This document provides an overview of a presentation on career planning and development. It discusses key topics like defining careers versus jobs, who is responsible for career planning, theories of career planning, and the importance of self-awareness. The presentation encourages participants to engage in personal strategic planning by considering their strengths, values, goals and how trends may impact their careers. Activities are included to help participants establish goals and discuss their career visions with others. The overall aim is to help individuals take ownership of their career development.
Eaquals Training for Excellence: Coaching, Loraine Kennedy eaquals
This 2-day workshop covers coaching and mentoring in the workplace. It discusses using coaching to motivate employees and help them improve performance. The document outlines coaching models and skills like listening, questioning techniques and setting goals using the GROW model. Coaching focuses on employees' potential and helping them overcome obstacles to achieve their goals.
Developmental Career Theories discusses several prominent career development theories including Super's life-span, life-space approach; Gottfredson's theory of circumscription and compromise; and Ginzberg's developmental theory. Super's approach focuses on career development as a lifelong process influenced by self-concept, while Gottfredson examines how individuals narrow career options based on self-perceptions and stereotypes. Ginzberg's theory outlines three stages of career development - fantasy, tentative choice, and realistic choice - that individuals progress through from childhood to adulthood in making vocational choices.
The document provides an overview of several prominent career development theories. It begins by defining career development and career counseling. It then outlines Donald Super's career development theory, including his concepts of self-concept, life stages, and life spaces. John Holland's theory of vocational personalities and work environments is explained. The document also summarizes Abraham Maslow's hierarchy of needs, John Krumboltz's learning theory, Nancy Schlossberg's transition theory, and L. Sunny Hansen's integrated life planning theory. It concludes by describing the cognitive information processing approach to career counseling. In under 3 sentences, the document surveys major career development theories and how they inform the work of career practitioners.
The document provides an overview of several influential career development theories:
1. Ginzberg, Ginsburg, Axelrad and Herma Theory from 1951 proposes career choice is a developmental process through fantasy, tentative and realistic stages from preteen to young adulthood.
2. Super's Theory of Vocational Choice from 1954 describes six life and career stages and emphasizes the role of changing self-concept.
3. Holland's Career Typology from 1959 categorizes personalities and work environments to explain career choices.
4. Lent, Brown and Hackett's Social Cognitive Career Theory from 1987 focuses on how self-efficacy, expectations and goals shape career choices within social and economic contexts.
The document provides an overview of career development theory and counseling. It discusses key concepts like career development as a sequence of career choices over one's lifespan and career counseling as the process of assisting individuals with career decisions. Several career development theories are examined, including trait-and-factor theory, Holland's theory of vocational choice types, Krumboltz's learning theory, and Super's life stage theory. Limitations of theories and practical applications are also covered.
The document discusses several career development theories including trait-oriented theories, trait-and-factor theory, and Holland's theory. Trait-oriented theories focus on matching individual traits to job requirements. Trait-and-factor theory, influenced by Parsons, maintains that career guidance is achieved by studying individuals, surveying occupations, and matching people to jobs. Holland's theory proposes that people are attracted to careers that match their personalities, and introduced the RIASEC model to categorize career fields and personality types. The document also discusses implications for counselors, such as relying too heavily on assessments and having a static view of careers.
Unit 4 psychological foundations (2nd ed.)Arogo Raised
This document discusses various psychological theories of career development, including trait-factor theories like Holland's Theory of Vocational Choice and Super's Life-Span, Life-Space Theory. It notes that early theories had limited applicability to some groups. Good modern theories explain the lifelong, multifaceted process of career choice and development for all groups. The document also categorizes theories and discusses their philosophical assumptions.
This is a lecture slide on "Career Development Theories" of Career Management course. This course was taught by Prof. Dr. Nazrul Islam in Bangladesh University of Professionals in Spring 2020.
Eaquals Training for Excellence: Coaching, Loraine Kennedy eaquals
This 2-day workshop covers coaching and mentoring in the workplace. It discusses using coaching to motivate employees and help them improve performance. The document outlines coaching models and skills like listening, questioning techniques and setting goals using the GROW model. Coaching focuses on employees' potential and helping them overcome obstacles to achieve their goals.
Developmental Career Theories discusses several prominent career development theories including Super's life-span, life-space approach; Gottfredson's theory of circumscription and compromise; and Ginzberg's developmental theory. Super's approach focuses on career development as a lifelong process influenced by self-concept, while Gottfredson examines how individuals narrow career options based on self-perceptions and stereotypes. Ginzberg's theory outlines three stages of career development - fantasy, tentative choice, and realistic choice - that individuals progress through from childhood to adulthood in making vocational choices.
The document provides an overview of several prominent career development theories. It begins by defining career development and career counseling. It then outlines Donald Super's career development theory, including his concepts of self-concept, life stages, and life spaces. John Holland's theory of vocational personalities and work environments is explained. The document also summarizes Abraham Maslow's hierarchy of needs, John Krumboltz's learning theory, Nancy Schlossberg's transition theory, and L. Sunny Hansen's integrated life planning theory. It concludes by describing the cognitive information processing approach to career counseling. In under 3 sentences, the document surveys major career development theories and how they inform the work of career practitioners.
The document provides an overview of several influential career development theories:
1. Ginzberg, Ginsburg, Axelrad and Herma Theory from 1951 proposes career choice is a developmental process through fantasy, tentative and realistic stages from preteen to young adulthood.
2. Super's Theory of Vocational Choice from 1954 describes six life and career stages and emphasizes the role of changing self-concept.
3. Holland's Career Typology from 1959 categorizes personalities and work environments to explain career choices.
4. Lent, Brown and Hackett's Social Cognitive Career Theory from 1987 focuses on how self-efficacy, expectations and goals shape career choices within social and economic contexts.
The document provides an overview of career development theory and counseling. It discusses key concepts like career development as a sequence of career choices over one's lifespan and career counseling as the process of assisting individuals with career decisions. Several career development theories are examined, including trait-and-factor theory, Holland's theory of vocational choice types, Krumboltz's learning theory, and Super's life stage theory. Limitations of theories and practical applications are also covered.
The document discusses several career development theories including trait-oriented theories, trait-and-factor theory, and Holland's theory. Trait-oriented theories focus on matching individual traits to job requirements. Trait-and-factor theory, influenced by Parsons, maintains that career guidance is achieved by studying individuals, surveying occupations, and matching people to jobs. Holland's theory proposes that people are attracted to careers that match their personalities, and introduced the RIASEC model to categorize career fields and personality types. The document also discusses implications for counselors, such as relying too heavily on assessments and having a static view of careers.
Unit 4 psychological foundations (2nd ed.)Arogo Raised
This document discusses various psychological theories of career development, including trait-factor theories like Holland's Theory of Vocational Choice and Super's Life-Span, Life-Space Theory. It notes that early theories had limited applicability to some groups. Good modern theories explain the lifelong, multifaceted process of career choice and development for all groups. The document also categorizes theories and discusses their philosophical assumptions.
This is a lecture slide on "Career Development Theories" of Career Management course. This course was taught by Prof. Dr. Nazrul Islam in Bangladesh University of Professionals in Spring 2020.
This document discusses several theories of career choice, including Holland's theory of vocational personalities, Gottfredson's theory of circumscription and compromise, and social-cognitive career theory. It explains key aspects of each theory, such as Holland's six career personality types and Gottfredson's stages of career development from childhood through adolescence. The document also covers Parson's theory of matching talents to careers and Krumboltz's theory emphasizing dealing with changing social factors and career opportunities. Overall, the theories aim to improve understanding of career decision-making and guidance.
Theories career development counselingMaheshbabu N
This document discusses several theories of career development. It begins by explaining that vocational counseling should be an integral part of education to help students choose careers. It then summarizes some important contributors to vocational counseling theory, including Frank Parsons who is considered the founder of the field. The document outlines several major theories of career development such as Holland's theory involving six personality traits. It concludes by discussing Parsons' influential three-part model of understanding yourself, knowledge of different careers, and relating the two.
Garmil presentation -becker career centerrossgarmil
This document discusses how liberal arts education provides skills to help students develop career mobility, such as critical thinking and adaptability. However, students often do not recognize how to apply these skills. Career construction theory posits that individuals build careers by imposing meaning on experiences and adapting over time. It has three components: vocational personality, life themes, and career adaptability. Internships can guide students to examine values, identify skill use, and reflect on experiences to recognize career applicability and prepare for future transitions. Relationship building throughout the internship process is emphasized.
The document discusses career counseling and provides information about various theories and approaches to career counseling. It defines career counseling as an interactive process between counselor and client to address personal and social issues at an emotional level. Several theories of career development are outlined, including trait and factor theory, psychodynamic theory, sociological theory, social learning theory, and developmental theory. Key aspects, objectives, challenges, methods and stages of career counseling are also summarized. The document provides an overview of the topic of career counseling.
This document outlines the curriculum for a career development and counselling theories training program. It includes an overview of counselling theories such as reality therapy, rational emotive therapy, individual psychology, and client-centered therapy. It also summarizes several theories of career development including trait-factor theory, person-environment fit theory, lifelong career development theory, social learning theory, and socio-dynamic counselling. The document provides learning objectives, outlines the courses in the program, and gives brief descriptions of key concepts from various counselling and career development theories.
Coun 915 krumsboltz' learning theory of career counseling finaldrlola
The document summarizes John Krumboltz's learning theory of career counseling (LTCC). Some key points:
- LTCC posits that career development is influenced by four factors: genetic endowments, environmental conditions, learning experiences, and task approach skills.
- Learning experiences include instrumental learning (from consequences) and associative learning (from reactions to neutral statements).
- Career counseling based on LTCC would help clients understand how their beliefs developed and provide alternative experiences to expand interests.
- LTCC views career development as a lifelong process where multiple life roles interact and are shaped by both social and individual factors.
This presentation gives you a glimpse of expanding and extending your understanding of individuals career development based on the theory of Frank Parsons.
This document outlines the training program for a career development and counselling process course. The course focuses on establishing collaborative relationships with clients, understanding how change affects career transitions, and using an employment services delivery model. It discusses stages of skill acquisition, definitions of key terms, and models of the counselling and career development processes. Effective counsellors identify goals, perform relevant tasks, ensure engagement through relationships and establish working alliances to support clients through change.
This document discusses several career development theories including trait-factor theory, Parsons' theory, and Ginzberg's theory of career development stages.
Trait-factor theory proposes matching individuals to occupations based on measuring traits. It has been criticized for assumptions that a single career goal exists for all and that career decisions are based on abilities alone.
Parsons' theory states that career decision-making occurs when individuals understand their traits and have knowledge of the job market.
Ginzberg's theory views career development as a lifelong process, outlining three distinct stages - exploration, tentative choice, and stabilization - that occur from childhood through young adulthood as individuals develop work goals and reassess career options over time
This document provides an overview of the history and development of career counseling and career development theory. It discusses how career counseling originated from the industrial age when individuals worked for large organizations that provided structure. It traces the early pioneers in vocational guidance, including Frank Parsons who is considered the "father of vocational guidance" for developing one of the first models of career decision making. The document also outlines how career theories have evolved over time from a trait-factor approach to focus more on developmental and cognitive processes to understand career choice as a lifelong process.
The document summarizes several major career development theories:
- Trait-Factor Theory proposes that individuals and occupations can be objectively profiled based on traits/factors and career satisfaction results from a good match between personal traits and job factors.
- Holland's Career Typology Theory expanded on traits, proposing that personalities and occupations fall into six categories and satisfaction comes from a good personality-job type match.
- Super's Life-Span/Life-Space Theory views career development as lifelong and influenced by changing life roles through different life stages.
- Krumboltz's Social Learning Theory proposes career choices are influenced by learning experiences, especially modeling, and practitioners can help clients address problematic career beliefs developed through
The Seven Habits of Highly Effective People by Steven CoveyTimothy Wooi
Course Objective
Today more than ever we need to improve life and work
effectiveness. They represent a proven process of personal and interpersonal growth that can have an immediate and lasting impact.
The purpose of The 7 Habits of Highly Effective People ® is to help you lead your life in a truly effective way and thus, your organization to achieve greater productivity, improved communication, strengthened relationships, increased influence, and laser-like focus on critical priorities.
Contents
The 7 Habits
Independence
1- Be proactive
2- Begin with the end in mind
3- First things first
4- Think win-win
5- Seek first to understand, then
to be understood
6- Synergize
Continual improvement
7- Sharpen the Saw; Growth
This document outlines a study on career life cycles and finding balance. It discusses:
- Initial assumptions that careers have stages shaped by internal and external influences seeking equilibrium
- A literature review of career theories identifying influences like self-awareness, motivations, and balance across stages
- Goals to identify enrollment management career stages, influences, and how awareness impacts decisions
- Applications to understanding influences and balance needs within enrollment management career stages
- An invitation to continue the study by surveying professionals to learn more about influences, motivations, and finding balance at different career points.
Spotlight on Applied Psychology SpecialtiesJenGibson11
This 2021 presentation aimed to describe industrial-organizational (I-O) psychology and other applied psychology specialties for audiences interested in learning about subfields or specialties within psychology. Instructors and others are invited to use or adapt this material, such as including it as a brief module describing active fields of psychology that are not always included in introductory textbooks.
Suggested citation:
Gibson, J. L., DiazGranados, D., & Allen, J. A. (2021, August 12). Spotlight on Applied Psychology Specialties [Skill-building session]. American Psychological Association Conference.
This document provides an overview of career counseling and career development theories. It defines career as a person's course through life or a distinct portion of life involving work and leisure. Career counseling provides advice and information to help someone choose or progress in a career. The importance of career counseling is discussed, as well as when it is needed, such as for students choosing a field or professionals wanting to change fields. Several major career development theories are then outlined, including trait-and-factor theory, psychodynamic theory, developmental theory, social cognitive theory, and cognitive information processing approaches. Key aspects and assumptions of each theory are summarized.
Holland's theory proposes that there are 6 personality types (Realistic, Investigative, Artistic, Social, Enterprising, Conventional) and 6 corresponding work environments. People are drawn to environments that allow them to express their skills, values, and interests. The Person-Environment Correspondence theory also suggests individuals seek environments where their needs, values, and abilities are reinforced. Both theories emphasize finding congruence or fit between a person and their occupational environment to achieve satisfaction and retention.
The document discusses career planning and assessment. It covers various career development models and considerations for career planning like education, interests, values and career paths. It also discusses formal and informal career assessments, their purposes and differences. The key aspects of working with career assessments are preparing the client, selecting the appropriate instrument, administering and interpreting the results while maintaining ethical practice.
The document discusses several concepts related to self-management including goal setting, self-reflection, and self-discovery. It explains that self-management involves demonstrating self-control, prioritizing goals, and taking responsibility for one's actions. Goal setting is important as it provides motivation and allows one to measure progress. Self-reflection aids in self-assessment and improving one's skills. Methods of self-discovery discussed include exploring passions and values. The document also discusses digital self-management and the importance of teaching self-management skills to students.
Handy believed leadership can be learned, not taught, by having opportunities to experiment, self-confidence, broad perspectives, and tolerating loneliness. Bennis and Nanus argued leadership can be both learned and taught through development courses. Kotter identified assessment centers, career planning, mentoring, and coaching as developmental practices. McCauley's research found "High Flyers" were more successful in challenging jobs than seniors and that developing networks, learning from failures and hardships, and self-development help cultivate leadership skills.
This document provides an overview of career counseling. It begins by defining career counseling as a process that helps individuals understand themselves and their interests in order to make informed decisions about career choices and education plans. It then discusses some key theories of career development, including Holland's theory of vocational personalities and work environments, Ginzberg's developmental theory of career choice, and Super's lifespan theory of career development. The document also outlines the career planning and decision-making process and explains the significance of career counseling.
The document announces a presentation by Cynthia Hakutangwi on planning for personal and professional development, including an overview of her background and qualifications in communications and personal development. The presentation will cover topics such as career development, goal setting, priorities, time management, and overcoming barriers to success.
This document discusses several theories of career choice, including Holland's theory of vocational personalities, Gottfredson's theory of circumscription and compromise, and social-cognitive career theory. It explains key aspects of each theory, such as Holland's six career personality types and Gottfredson's stages of career development from childhood through adolescence. The document also covers Parson's theory of matching talents to careers and Krumboltz's theory emphasizing dealing with changing social factors and career opportunities. Overall, the theories aim to improve understanding of career decision-making and guidance.
Theories career development counselingMaheshbabu N
This document discusses several theories of career development. It begins by explaining that vocational counseling should be an integral part of education to help students choose careers. It then summarizes some important contributors to vocational counseling theory, including Frank Parsons who is considered the founder of the field. The document outlines several major theories of career development such as Holland's theory involving six personality traits. It concludes by discussing Parsons' influential three-part model of understanding yourself, knowledge of different careers, and relating the two.
Garmil presentation -becker career centerrossgarmil
This document discusses how liberal arts education provides skills to help students develop career mobility, such as critical thinking and adaptability. However, students often do not recognize how to apply these skills. Career construction theory posits that individuals build careers by imposing meaning on experiences and adapting over time. It has three components: vocational personality, life themes, and career adaptability. Internships can guide students to examine values, identify skill use, and reflect on experiences to recognize career applicability and prepare for future transitions. Relationship building throughout the internship process is emphasized.
The document discusses career counseling and provides information about various theories and approaches to career counseling. It defines career counseling as an interactive process between counselor and client to address personal and social issues at an emotional level. Several theories of career development are outlined, including trait and factor theory, psychodynamic theory, sociological theory, social learning theory, and developmental theory. Key aspects, objectives, challenges, methods and stages of career counseling are also summarized. The document provides an overview of the topic of career counseling.
This document outlines the curriculum for a career development and counselling theories training program. It includes an overview of counselling theories such as reality therapy, rational emotive therapy, individual psychology, and client-centered therapy. It also summarizes several theories of career development including trait-factor theory, person-environment fit theory, lifelong career development theory, social learning theory, and socio-dynamic counselling. The document provides learning objectives, outlines the courses in the program, and gives brief descriptions of key concepts from various counselling and career development theories.
Coun 915 krumsboltz' learning theory of career counseling finaldrlola
The document summarizes John Krumboltz's learning theory of career counseling (LTCC). Some key points:
- LTCC posits that career development is influenced by four factors: genetic endowments, environmental conditions, learning experiences, and task approach skills.
- Learning experiences include instrumental learning (from consequences) and associative learning (from reactions to neutral statements).
- Career counseling based on LTCC would help clients understand how their beliefs developed and provide alternative experiences to expand interests.
- LTCC views career development as a lifelong process where multiple life roles interact and are shaped by both social and individual factors.
This presentation gives you a glimpse of expanding and extending your understanding of individuals career development based on the theory of Frank Parsons.
This document outlines the training program for a career development and counselling process course. The course focuses on establishing collaborative relationships with clients, understanding how change affects career transitions, and using an employment services delivery model. It discusses stages of skill acquisition, definitions of key terms, and models of the counselling and career development processes. Effective counsellors identify goals, perform relevant tasks, ensure engagement through relationships and establish working alliances to support clients through change.
This document discusses several career development theories including trait-factor theory, Parsons' theory, and Ginzberg's theory of career development stages.
Trait-factor theory proposes matching individuals to occupations based on measuring traits. It has been criticized for assumptions that a single career goal exists for all and that career decisions are based on abilities alone.
Parsons' theory states that career decision-making occurs when individuals understand their traits and have knowledge of the job market.
Ginzberg's theory views career development as a lifelong process, outlining three distinct stages - exploration, tentative choice, and stabilization - that occur from childhood through young adulthood as individuals develop work goals and reassess career options over time
This document provides an overview of the history and development of career counseling and career development theory. It discusses how career counseling originated from the industrial age when individuals worked for large organizations that provided structure. It traces the early pioneers in vocational guidance, including Frank Parsons who is considered the "father of vocational guidance" for developing one of the first models of career decision making. The document also outlines how career theories have evolved over time from a trait-factor approach to focus more on developmental and cognitive processes to understand career choice as a lifelong process.
The document summarizes several major career development theories:
- Trait-Factor Theory proposes that individuals and occupations can be objectively profiled based on traits/factors and career satisfaction results from a good match between personal traits and job factors.
- Holland's Career Typology Theory expanded on traits, proposing that personalities and occupations fall into six categories and satisfaction comes from a good personality-job type match.
- Super's Life-Span/Life-Space Theory views career development as lifelong and influenced by changing life roles through different life stages.
- Krumboltz's Social Learning Theory proposes career choices are influenced by learning experiences, especially modeling, and practitioners can help clients address problematic career beliefs developed through
The Seven Habits of Highly Effective People by Steven CoveyTimothy Wooi
Course Objective
Today more than ever we need to improve life and work
effectiveness. They represent a proven process of personal and interpersonal growth that can have an immediate and lasting impact.
The purpose of The 7 Habits of Highly Effective People ® is to help you lead your life in a truly effective way and thus, your organization to achieve greater productivity, improved communication, strengthened relationships, increased influence, and laser-like focus on critical priorities.
Contents
The 7 Habits
Independence
1- Be proactive
2- Begin with the end in mind
3- First things first
4- Think win-win
5- Seek first to understand, then
to be understood
6- Synergize
Continual improvement
7- Sharpen the Saw; Growth
This document outlines a study on career life cycles and finding balance. It discusses:
- Initial assumptions that careers have stages shaped by internal and external influences seeking equilibrium
- A literature review of career theories identifying influences like self-awareness, motivations, and balance across stages
- Goals to identify enrollment management career stages, influences, and how awareness impacts decisions
- Applications to understanding influences and balance needs within enrollment management career stages
- An invitation to continue the study by surveying professionals to learn more about influences, motivations, and finding balance at different career points.
Spotlight on Applied Psychology SpecialtiesJenGibson11
This 2021 presentation aimed to describe industrial-organizational (I-O) psychology and other applied psychology specialties for audiences interested in learning about subfields or specialties within psychology. Instructors and others are invited to use or adapt this material, such as including it as a brief module describing active fields of psychology that are not always included in introductory textbooks.
Suggested citation:
Gibson, J. L., DiazGranados, D., & Allen, J. A. (2021, August 12). Spotlight on Applied Psychology Specialties [Skill-building session]. American Psychological Association Conference.
This document provides an overview of career counseling and career development theories. It defines career as a person's course through life or a distinct portion of life involving work and leisure. Career counseling provides advice and information to help someone choose or progress in a career. The importance of career counseling is discussed, as well as when it is needed, such as for students choosing a field or professionals wanting to change fields. Several major career development theories are then outlined, including trait-and-factor theory, psychodynamic theory, developmental theory, social cognitive theory, and cognitive information processing approaches. Key aspects and assumptions of each theory are summarized.
Holland's theory proposes that there are 6 personality types (Realistic, Investigative, Artistic, Social, Enterprising, Conventional) and 6 corresponding work environments. People are drawn to environments that allow them to express their skills, values, and interests. The Person-Environment Correspondence theory also suggests individuals seek environments where their needs, values, and abilities are reinforced. Both theories emphasize finding congruence or fit between a person and their occupational environment to achieve satisfaction and retention.
The document discusses career planning and assessment. It covers various career development models and considerations for career planning like education, interests, values and career paths. It also discusses formal and informal career assessments, their purposes and differences. The key aspects of working with career assessments are preparing the client, selecting the appropriate instrument, administering and interpreting the results while maintaining ethical practice.
The document discusses several concepts related to self-management including goal setting, self-reflection, and self-discovery. It explains that self-management involves demonstrating self-control, prioritizing goals, and taking responsibility for one's actions. Goal setting is important as it provides motivation and allows one to measure progress. Self-reflection aids in self-assessment and improving one's skills. Methods of self-discovery discussed include exploring passions and values. The document also discusses digital self-management and the importance of teaching self-management skills to students.
Handy believed leadership can be learned, not taught, by having opportunities to experiment, self-confidence, broad perspectives, and tolerating loneliness. Bennis and Nanus argued leadership can be both learned and taught through development courses. Kotter identified assessment centers, career planning, mentoring, and coaching as developmental practices. McCauley's research found "High Flyers" were more successful in challenging jobs than seniors and that developing networks, learning from failures and hardships, and self-development help cultivate leadership skills.
This document provides an overview of career counseling. It begins by defining career counseling as a process that helps individuals understand themselves and their interests in order to make informed decisions about career choices and education plans. It then discusses some key theories of career development, including Holland's theory of vocational personalities and work environments, Ginzberg's developmental theory of career choice, and Super's lifespan theory of career development. The document also outlines the career planning and decision-making process and explains the significance of career counseling.
The document announces a presentation by Cynthia Hakutangwi on planning for personal and professional development, including an overview of her background and qualifications in communications and personal development. The presentation will cover topics such as career development, goal setting, priorities, time management, and overcoming barriers to success.
Managing International Careers - course for HR experts Monika CHUTNIK
The document provides an overview of managing international careers. It discusses what a career is, how technology is influencing careers, and whose responsibility it is to manage careers. The document also covers best practices in international careers through benchmarks and case studies. Key topics include defining a career, managing your own career, challenges of international assignments, and organizational support for managing diversity.
12 Tools for career conversations - Career Management - Career Planning and Development - Outcomes of career conversation activities for employees / organizations.
This document provides guidance for career counselors to help students choose a senior high school track and explore career opportunities. It outlines several tools and activities for students to learn about themselves, their interests, skills and values to aid in career planning. Students complete self-assessment worksheets to discover their talents and interests. They also set goals and envision their ideal future lifestyle. The document emphasizes that career planning is an ongoing process that requires self-reflection and decision making at different stages. It aims to help students develop career portfolios and pathways tailored to their strengths.
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.
This document provides guidance for career planning sessions to help students choose a Senior High School track and explore career opportunities. It discusses the importance of self-awareness activities to help students understand their interests, talents, values and skills which are necessary for making career decisions. A number of tools are provided, such as for setting life goals, self-assessment, and identifying career clusters. The document emphasizes using this information to match students' strengths to suitable Senior High School tracks and potential careers.
The document discusses the profession of a licensed professional counselor (LPC). It begins with an introduction to LPCs, including a brief history of counseling and information on graduate programs, salaries, and personal qualifications. It then provides more details on the requirements to become an LPC, such as obtaining a master's degree in counseling, passing the NCE exam, and completing 3,000 hours of supervised clinical experience. Finally, it discusses why the author is a strong candidate for a counseling master's program based on their experience, skills, academics, and O*NET profiler results.
Donald Super developed the life-span, life-space theory of career development which views career as a combination of life roles that change over time. The theory has three main aspects: self-concept, life stages from growth to disengagement, and life roles from child to citizen. Super believed that careers develop through stages as people's self-concepts change with experiences. His influential theory is widely used in career counseling but has weaknesses in not fully accounting for cultural influences.
1) Career counseling involves helping individuals explore careers and make educational and career decisions by providing career information and assessments to help them understand their interests and values.
2) Several theories aim to explain career decision-making, including trait-and-factor theory matching personalities to careers, developmental theories about evolving interests over life stages, and social-cognitive career theory involving self-efficacy and environmental influences.
3) Common career assessments and information systems like SIGI3, DISCOVER, and Kuder help individuals learn about themselves and potential careers through interest and skills assessments and extensive occupational databases.
Career Options Based on Career Development Concepts and.pptx2.pptxFelynDelaCruzDalino
This document discusses career options and concepts related to career development. It provides an overview of the career pathways offered by the Department of Education in the Philippines for secondary students. These include careers in science, technology, journalism, industrial arts, agriculture, sports, foreign languages, and more. It also discusses several theories of career development, such as Bandura's social cognitive theory, Super's career development theory, and Holland's theory of vocational choice. Key factors to consider in career development are discussed, including personal preferences, academic performance, family influences, work values, personality types, interests, and aptitudes. Potential causes of job dissatisfaction like lack of motivation, poor productivity, and high turnover rates are also outlined.
The document discusses career planning and development. It defines career and career planning, outlining the benefits and process of career planning. The career planning process involves self-assessment, career exploration, deciding on paths, and setting goals. It also discusses career stages from exploration to decline. Strategies for career development include getting feedback, self-assessment, continuing education, and setting milestones. Potential barriers to career planning are also presented such as negative self-image and personality traits.
The document provides an overview of several key career development theories. It discusses William Super's life-span, life-space theory which views careers as developing over stages throughout one's life and involving multiple life roles. John Holland's theory proposes that careers and personalities can be categorized into six types and that career satisfaction depends on congruence between personality and occupational types. The document also summarizes Maslow's hierarchy of needs theory, Krumboltz's social learning theory of career counseling, and cognitive information processing theory. Overall, the document outlines several influential career development theories and perspectives.
Introduction to the_career_planning_processAzraIshrat2
The document discusses the importance of career planning and the career planning process. It explains that career planning is necessary to be prepared for changes in the job market. The process involves self-assessment of your interests, values, skills and personality to help identify compatible career fields and education pathways. When developing a career plan, it is important to consider your life plan and the different roles you play beyond your occupation to ensure your career supports your goals now and in the future. Career planning should be an ongoing process that is re-evaluated periodically.
1. The document discusses several career development concepts and factors that students should consider when choosing a career path, including Bandura's social cognitive theory, Super's career development theory, and Holland's theory of vocational choice.
2. It also outlines personal, academic, and familial factors that can influence career choices, such as personality, interests, aptitudes, family influences, and academic performance.
3. Negative outcomes of poor career choices are discussed, like loss of motivation, poor productivity, and high employee turnover rates.
This document discusses the mission and vision of the nursing profession. It defines mission as the essential purpose and reason for an organization's existence, while vision describes the ideal future state. The nursing mission aims to assist individuals in maintaining or recovering health. Key elements of an effective mission include the purpose, activities, and shared values. An inspiring vision should describe the desired future outcome in 5-10 years using present tense. Together, the mission and vision provide guidance and inspiration to work towards common goals.
The document provides an overview of a presentation by Cynthia Hakutangwi on understanding personal identity and planning for personal, professional, and social development. The presentation covers understanding your internal identity, external identity as seen by others, and identity as defined by God. It discusses the importance of knowing your authentic self versus fictional self defined by others. The presentation also touches on setting goals, career development, barriers to personal development, mentors, social circles, and prioritizing tasks.
career development- definitions, characteristics, objectives, theories of career development, importance of career development, principles of career development, stages of career development, factors affecting career development,
This document provides information to students about why they are pursuing a college education and how to explore potential majors. It discusses the history of higher education in the United States from the Harvard era to the present exploratory era. It also describes different decision-making styles and factors that can influence the major selection process like support systems, career goals, and the role of general education requirements in a degree. The overall goal is to help students understand the purpose of college and feel less pressure in exploring and deciding on a major.
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The document provides a schedule for a scholarly inquiry event in workforce education. It lists times for meetings with a professor, an APA video and exercise, announcements, a discussion moderated by a doctoral candidate with other candidates, a presentation facilitated by a professor, and time for writing a reflection.
The document provides a schedule for a scholarly inquiry event in workforce education. It lists times for meetings with a professor, an APA video and exercise, announcements, a discussion moderated by a doctoral candidate with other candidates, a presentation facilitated by a professor, and time for writing a reflection.
This document discusses key concepts in scholarly inquiry and research design including measurement, variables, data analysis, and establishing causation. It defines important terms like variables, measurement, reliability and validity. It also outlines the key criteria for determining causation including covariation, temporal precedence, and ruling out alternative explanations. Finally, it addresses sampling from a population to make inferences.
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The document contains the schedule for a scholarly inquiry workshop in workforce education held on November 11, 2013. It includes meetings with Professor Passmore in the afternoon, an APA citation video and exercise from 6:00-6:10pm, announcements from 6:10-6:15pm, and a discussion about general course matters from 6:15-6:30pm. The main event is a discussion about developing research skills from 6:30-7:15pm, followed by a break and then a discussion with various professors facilitated by other staff from 7:30-8:45pm. Participants are asked to write a reflection at the end.
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The document outlines an agenda for a scholarly inquiry meeting on October 21st. It includes times for meetings with Passmore in the business building atrium from 5:00-5:50pm, watching an APA video and exercise on periodicals from 6:00-6:10pm, and announcements and reminders from 6:10-6:15pm. The main events are a discussion about general course matters from 6:15-6:30pm, developing a personal research focus from 6:30-7:15pm, a rest break from 7:15-7:30pm, and a discussion with Professor Threeton facilitated by Ji Won Park from 7:30-8:45pm, followed
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The document contains a schedule for a scholarly inquiry meeting on September 23rd. The schedule includes: meetings with Passmore from 5:00-5:50pm in the Atrium of the Business Building; an APA video and exercise on quotations from 6:00-6:10pm; announcements and reminders from 6:10-6:15pm; a discussion about general course matters from 6:15-6:30pm; forming a doctoral committee and program of study from 6:30-7:15pm; a rest break from 7:15-7:30pm; a discussion with William Rothwell facilitated by Veronica David from 7:30-8:45pm; and writing
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Topic: Must-Know PostgreSQL Extensions for Developers and DBAs During Migration
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Date & Time: 8th June | 10 AM - 1 PM IST
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2. INTRODUCTORY POLL
How many of you would say that:
•You feel that you know everything you need
about career planning?
•You feel that you could improve what you
know about career planning?
•You feel that you could improve dramatically
what you know about career planning?
2
4. OVERVIEW
In an increasingly fierce global economy, the
individual’s career planning and development is a
personal responsibility. It is a mistake to expect your
boss, your spouse, your parents, your teachers or
other people to assume any responsibility for your
career. It’s all up to you! But what should be
considered in career planning and development? This
session focuses on your role—that is, the individual’s
role—in career planning and development. An
effective career plan is essential if an individual is to
make the most of professional development. This
session focuses on you. 4
5. OBJECTIVES
Upon completing this session, you will be able to:
•Define career and distinguish that from a job
•Explain who is responsible for one’s career and what
that responsibility means
•Show increased self-awareness
5
6. ICEBREAKER
• Stand up and talk to as many people as you can
• Ask as many of these questions as possible: (1)
how much have you thought about your own
career planning? (2) how often have you
discussed career planning with your peers? and
(3) how clear are you on what you want to do
once you finish your degree?
• When we come back, be prepared to share what
you have learned about yourself or from others
6
7. ICEBREAKER
Who would like to volunteer answers to the following
questions:
•How much have you thought about your own career
planning?
•How often have you discussed career planning with
your peers?
•How clear are you on what you want to do once you
finish your degree?
7
8. ABOUT WILLIAM J. ROTHWELL
• 20 years of experience in training and
organization development before Penn State
• 20 years at Penn State
• Authored, coauthored, edited, and coedited 85
books and 200 articles (at current count)
• Travelled internationally extensively, including 70
visits to China since 1996
• Visited every Asian country except six (guess
which ones?)
8
14. ADVICE FOR DOCTORAL STUDIES IN
WORKFORCE EDUCATION AND
DEVELOPMENT
• You are expected to possess clear career goals and clear
research interests as you begin the degree program
• There should be some logical relationship between career
goals and research interests
• Expect to be asked for your career goals every time you
want to do something in the program—at candidacies,
during courses, when you choose internships, when you
take comps, when you choose your dissertation topic, and
when you defend your dissertation
• Career goals should be well-researched and not superficial
• If you don’t know what that career goal is, you should not
be in the program
14
15. ADVICE FOR DOCTORAL STUDIES IN
WORKFORCE EDUCATION AND
DEVELOPMENT
• Get yourself at least one mentor who is in the job you
wish to have when you finish
• Some students make the mistake of assuming that rushing
through the degree is desirable and they can later acquire
whatever else they need to be attractive to employers after
receiving the degree
• Realize that employers do not know what a Ph.D. means;
employers do not know what an “A” on a transcript
means; and employers in different industries have
different expectations
• Build a portfolio of work samples while in the program
because a Ph.D. is not enough to meet your career goals
• Plan for that portfolio in Part 2 of your Plan of Study
15
16. ADVICE FOR DOCTORAL STUDIES IN
WORKFORCE EDUCATION AND
DEVELOPMENT
• Our students tend to have different goals: teach; be a
practitioner; be a consultant; be an Outreach/Continuing
Education professional; be a CTE professional; be an
educational administrator—and different work samples
are needed depending on the goal
• Mentors are good sources of information about what
should be in the portfolio
• Professional certifications are becoming critical to job
success—and employability—and you should consider
receiving the ones most appropriate to achieving your
career goals
• We expect our students to be assertive and not sit around
and wait for others to come to them
16
17. ADVICE FOR DOCTORAL STUDIES IN
WORKFORCE EDUCATION AND
DEVELOPMENT
• Use the time in the program—especially at first—to
reflect on your personal strengths and how to leverage
those to advantage
• Most people don’t know what their personal strengths are
and some people spend a lifetime drifting to one thing and
then another because they don’t have a direction and have
no clear sense of their life goals and career goals
• What are your core competencies? How can you leverage
them to your advantage and to help others?
17
18. WHAT IS A CAREER?
• Career is defined by the Oxford English Dictionary
as a person’s "course or progress through life (or a
distinct portion of life)“.
• It can also pertain to an occupation or a profession
that usually involves special training or formal
education, and is considered to be a person’s lifework
• Most people agree that a career is a series of related
jobs or related work.
18
19. WHAT DO WE KNOW ABOUT
CAREERS?
• According to a recent study in the United
States, Baby Boomers and workers from
the "younger Boomer" generation -- those
between ages 39 and 48 -- switched jobs
over the course of their careers at a much
greater pace than thought.
• The study, conducted over 25 years by the
U.S. Bureau of Labor Statistics, tracked
the employment histories of 9,964 workers
who were 14 to 22 when first interviewed
and 39 to 48 when interviewed last.
19
20. WHAT DO WE KNOW ABOUT
CAREERS?
• It found that the average younger Boomer has held
10.5 jobs throughout their careers.
• That works out to a job change about every 2 1/3
years.
• A job was defined as an "uninterrupted period of
work with a particular employer" .
• A promotion or change of position within one
company was not counted as a different job.
• What are the trends in Singapore for job switching?
20
21. WHAT IS CAREER PLANNING?
• The process of establishing career objectives and
determining appropriate educational and
developmental programs to further develop the
skills required to achieve short- or long-term
career goals or objectives
• A subset of life planning
21
Career Planning
Career
Planning
Life Planning
What are some examples
of life planning questions
and career planning
questions?
22. WHAT IS CAREER
MANAGEMENT?
The process of an organization establishing career
paths or relationships and giving individuals the
ability to plot the qualifications necessary to move
from one “job” to another.
22
23. WHAT IS CAREER
DEVELOPMENT?
Career development is sometimes understood as an
umbrella term that includes both career planning
and career management.
23
24. WHAT ARE THEORIES OF
CAREER PLANNING?
Career planning theories can be categorized as:
Theory of process
•Theories of process relate to interaction and change
over time
•This can be characterized by theories in which there
are a series of stages through which people pass
24
25. WHAT ARE THEORIES OF
CAREER PLANNING?
Example of a theory of process is Daniel
Levinson. According to him, people progress
through 6 stages of life:
There are 6 stages of adulthood in Levinson's
theory titled "Seasons of a Man's Life":
1) Early adult transition (17-22) - leave
adolescence, make preliminary choices for
adult life
2) Entering the adult world (22-28) - make
initial choices in love, occupation, friendship,
values, lifestyle
25
26. WHAT ARE THEORIES OF
CAREER PLANNING?
3) Age 30 transition (28-33) - changes occur in life
structure, either a moderate change or, more often, a
severe and stressful crisis
4) Settling down (33-40) - establish a niche in
society, progress on a timetable, in both family and
career accomplishments; are expected to think and
behave like a parent so they are facing more
demanding roles and expectations
26
27. WHAT ARE THEORIES OF
CAREER PLANNING?
5) Mid-life transition (40-45) - life
structure comes into question, usually
a time of crisis in the meaning,
direction, and value of each person's
life. Neglected parts of the self
(talents, desires, aspirations) seek
expression
6) Entering middle adulthood (45-
50) - choices must be made, a new
life structure formed. Person must
commit to new tasks
27
28. WHAT ARE THEORIES OF
CAREER PLANNING?
Theory of content
Theories of content relate to the characteristics of the
individual and the context they live in. The influences
on career development are thought to be either
intrinsic to the individual or originate from the
context in which the individual lives.
28
29. PHILOSOPHIES OF CAREERS
Philosophies of careers may differ depending on views
about:
•Who people believe bear the most responsibility for
careers
•What careers are
•When careers are planned
•Where careers are planned
•Why careers are planned
•How careers are planned
•How often careers are changed—and should be
changed
29
30. ACTIVITY ON PHILOSOPHIES OF
CAREERS
• Spend a minute or two to write on a sheet of paper
your answers to the questions. Then hold the paper up,
stand up, walk around, and read what others wrote:
Who do you believe bears the most responsibility for
career planning?
What is your definition of a career?
When should a career be planned?
Where should careers be planned?
Why are careers planned?
How are careers planned?
How often should careers be changed?
30
31. DEBRIEF OF THE ACTIVITY ON
PHILOSOPHIES OF CAREERS
• How did most people answer the questions:
Who do you believe bears the most responsibility for
career planning?
What is your definition of a career?
When should a career be planned?
Where should careers be planned?
Why are careers planned?
How are careers planned?
How often should careers be changed? 31
33. PERSONAL WAKE UP CALL
Consider these questions:
•“What are my potential personal and professional
development options?”
•“What are the benefits and risks of these potential
developmental moves?”
•“What are the lessons learned from my past personal
and professional development moves?”
33
34. PERSONAL WAKE UP CALL:
STRATEGIC PLANNING FOR YOUR
CAREER
• Most people have heard of the strategic
planning model.
• It is widely used in planning for the future
of organizations.
• But it can also be used for planning your
career.
• There are many variations of the model
but they share many features in common.
34
35. PERSONAL WAKEUP CALL:
STRATEGIC PLANNING FOR YOUR
CAREER
• Determine purpose/mission: Why do I
exist? What kind of person am I, and
what kind of person do I want to be?
What do I want out of life and why?
• Determine measurable goals: What are
my life and career goals? How can I
measure them?
• Consider the future: What trends will
create threats and opportunities that will
affect my life/career goals?
35
36. PERSONAL WAKEUP CALL:
STRATEGIC PLANNING FOR YOUR
CAREER
• Consider the present: What are my current
strengths and areas for improvement? What do I
most enjoy doing, and what am I passionate about?
• Conduct a SWOT analysis for self: What do my
present strengths/weaknesses and future
threats/opportunities tell me about possible long-
term career strategy?
• Select the best strategy: What strategy has the
greatest likelihood of success, and why do I think
so? 36
37. PERSONAL WAKEUP CALL:
STRATEGIC PLANNING FOR YOUR
CAREER
• Implement the strategy: How will I implement my
strategy, and who can help me?
• Evaluate the strategy: How do I periodically
assess my progress?
37
38. PERSONAL WAKEUP CALL:
TRENDS AFFECTING YOUR
CAREER
What trends might affect your career? Consider:
•Global mobility of talent
•Increasing use of technology that shifts where and how
work is done
•Pressure to hold down costs
•Declining birth rates worldwide and increasing numbers
of elderly people
•The decline of traditional families worldwide
•Pressure on government to do much more with far less
•What other trends might affect careers in Singapore? 38
39. PERSONAL WAKEUP CALL:
STRATEGIC PLANNING FOR
YOUR CAREER ACTIVITY
• Divide up into teams of 3 and spend 20 to 30
minutes interviewing each other
• Take turns asking each person the questions shown
on the preceding slides
• Be prepared to share the answers from ONE
person from your group when the activity is
finished
39
40. A PERSONAL WAKEUP CALL:
DEBRIEF OF THE ACTIVITY
BASED ON THE STRATEGIC
PLANNING MODEL
How did ONE group member from your group
answer the key questions?
40
41. PERSONAL WAKE UP CALL
Consider these questions:
•“What am I good at?”
•“What do I like to do?”
•“What am I passionate about?”
•“What are my preferences, strengths, values, skills and
competencies?”
•“How do these preferences, strengths, values, etc.
reconcile with the organizational values and culture?”
•“What are my strengths that I am passionate about?”
•“In what areas of my personal and professional life
should I develop?” 41
42. ESTABLISHING PERSONAL GOALS
• Spend about 5-15 minutes working in groups of 3.
• Each of you should try to draw a line that depicts
your life from birth until late in life.
• Indicate what major goals you have achieved in each
3-5 year time block and be sure to include through
age 65 at least.
• Include both your personal and professional life.
• Discuss your lines with the other people in your
group and discuss how realistic the goals seem to be.
• When we come back, I will ask several people to
share their lines and describe them.
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44. OBJECTIVES
You should now have met the following objectives:
•Define career and distinguish that from a job
•Explain who is responsible for one’s career and what
that responsibility means
•Show increased self-awareness
•Summarize possible on-the-job and off-the-job
development approaches
•Review available opportunities in the Singapore
government
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45. OBJECTIVES
• Formulate a personal vision of the future
• Develop a personal action plan for the future
• Describe how to build a social network and use it
effectively in career planning
• Describe how to help your peers
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