You are recommended to consider the two core modules in Career Development Theories and the Challenges of Careers Work in Higher Education in relation to this module.
Career Development Theories (CDTs)
The theories covered in CDT can be used to inform the design of training and coaching activities. A summary of the key concepts is provided below.
- Holland ’s concepts including: the RIASEC environmental and personality types; congruence; differentiation; identity and consistency.
- Super’s concepts including: growth; exploration (crystallisation, specification and implementation); establishment; maintenance; disengagement; life roles; values; theatres; trialling; shadowing; visualisation; the maxi-cycle; mini-cycles and recycling.
- Law’s concepts including: the participants' communities; the five modes of community influence (expectations, feedback, support, modelling and information).
- Krumboltz’s concepts including: instrumental learning; task skills; associative learning; self-observation generalisations and world-view generalisations.
- Savickas’ concepts including: preoccupations; life themes; occupations; plots; role models; interests and goals.
- Cochran’s concepts including: incompletion; positioning; positing; completion; drama; synthesis; models; lifelines; role models and chapters.
1/ Krumboltz's work can be used to inform the design of a training session that works from the participants' learning experiences i.e. their self-observation and world-view generalisations.
2/ Cochran's work can be used to inform a narrative approach to coaching and mentoring in which the client's incomplete stories provide a basis for action (positioning, positing and completion).
3/ Super's work on stages and develomental tasks can be used to interpret the client's career development thus far.
4/ Read Sharf (2010) to explore the integration of CDTs with one-to-one work in more depth.
5/ Read McCash (2011) for an example of course design linked to CDTs, learning theories and concept mapping.
Challenges of Careers Work in Higher Education
The organisational, management and ethical aspects discussed in Challenges are relevant to the negotiation, management and development of training and coaching activities in higher education.
1/ Consider how the model of service delivery may need to be adapted to enable training, coaching or mentoring to take place effectively.
2/ Consider in what ways training and coaching activities may enhance or conflict with your professional values.