A look into the various theories concerning career development and how is it significance to the field of education.

1. Career
Development
and
Community
Service
ryan elbert gan

2. Career Development
• Career refers to the activities
and positions involved in
vocations, occupations, and
jobs as well as to related
activities associated with an
individual’s lifetime of work.

3. Career Development
• Work, on the other hand, is
defined as an activity that
produces something of value
for oneself or others (Reardon,
et.al., 2000).

4. Career Development
• This description of work does
not only point out to work for
which one is paid a salary, but
also unpaid work that includes
volunteering for a community
project (Zunker, 2012).

5. Career Development
• Career development is an on-
going process of gaining
knowledge and improving
skills that will help an
individual to establish a career
plan.

6. Significance of
Career Development
• most students do not plan for
their future
• They just follow the crowd
• Influenced/ forced by parents
and/or peers
• Temptation from current trends

7. Significance of
Career Development
• We spend most of time working:
• About 40 years or 80,000 hours of our
lifetime is spent working.

8. The Vocational Choice Theory
(John Holland)
• Career interests are an
expression of the
individual’s personality.

9. The Vocational Choice Theory
(John Holland)
• people can be described as a
combination of two or more of
six types: realistic, investigative,
artistic, social, enterprising, and
conventional.

11. The Vocational Choice Theory
(John Holland)
• In the career choice and
development process, people
search for environments that
would allow them to exercise
their skills and abilities, and to
express their attitudes and
values.

12. Happenstance
(John Krumboltz)
• Happenstance—a term that
refers to maintaining an
exploratory attitude while
encountering unexpected
events.

13. Happenstance
(John Krumboltz)
• indecision is an unavoidable yet
acceptable condition, but should
be labelled as “open-
mindedness”

14. Happenstance
(John Krumboltz)
• The uncertainties in our lives
make it impossible to have a
specific plan laid out in advance.
Career development (and even
teaching) should take on the
role of encourager of
exploration.

15. Self-concept Theory of
Career Development
• Proposed by Donald Super
• The focus of this theory is on
how careers unfold over the life
span. Super suggested that
career choice and development
is essentially a process of
developing and implementing a
person’s self-concept.

16. Self-concept Theory of
Career Development
• People differ in their abilities,
personalities, needs, values,
interests, traits, and self-
concepts.
• People are qualified, by virtue
of these characteristics, for a
number of occupations.

17. Self-concept Theory of
Career Development
• Each occupation requires a
characteristics pattern of abilities
and personality traits.
• Vocational preferences and
competencies, the situations in
which people live and work and
hence, their self-concepts change
with time and experience.

18. Self-concept Theory of
Career Development
• The process if changed, may be
summed up in a series of life
stages.
• The nature of the career pattern
is determined by different
factors.

19. Self-concept Theory of
Career Development
• Self-concept is a picture of who we
are and what we are like. It is a
blend of how we see ourselves and
how we would like to be seen. It is
how we think others view us both
subjectively or objectively.

20. Self-concept Theory of
Career Development
• Life Span refers to the length of one’s
career.
Stages:
• Growth (0-15)
• Exploration (15-25)
• Establishment (25-45)
• Maintenance (45-65)
• Disengagement (65-over)

21. Self-concept Theory of
Career Development
• Career is defined as the
combination of life roles
that one plays at a given life
stage.

23. Value-based
Career Decision Making
• Values serve as standards by
which people evaluate their
actions and the actions of
others. Simply put, values direct
our behaviour in specific
directions and toward particular
goals.

24. Value-based
Career Decision Making
• Brown theorized that values are
shaped by genetics and
environment—as a result of genetic
and environmental influences,
specific values become more
important than others. As values
become crystallized and prioritized,
people use them to guide and
explain their behavior.

25. Value-based
Career Decision Making
• Values are solidified in the early
adult years and tend to remain
stable over time; however, age,
experience, and traumatic life
events can modify them. Good
decision making will be difficult or
impossible if one is not yet able to
identify one’s values.

26. Social Cognitive
Career Theory
• proposed a mutually influencing
relationship between people and
the environment
• based on the critical relationship
among self-efficacy beliefs,
outcome expectations, and
personal goals in the career
decision-making process

27. Social Cognitive
Career Theory
• Self-efficacy (Lent, 2005) is a
dynamic set of beliefs that are
linked to particular performance
domains and activities. It means
that people believe in their abilities
to accomplish goals and help in
determining the actions that they
will take.

28. Social Cognitive
Career Theory
• It is one’s beliefs about one’s sense
of self-efficacy that determines
whether one is willing and
motivated to pursue a career or
educational path.

29. Social Cognitive
Career Theory
• The main concept in social cognitive
theory is that an individual’s actions
and reactions, including social
behaviors and cognitive processes,
in almost every situation are
influenced by the actions that
individual has observed in others.

30. Social Cognitive
Career Theory
• The main concept in social cognitive
theory is that an individual’s actions
and reactions, including social
behaviors and cognitive processes,
in almost every situation are
influenced by the actions that
individual has observed in others.

31. Social Cognitive
Career Theory
• People express interest in certain
career and academic pursuits if they
think that can perform well in them
and if, at the same time, they think
that pursuing these careers will lead
to outcomes they desire.

33. Community Service
• Community service is a form of
experiential education which
intertwines with classroom
instruction and critical reflection. It
has two goals: service to the
community and student learning.

34. Community Service
• Through their participation,
students can clarify values and
develop both self-awareness and
self-efficacy. It allows students to
acquire and develop professional
skills, including teamwork, critical
thinking, problem solving,
communication, and leadership
skills

35. Community Service
• Furthermore, community service
often provides students with
opportunities related to their
majors and career interests. As
students provide service to the
community, they explore career
options and opportunities and
gauge their readiness for the
workplace.

36. Community Service
• Students can use their
experience to seek clarity
about their career choice
and to finalize their career
decision.

37. Synthesis
• On a daily basis, teachers confront
complex decisions that rely on
many different kinds of knowledge
and judgment and that can involve
high-stakes outcomes for students’
futures.

38. Synthesis
• To make good decisions, teachers
must be aware of the many ways in
which student learning can unfold in
the context of development,
learning differences, language and
cultural influences, and individual
temperaments, interests, and
approaches to learning.

39. Synthesis
• Teachers need to know how to take
the steps necessary to gather
additional information that will
allow them to make more grounded
judgments about what is going on
and what strategies may be helpful.

40. Synthesis
• Above all, teachers need
to keep what is best for
the child at the center of
their decision-making.