Digging Deeper
Additional Theories
Throughout this chapter, there have been strong endorsements for researching and taking initiative to formulate a career plan. However, I want to use this last segment to reiterate a few important points. To assist with this, I want to speak on two prominent and relevant career development theoretical approaches
Super’s Developmental Theory
Super (1954) had a differing theory during the time when Trait-and-Factor theory was a prominent theory in the world of career development. He believed this approach to be valuable but too static, given the changing nature of humanity. Because of this concern, Super developed a theory focused on the continuing development of an individual through the following phases: Growth (4-13 years old), Exploration (14-24 years old), Establishment (25-44 years old), Maintenance (45-65 years old), and Disengagement (over 65 years old). According to Super’s theory, during the developmental age group of 14-24, it is important for students to use classes, work experiences, and hobbies to identify their interests and capabilities. Then they should take this information and align it with various occupations to determine fit. Although Super identified ages 14-24, career development can have these previously mentioned elements associated with the group of 14-24 can crop back up later in life as well. However, it does showcase the importance of taking initiative and using the resources discussed throughout this chapter to develop your career now, in its infancy. College is an excellent time to explore these things in greater depth while pushing to be successful inside the classroom. However, Super et al. (1996) advocated that occupational choice should not be a one-time decision but rather an ongoing process. It is important to make decisions about major and career goals, but it is equally important to accept that people evolve and change, which is relevant to our next quick look at career development theory.
Planned Happenstance Theory
Mitchell et al. (1999) developed the planned happenstance theory, which is a derivative of chaos theory applied to career development. The quick version is there are too many variables to account for when making career decisions, making it impossible to formulate a guaranteed plan of what will happen and where one will go. Mitchell et al. (1999) stated this theory necessitates “creating and transforming of unplanned events into opportunities for This learning” (p. 117). statement highlights the importance of making tentative career plans but engaging in these other areas as well to seize opportunities as they present themselves. When building a career and moving forward with your narrative, it is important to foster (a) the curiosity to explore learning opportunities available to you, (b) an attitude of persistence toward dealing with roadblocks and obstacles; (c) flexibility to address events, problems, or successes that may happen; and (d) a focus on positive energy so optimism becomes the foundation of your choices. Using these important tools can be very impactful as you successfully navigate your story moving forward.
References
Mitchell, K. E., Levin, S. A., & Krumboltz, J. D. (1999). Planned happenstance: constructing unexpected career opportunities. Journal of Counseling & Development, 77(2), 115–124. https://doi.org/10.1002/j.1556-6676.1999.tb02431.x
Patton, W., & Lokan, J. (2001). Perspectives on Donald Super's construct of career maturity. International Journal of Educational and Vocational Guidance, 1, 31–48.
Super, D. E. (1954). Career patterns as a basis for vocational counseling. Journal of Counseling Psychology, 1, 12–20.
Super, D. E., Savickas, M. L. & Super, C. M. (1996). The life-span, life-space approach to careers. In D. Brown, L. Brooks, & Associates (Eds.), Career choice and development (3rd ed., pp. 121–178). Jossey-Bass Publishers.