Krumboltz's theory John Krumboltz's planned happenstance theory makes it OK to not always plan, because unplanned events could lead to good careers. An optimistic outlook can help turn serendipity into opportunity John Krumboltz is an established career theorist. He most recently developed ideas about supporting indecision in clients. He states that indecision is desirable and sensible, as it allows the opportunity for clients to benefit from unplanned events. This theory is called planned happenstance. This emerging theory specifically addresses the need for people to deal with change within the rapidly changing labor market. Managing life transitions is seen as an essential career management skill. Krumboltz’s theory offers insight on how to deal with the limited degree of control we have over some career experiences. At the core of this theory is the fact that unpredictable social factors, chance events and environmental factors are important influences on clients’ lives. As such, the counsellor’s role is to help clients approach chance conditions and events positively. In particular, counsellors foster in their clients: • curiosity to explore learning opportunities • persistence to deal with obstacles • flexibility to address a variety of circumstances and events • optimism to maximize benefits from unplanned events. Krumboltz states that people with these qualities are more likely to capitalize on chance events and turn serendipity into opportunity. Furthermore, several factors have been highlighted as being helpful in career management, including: • the commitment to ongoing learning and skill development • ongoing self-assessment • assessment and feedback from others • effective networking • achieving work-life balance • financial planning to incorporate periods of unemployment. These attributes and tasks enable you to turn chance encounters and occurrences into career opportunities. Sources • The Calgary Board of Education, (www.cbe.ab.ca/). • Toews, M, 'Planned Happenstance – Krumboltz: An Emerging Theory', accessed December 2008, (www.cbe.ab.ca). • The University of Hawai’i System, (www.hawaii.edu). Career development Theories and models Professional Development Services career-theory-model-super 20170501.docx careers.govt.nz Donald Super Developmental self-concept Donald Super’s career model is based on the belief that self-concept changes over time and develops as a result of experience. One of Donald Super’s greatest contributions to career development has been his emphasis on the importance of the development of self-concept. According to Super, self-concept changes over time and develops as a result of experience. As such, career development is lifelong. Super’s five life and career development stagesSuper’s five life and career development stagesSuper’s five life and career development stagesSuper’s five life and career development s.

1. Krumboltz's theory
John Krumboltz's planned happenstance theory makes it OK to
not always plan, because unplanned events
could lead to good careers.
An optimistic outlook can help turn serendipity into opportunity
John Krumboltz is an established career theorist. He most
recently developed ideas about
supporting indecision in clients. He states that indecision is
desirable and sensible, as it allows the
opportunity for clients to benefit from unplanned events. This
theory is called planned happenstance.
This emerging theory specifically addresses the need for people
to deal with change within the rapidly
changing labor market. Managing life transitions is seen as an
essential career management skill.
Krumboltz’s theory offers insight on how to deal with the
limited degree of control we have over some
career experiences.
At the core of this theory is the fact that unpredictable social
factors, chance events and environmental

2. factors are important influences on clients’ lives. As such, the
counsellor’s role is to help clients approach
chance conditions and events positively. In particular,
counsellors foster in their clients:
• curiosity to explore learning opportunities
• persistence to deal with obstacles
• flexibility to address a variety of circumstances and events
• optimism to maximize benefits from unplanned events.
Krumboltz states that people with these qualities are more likely
to capitalize on chance events and turn
serendipity into opportunity.
Furthermore, several factors have been highlighted as being
helpful in career management, including:
• the commitment to ongoing learning and skill development
• ongoing self-assessment
• assessment and feedback from others
• effective networking
• achieving work-life balance
• financial planning to incorporate periods of unemployment.

3. These attributes and tasks enable you to turn chance encounters
and occurrences into career opportunities.
Sources
• The Calgary Board of Education, (www.cbe.ab.ca/).
• Toews, M, 'Planned Happenstance – Krumboltz: An Emerging
Theory', accessed December 2008,
(www.cbe.ab.ca).
• The University of Hawai’i System, (www.hawaii.edu).
Career development Theories and models
Professional Development Services career-theory-model-super
20170501.docx
careers.govt.nz
Donald Super Developmental self-concept
Donald Super’s career model is based on the belief that self-
concept changes over time and
develops as a result of experience.
One of Donald Super’s greatest contributions to career
development has been his emphasis on the
importance of the development of self-concept. According to

4. Super, self-concept changes over
time and develops as a result of experience. As such, career
development is lifelong.
Super’s five life and career development stagesSuper’s five life
and career development stagesSuper’s five life and career
development stagesSuper’s five life and career development
stages
Super developed the theories and work of colleague Eli
Ginzberg. Super felt that Ginzberg’s work
had weaknesses, which he wanted to address. Super extended
Ginzberg’s work on life and career
development stages from three to five, and included different
sub-stages.
Stage 1: GrowthStage 1: GrowthStage 1: GrowthStage 1:
Growth Age 0–14 Characteristics: Development of self-
concept, attitudes, needs and
general world of work
Stage 2: ExplorationStage 2: ExplorationStage 2:
ExplorationStage 2: Exploration Age 15–24 Characteristics:
“Trying out” through classes, work experience, hobbies.
Tentative choice and skill development
Stage 3: EstablishmentStage 3: EstablishmentStage 3:
EstablishmentStage 3: Establishment Age 25–44
Characteristics: Entry-level skill building and stabilisation
through work
experience
Stage 4: MaintenanceStage 4: MaintenanceStage 4:
MaintenanceStage 4: Maintenance Age 45-64 Characteristics:
Continual adjustment process to improve position

5. Stage 5: DeclineStage 5: DeclineStage 5: DeclineStage 5:
Decline Age 65+ Characteristics: Reduced output, prepare for
retirement
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Developmental tasks at the different stagesDevelopmental tasks
at the different stagesDevelopmental tasks at the different
stagesDevelopmental tasks at the different stages
Super argues that occupational preferences and competencies,
along with an individual’s life
situations all change with time and experience.
Super developed the concept of vocational maturity, which may
or may not correspond to
chronological age: people cycle through each of these stages
when they go through career
transitions.
DeclineDeclineDeclineDecline
In adolescence:In adolescence:In adolescence:In adolescence:
Giving less time to
hobbies.
In early adulthood:In early adulthood:In early adulthood:In
early adulthood:

6. Reducing sports
participation.
In middle adulthood:In middle adulthood:In middle
adulthood:In middle adulthood:
Focusing on
essentials.
In late adulthood:In late adulthood:In late adulthood:In late
adulthood:
Reducing working
hours.
MaintenanceMaintenanceMaintenanceMaintenance
In adolescence:In adolescence:In adolescence:In adolescence:
Verifying current
occupational choice.
In early adulthood:In early adulthood:In early adulthood:In
early adulthood:
Making
occupational
position secure.
In middle adulthood:In middle adulthood:In middle
adulthood:In middle adulthood:
Holding one's own
against competition.
In late adulthood:In late adulthood:In late adulthood:In late

7. adulthood:
Keeping what one
enjoys.
EstablishmentEstablishmentEstablishmentEstablishment
In adolescence:In adolescence:In adolescence:In adolescence:
Getting started in a
chosen field.
In early adulthood:In early adulthood:In early adulthood:In
early adulthood:
Settling down in a
suitable position.
In middle adulthood:In middle adulthood:In middle
adulthood:In middle adulthood:
Developing new skills.
In late adulthood:In late adulthood:In late adulthood:In late
adulthood:
Doing things one has
wanted to do.
ExplorationExplorationExplorationExploration
In adolescence:In adolescence:In adolescence:In adolescence:
Learning more
about opportunities.

8. In early adulthood:In early adulthood:In early adulthood:In
early adulthood:
Finding desired
opportunity.
In middle adulthood:In middle adulthood:In middle
adulthood:In middle adulthood:
Identifying new tasks
to work on.
In late adulthood:In late adulthood:In late adulthood:In late
adulthood:
Finding a good
retirement place.
GrowthGrowthGrowthGrowth
In adolescence:In adolescence:In adolescence:In adolescence:
Developing a
realistic self-
concept.
In In In In early adulthood:early adulthood:early
adulthood:early adulthood:
Learning to relate
to others.
In middle adulthood:In middle adulthood:In middle
adulthood:In middle adulthood:
Accepting one's own

9. limitations.
In late adulthood:In late adulthood:In late adulthood:In late
adulthood:
Developing and
valuing non-
occupational roles.
Career development Theories and models
Professional Development Services career-theory-model-holland
20170501.docx
careers.govt.nz
Holland’s theory of career choice
John Holland’s theory centres on the
notion that most people fit into one of
six personality types:
• realistic,
• investigative,
• artistic,
• social,
• enterprising, and

10. • conventional.
RealisticRealisticRealisticRealistic
Interest area:Interest area:Interest area:Interest area:
You like working mainly
with your hands making,
fixing, assembling or
building things, using
and operating
equipment, tools or
machines.
You often like to work
outdoors.
Key Key Key Key skills:skills:skills:skills:
Using and operating
tools, equipment and
machinery, designing,
building, repairing,
maintaining, measuring,
working in detail, driving,

11. moving, caring for
animals, working with
plants.
OccupationsOccupationsOccupationsOccupations with with
with with
practical components:practical components:practical
components:practical components:
Pilot, farmer,
horticulturist, builder,
engineer, armed services
personnel, mechanic,
upholsterer, electrician,
computer technologist,
park ranger,
sportsperson.
SubjectsSubjectsSubjectsSubjects to develop to develop to
develop to develop
your skills:your skills:your skills:your skills:
English, Maths, Science,
Workshop, Technology,
Computing, Business
Studies, Agriculture,
Horticulture, Physical
Education.
InvestigativeInvestigativeInvestigativeInvestigative
Interest area:Interest area:Interest area:Interest area:

12. You like to discover and
research ideas, observe,
investigate and
experiment, ask
questions and solve
questions.
Key skills:Key skills:Key skills:Key skills:
Thinking analytically and
logically, computing,
communicating by
writing and speaking,
designing, formulating,
calculating, diagnosing,
experimenting,
investigating.
Occupations with Occupations with Occupations with
Occupations with
practical components:practical components:practical
components:practical components:
Science, research,
medical and health
occupations, chemist,
marine scientist, forestry
technician, medical or
agricultural laboratory
technician, zoologist,
dentist, GP.

13. Subjects to develop Subjects to develop Subjects to develop
Subjects to develop
your skills:your skills:your skills:your skills:
English, Maths, Science,
Computing, Technology.
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ArtisticArtisticArtisticArtistic
Interest area:Interest area:Interest area:Interest area:
You like using words,
art, music or drama to
express yourself,
communicate or
perform or you like to
create or design things.
Key skills:Key skills:Key skills:Key skills:
Expressing artistically or
physically,
communicating by
speaking, writing and

14. singing, performing,
designing, presenting,
planning, composing,
playing, dancing.
Occupations with Occupations with Occupations with
Occupations with
practical components:practical components:practical
components:practical components:
Artist, illustrator,
photographer,
signwriter , composer,
singer, instrument
player, dancer, actor,
reporter, writer, editor,
hairdresser, fashion
designer.
Subjects to develop Subjects to develop Subjects to develop
Subjects to develop
your skills:your skills:your skills:your skills:
English, Social Studies,
Music, Drama, Art,
Graphic Design,
Computing, Business
Studies, Languages.
SocialSocialSocialSocial
Interest area:Interest area:Interest area:Interest area:
You like working with
people to teach, train,

15. inform, help, treat, heal,
cure, serve and greet.
You are concerned for
others’ well-being and
welfare.
Key skills:Key skills:Key skills:Key skills:
Communicating by
writing and speaking,
caring and supporting,
training, meeting,
greeting, assisting,
teaching, informing,
interviewing, coaching.
Occupations with Occupations with Occupations with
Occupations with
practical components:practical components:practical
components:practical components:
Teacher, nurse,
counsellor, police officer,
social worker,
salesperson, customer
secretary, service officer,
waiter.
Subjects to develop Subjects to develop Subjects to develop
Subjects to develop
your skills:your skills:your skills:your skills:

16. English, Social Studies,
Maths, Science, Health,
Physical Education, Art,
Computing, Business
Studies, Languages.
EnterprisingEnterprisingEnterprisingEnterprising
Interest area:Interest area:Interest area:Interest area:
You like meeting people,
leading, talking to and
influencing others,
encouraging others,
working in business.
Key skills:Key skills:Key skills:Key skills:
Selling, promoting and
persuading, developing
ideas, public speaking,
managing, organising,
leading and captaining,
computing, planning.
Occupations Occupations Occupations Occupations with with
with with
practical components:practical components:practical
components:practical components:
Salesperson, lawyer,
politician, accountant,
business owner,
executive or manager,

17. travel agent, music or
sports promoter.
Subjects to develop Subjects to develop Subjects to develop
Subjects to develop
your skills:your skills:your skills:your skills:
English, Maths, Business
Studies, Accounting,
Economics, Social
Studies, Drama,
Computing, Languages.
ConventionalConventionalConventionalConventional
Interest area:Interest area:Interest area:Interest area:
You like working indoors
and at tasks that involve
organising and being
accurate, following
procedures, working
with data or numbers,
planning work and
events.
Key skills:Key skills:Key skills:Key skills:
Computing and
keyboarding, recording
and keeping records,
paying attention to
detail, meeting and

18. greeting, doing
calculations, handling
money, organising,
arranging, working
independently.
Occupations with Occupations with Occupations with
Occupations with
practical components:practical components:practical
components:practical components:
Secretary, receptionist,
office worker, librarian,
bank clerk, computer
operator, stores and
dispatch clerk.
Subjects to develop Subjects to develop Subjects to develop
Subjects to develop
your skills:your skills:your skills:your skills:
English, Maths, Business
Studies, Accounting,
Economics, Computing.