua LaFave Kristen Trapasso
Director of Graduate Director of Graduate
Enrollment Admissions
Whitman School of Management LeMoyne College
Syracuse University, Syracuse, Syracuse, NY
NY
2. Agenda
• Introduction
• Origination of Study Idea
• Initial Assumptions and Rationale
• Goals of our Study
• Literature Review
• Key Takeaways from Literature Review
• Finding Personal Equilibrium and Balance
• Applications to Enrollment Management
• Invitation for Continued Study
10. “So, instead of looking for keys to
successful careers, we’ve settled on
careers as keys to success.”
-The Career Management Challenge Balancing Individual
and Organizational Needs by Peter Herriot
11. Initial Assumptions and
Rationale
• Hypothesis:
o There are numerous influences that interact
within the realm of our professional career. The
perceived significance of these influences in
each stage shapes the decisions we make in a
continual search for professional equilibrium.
12. Initial Assumptions and
Rationale
• There is a perceived career “life-cycle” of an
enrollment management professional
• Internal and external influences affect personal and
professional commitment to one’s job/motivation
for excelling
• As one’s “life cycle” advances, the impact of these
influences change
13. Initial Assumptions and
Rationale
• Explore further:
o What are the influences?
o What is the interpretation of these influences as they relate
to balance?
o Are there established tracks or are they personally
motivated?
o At what point does someone move into a different career
stage?
o How do we use this information to make informed decisions
for ourselves and for those around us?
14. Visual Model:
Influences and Career Progression
Personal/Social
Environment
Internal Balance
Environment
Professional
Exploring Stage Confidence Stage Protecting Stage
15. Goals of Our Study
• Identify influences that shape internal and external
decisions in one’s career
• Understand how we move within our career and
what influences are the catalysts for this movement
• Benchmark lifecycles of other professions
• Link previous research with survey findings and
identify enrollment management specific findings
16.
17. Literature Review
What models/theories are there that would help
identify career stages, influences and how/why we
make decisions?
18. Developmental Theory
• An evolution
• Levinson, et al., describes adulthood is a series of
stable and transitional periods
• During stable periods, one follow fairly clear goals
• Periodically, one must reorder priorities and change
behavior in order to compensate for “neglected
dimensions of the self”: unfulfilled ambitions, newly
acquired interests, changes in family dynamics, etc.
19. Vocational Choice: "Life Stages and Life
Roles” (Donald Super)
• As we move through different stages in our lives, we
also move through different stages in our careers
• People don’t follow a straight path of career
development. Super calls it the Life Career Rainbow
o Identifies the different “life roles” we play at different times in our
lives
20. Life Career Rainbow
• Super’s main concepts:
o Influences
o Balance
o Career Maturity
o Self Concept
• People go through changes as they mature and
are affected by:
o Socioeconomic factors
o Mental and physical abilities
o Personal characteristics
o Opportunities
21. Social Cognition Career
Albert Banduras
• Addresses culture, gender, genetic endowment,
social context and unexpected life events that may
interact with and supersede the effects of career-
related choices
• Focuses on the connection of self efficacy,
outcome expectations and personal goals that
influence an individual’s career choice
o We continue doing something because we had a good
experience, proven success and high self esteem as a
reward
22. Role Taking
George Herbert Mead
• Role taking has two components:
1. Thinking about oneself from the perspective of others
2. Regulating one’s behavior based on what one thinks
others expect
• “Maturity” is the ability to make the distinction between
the actor’s and the observer’s view
• Awareness and maturity are expected to change
throughout a person’s individual life and lifestyle
23. Lifecycle Career Management
Adizes
• “Growing up doesn’t mean getting past all the
problems. Growing up means being able to handle
bigger and more complex problems.”
• Becoming mature and aware of a need for career
change; creating consciousness in order to make
mature decisions
• Maturity and awareness
24. Vroom’s Three Tenants:
Expectancy Theory
1) Valence:
o The value of perceived outcomes. What’s in it for me?
o The value placed on the rewards respective to: personal needs,
lifestyle, goals, values and sources of motivation
o In order for the valence to be positive, the person must prefer
attaining the outcome to not attaining it
25. Vroom’s Three Tenants:
Expectancy Theory
2) Instrumentality:
Performance (P) → Outcome (O)
o Belief that a person will receive a reward if the performance
expectation is met: pay increase, promotion, recognition or sense
of accomplishment
o Clear path?
o Instrumentality is low when the reward is given for all
performances given
o If individuals trust their superiors, they are more likely to believe
their leaders’ promises.
26. Vroom’s Three Tenants:
Expectancy Theory
3) Expectancy:
Effort (E) → Performance (P)
o The belief that one's effort will result in desired performance goals
o The belief that one is able to complete the actions; capability
o Beliefs usually based on an individual's past experience
supporting self confidence/self efficacy
27. Vroom’s Expectancy Theory:
Motivational Force
• Motivational Force (MF) = Expectancy X
Instrumentality X Valence
o Behavioral options: the option with the greatest motivational
force (MF)
o Expectancy and instrumentality are attitudes (cognitions) that
represent an individual's perception of the likelihood that effort →
performance → desired outcomes
o Valence is rooted in an individual’s value system
28. Other Theories Considered
• Motivation Theories
o Acquired Needs : we seek power, achievement, affiliation and
needs are shaped over time from experiences
o Cognitive Dissonance: non-alignment is uncomfortable →
change
o Consistency Theory: we seek the comfort of internal alignment →
change
o Intrinsic Motivation: motivated by internal factors, as opposed to
the external drivers of extrinsic motivation; intrinsic motivation
drives me to do things just for the fun of it, or because I believe it is
a good or right thing to do.
• Maslow’s Study of Individual Needs
29. Key Takeaways from Literature
Review
•Lifestyle
•Personal Needs
Valence •Quality of Life
• Social Context/Relationships
• Goals
•Instrumentality (Tangible returns) Self-
•Psychological Contract
Influences Motivations •Acquired Needs Awareness
• Internal
• Altruism
and Balance
• Life Experience
• Professional Experience
Self-Concept • Emotional Intelligence
30. Applications to Enrollment
Management Stages
• Influences
o Within each stage
o Career spanning
• Balance
o Demands of personal and
professional life
• Maturity
• Self-Concept
32. Finding Personal Equilibrium and
Balance
• Personal
• Occupational
• Institutional/Employer
• Professional Involvement
33. Invitation for Continued
Study
• Construct a study to identify possible career stages and
applications to a model
• Learn personal and professional influences
• Assign values of influences and motivations as identified by
sample of graduate enrollment managers
• What do they mean? Anything?
• Will we do our jobs differently? Will this improve the mentoring
process?
• Identify:
o Influences
o Motivations
o Balance
o Valence
o Instrumentality
o Expectancies
34. “Find a job you love and you’ll never work a
day in your life.” ~ Confucius
Editor's Notes
This is where we will introduce ourselves, and share the reasons we wanted to begin this study.
Careers as the climbing ladder: implying that the only movement is upwards
Sacrificing your bishop now has implications for three moves ahead int eh future
The survival of the nastiest as the Darwinian principle
You have to be really careful with each step you take or you’ll blow up or at least be diverted off course
If we haven’t attained a certain level by a certain age then we feel that we’ve blown our chances
Clean this one up a bit.
Need to discuss six stages in depth in terms of what they mean and how they assist us in determining the vocation we choose and stages of development.Career maturity, a main concept in Super’s theory, is manifested in the successful accomplishment of age and state developmental tasks across the life span.
People behave in a certain way because of what they expect the result of that behavior to beMotivation for the behavior is determined by the desirability of the outcomeAt the core of the theory is the cognitive process of how an individual processes the different motivational elements
Studies are done on other professions
Where the influences impact us. The elements of our personal/professional self.