Career development theory

Career is a continuous experience process of all career-related behaviors and activities and related attitudes, values, aspirations, etc. It is also a process of career, position change and career goal realization. The following is my career development theory, welcome to share.

Theory of Career Development 1

Famous words of career planning:

Whether you are born smart or not, be satisfied; Don't ignore your talent. With the development of talent, you will succeed. -Sidney Smith

In career planning and career counseling, career development theory is an important breakthrough in career theory after the "trait-factor" theory. This theory makes career counseling develop from caring about the current career adaptation to focusing on the whole career planning. Since then, career counseling has moved from employment guidance to career planning counseling. Its representative, Schuber, has become another milestone master in the history of career planning counseling since Parsons.

I. Overview of Schuber's career development theory

Schuber, Ginsberg, greenhouse, Shi En, Gary Desler, etc. all made special research on the process of career development, and divided people's careers into different development stages, assuming that each stage has its own unique problems and tasks, and put forward methods and countermeasures to solve these problems and complete these tasks. However, Schuber is a master of this theory; He is a master of American career counseling theory. His career development theory integrates the long-term research results of difference psychology, developmental psychology, personality psychology and professional sociology, and systematically puts forward the views on career development.

second, the main points of Schuber's career development theory

Schuber's core point of view on career is self-concept. Self-concept is our subjective perception of "who I am" and "what I look like", including: body, sociality, sex, feelings, preferences, reason, occupation, values and philosophy of life. He believes that the course of career choice is the course of self-concept practice. People have a driving force, constantly integrating themselves into their work and practicing themselves in their work. His viewpoint can be summarized into 14 items: < P > 1. People have differences in personal characteristics such as ability, personality, needs, values, interests and self-concept.

2. Individuals with unique nature are suitable to engage in certain professional categories.

3. Each occupation corresponds to a set of personal characteristics; There is a certain degree of freedom of choice between occupation and individual.

4. Individual characteristics (career preference, ability, life), working environment and self-concept will change with time. Self-concept will gradually stabilize and mature after the late adolescence, and will continue to exert influence on career choice and adaptation.

5. An individual's career can be summarized into a series of life stages, including growth, exploration, establishment, maintenance and decline. The transition between each stage is often affected by various unstable factors of the environment or individuals. However, the uncertain transformation will bring a new course of growth, re-exploration and re-establishment.

6. The factors that affect the type of career (including all levels of employment, order, frequency and duration of job hunting) are: individual's socio-economic status, psychological ability, education, skills, characteristics (needs, values, interests and self-concept), career maturity and opportunities.

7. At each stage, whether an individual can successfully adapt to the environment and personal needs mainly depends on his preparation, that is, the degree of professional maturity. Career maturity is an overall state composed of individual physiological, psychological and social characteristics.

8. Career maturity is a hypothetical concept, just like the concept of intelligence, it is difficult to define its operational definition. But what is certain is that career maturity is not a single-dimensional trait.

9. Personal career development can be guided: on the one hand, it promotes the maturity of personal abilities and interests, on the other hand, it guides personal practice and forms self-concept.

1. The essence of career development is the development and formation of self-concept. Self-concept is the product of the interaction of personal heredity, physical condition, observing and playing different roles, evaluating roles, playing and learning from others.

11. Personal understanding or compromise between self-concept and reality is a learning process of role-playing and feedback. These places of study include games, career counseling, classrooms, workplaces and formal jobs.

12. The degree of personal satisfaction with work and life depends on how to find appropriate outlets for one's own abilities, needs, values, interests, personality traits and self-concept.

13. The degree of personal satisfaction gained from work is in direct proportion to the degree of self-realization experienced by individuals.

14. Work and occupation, for most people, provide conditions for their individuality; For some people, this is just on the edge of life, even insignificant, while other roles, such as leisure activities and family care, are at the core. Social traditions, such as stereotyped images of gender roles, model learning, racial prejudice, environmental opportunity structure and individual differences, determine individuals' preferences for roles such as workers, students, leisure people, housekeepers and citizens.

Third, the stage model of Schuber's career development theory

The stage model of Schuber's career development theory, after more than 2 years of experimental research, is based on the analysis of various professional behaviors by developmental psychology and sociology, and analyzes the process of career development by age. He divided his career into five main stages, each with its own unique development tasks.

(1) Growth stage

1. Age range: -14 years old, belonging to the cognitive stage. Children develop their self-concept through the influence and recognition of key figures in their families and schools. In the early stage, needs and fantasies dominated, and with the increase of participation in society and understanding of reality, interests and abilities became more important.

2. main task: to develop self-concept, that is, to know who you are, to establish a correct attitude towards the work world, and to understand the significance of work.

3. Stage breakdown:

① Fantasy period (4-1 years old). You need to dominate everything and play your favorite professional role in fantasy.

② Interest period (11-12 years old). Preference becomes the main determinant of personal career expectations and activities.

③ Ability period (13-14 years old). The importance of ability gradually increased, and I began to consider my own ability and job requirements.

(2) exploration stage

1. Age range: 15-24 years old, belonging to the stage of learning to lay the foundation. Through school study, leisure activities and short-term work, self-inspection, role identification and career exploration are carried out.

2. Main tasks: to gradually concretize and specify career preferences and realize them; Form a self-concept that is consistent with the facts and learn to create career opportunities. Career development theory 2

[Paper Keywords] Career management professional development of preschool teachers

[Abstract] The essence of career management is the management of human resources, which refers to the sum of a series of activities such as personal and organizational career planning and career development promotion. This paper discusses the professional development of "3- generation preschool teachers" from the perspective of career management, and puts forward that the professional development of preschool teachers should start from its subjectivity and sociality, including individual self-development and social support for individual professional development.

Since the beginning of the teacher professionalization movement in 198s, the level of preschool teachers' professionalization in China has made some progress, and the research on preschool teachers' professionalization has also continued to deepen. Judging from the existing research results, this kind of research tends to focus on the connotation, stages and promotion methods of preschool teachers' professional development. M On the whole, this kind of research is still in the stage of summing up experience and clarifying concepts, limited to the micro-research of teachers' knowledge and skills, pre-service education and on-the-job growth, and has not broken through the horizons of pedagogy, psychology and other disciplines. In order to further study the specialization of preschool teachers, it is necessary to examine and examine it from a multidisciplinary perspective. This paper intends to discuss the professional development of preschool teachers from the perspective of career management.

I. Introduction to the theory of career management

Career refers to the whole process of an individual's career in his life, including the external changes of all his jobs, occupations and positions and the internal changes of his work attitude and experience. CareerManagement belongs to the category of HumanResources, which refers to the sum of a series of activities such as personal and organizational career planning and career development promotion. It includes organizational career management initiated by organizations and self-career management initiated by individuals. The essence of career management is the development and utilization of people's ability, personality, emotion, value and humanity, which is helpful to improve the investment income of individual human capital and reduce the cost of changing career paths, and is also beneficial to the development of collectives or organizations.

(1) Theory of career management

1. Theory of career development stages. EliGinzberg, the pioneer of the famous American career development theory, first discussed the development and change process of people's career consciousness or career pursuit. He believes that in terms of professional psychological development, the development of individual career from childhood to adolescence can be divided into three stages: fantasy stage, trial stage and reality stage. [3] EdgarH.Schein, a famous American career management scientist, divides his career into nine stages: growth-fantasy-exploration stage, entry into the work world, basic training, formal membership of early career, mid-career, mid-career dangerous stage, late career, recession and retirement.

2. Professionalism. _

in 1971, JohnHolland, a professor of vector psychology at Hopkins in the United States, put forward the theory of occupational orientation with wide social influence. He believes that career orientation is an important factor to decide what kind of career a person chooses, including individual values, motives and needs. The six basic occupational orientations correspond to six occupational types, namely, practical, research, artistic, social, pioneering and conventional. Workers of a certain personality type should be combined with their occupations of the same type in order to fully mobilize their work enthusiasm and give play to their intelligence.

3. The theory of "career anchor" and "boundary".

"Career Anchor" is a concept first put forward by Professor Shien of Massachusetts Institute of Technology in his book "Effective Career Management". It refers to the vital things or values that a person will never give up when making a career choice, and it is a dynamic result produced by individuals in the process of continuous exploration. T} "career anchor" has the same meaning as "anchor", which is a metaphor for the goals that people should lock in when choosing and developing their own careers. " Work-family boundary, the theory points out that people wander in the boundary between work and family every day, and work and family form different fields of purpose and culture, which influence each other. Although many aspects of work and family are difficult to adjust, individuals can still create the desired balance.

4. active constructivism.

John Rumboltz, a professor of education and psychology at Stanford University, put forward the "active construction theory" of career planning from the perspective of self-efficacy in 1996. T8} The core concept of active construction is self-efficacy, which means that individuals believe that they can successfully complete their career decisions and actively plan and manage their own careers. Career development is a process of knowing ourselves and making various possible choices. Past study and experience have influenced our career decisions in many ways. Personal beliefs and expectations are an important part of career development. Therefore, the development of career is a process of active construction, and individuals can actively look for "role models" and "mentors" in life.

(2) Typical career phenomena

In the above career management theories, several typical career phenomena are mentioned. Because individuals have different needs and tasks in different stages of career development, their task competence and satisfaction are directly related to their career orientation and career anchor, which may lead to the phenomenon of "career plateau" and "glass ceiling effect" in career promotion and bureaucratic management; At the same time, in the process of individual's choice and locking of value, pursuit of life goal and understanding and feeling of life meaning, there may be phenomena such as "job burnout", "job toughness" and "rainbow of life development".

1. Career plateau o

This means that there is little possibility of further promotion of individual career development, which may be caused by both individual bad factors and organizational pyramid structure. The higher the level, the less jobs can be provided.

2. GlassCeilingEffect)o

This is an intangible and artificial difficulty or obstacle to prevent some qualified people (especially women) from rising to a certain position in the organization. Individuals can't be promoted to the top of the organization, not because of their lack of ability or experience, nor because they don't want jobs, but because of some obstacles set by the organization.

3. Burnout o

This refers to the state of physical and mental fatigue and exhaustion of individuals under the pressure of work, including emotional exhaustion, apathy and autism, powerlessness or low sense of personal accomplishment. Emotional exhaustion means that individuals are in a state of extreme fatigue and lose their enthusiasm for work; Indifferent and autistic personality means that individuals take an indifferent attitude towards the work object and environment and behave strangely; A sense of powerlessness or low personal accomplishment refers to an individual's negative evaluation of himself. Job burnout is very destructive to work, which leads to the deterioration of work status.

4. Career resilience o

This refers to the ability of individuals to make self-adjustment and adaptation when dealing with various work pressures and adversity in their daily work, and to recover and rebound from adversity. Toughness is originally a physical concept, which refers to the rebound of an object when it is squeezed by an external force. It means that people have the instinct of active adaptation and self-adjustment, rather than passively accepting external forces.

5. Life-career rainbow o

This means that, as a whole, the work or occupation that an individual has been engaged in all his life gradually expands to include non-work or non-professional activities, and the development of one's career is closely linked with the development of one's life, that is, the development of one's career is essentially the development of one's overall life and life course. The above career management theory enlightens us that individual career is not only the acquisition of all kinds of knowledge, professional technology.