Schuber's career development theory

Based on the results of his "career development pattern research" and referring to Bueller's classification, Schuber (1953) also classified career development into The stages are divided into five stages: growth, trial, decision, maintenance and decline. Three of them are similar to Ginsburg's classification, but the age and content are slightly different. Schuber added career development in the employment and retirement stages, which are divided into specific stages. Described below.

Growth stage: From birth to 14 years old, children at this stage begin to develop their self-concept, begin to express their needs in various ways, and modify their own needs through continuous attempts in the real world. Role.

The tasks of this stage of development are: to develop self-image, to develop a correct attitude towards the world of work, and to understand the meaning of work. This stage consists of three periods: the first is the fantasy period (4 to 10 years old), which takes "need" as the main consideration, and role playing in fantasy is very important during this period; the second is the interest period (11 years old) to 12 years old), it takes "preference" as the main consideration, and preference is the main determinant of individual ambitions and activities; the third is the ability period (13 to 14 years old): it takes "ability" as the main consideration, and ability gradually plays an important role.

Exploration stage: From 15 to 24 years old, teenagers in this stage explore their own abilities, roles and careers through school activities, club leisure activities, part-time jobs and other opportunities. There is greater flexibility in choosing a career.

The task of development at this stage is to gradually concretize, specify and realize career preferences. This stage*** includes three periods: first, the trial period (15 to 17 years old), when you consider needs, interests, abilities and opportunities, make temporary decisions, and try them in fantasy, discussion, schoolwork and work; second, It is the transition period (18 to 21 years old), when you enter the job market or professional training, pay more attention to reality, and strive to realize your self-concept, turning general choices into specific choices; the third is the experimentation and slight commitment period (22 years old to the age of 24), the career is initially determined and the possibility of it becoming a long-term career is tested. If it is not suitable, it may go through the above periods to determine the direction.

Establishment stage: from 25 to 44 years old. After the attempts in the previous stage, young people will seek changes or make other explorations, so this stage is more able to determine their own success in the entire career. "Situated", and at the age of 31 to 40, start to think about how to keep this "seat" and fix it.

The task of development at this stage is to unify, stabilize and make progress.

This stage can be subdivided into two periods: one is the trial-commitment stable period (25 to 30 years old), when individuals seek stability and may not yet be satisfied due to some changes in life or work. ; The second is the establishment period (31 to 44 years old), when individuals are committed to a stable job. Most people are in their most creative period, because senior people often perform well.

Maintenance stage: From the age of 45 to 65, the individual still hopes to maintain his job "position" and will face challenges from new people.

The task of this stage of development is to maintain existing achievements and status.

Decline stage: Over the age of 65, due to the gradual decline of physical and psychological functions, individuals have to face reality and change from active participation to retirement. This stage often focuses on developing new roles and looking for different ways to replace and satisfy needs.

Shuber's cyclical development tasks

In the above-mentioned stages of Shubo's career development, each stage has some specific development tasks that need to be completed, and each stage needs to reach a certain level. development level or achievement level, and whether the development tasks of the previous stage are achieved or not is related to the development of the later stage.

In the following years of research, Schuber took another step forward in his view of development tasks. He believes that in a person's life-long career development, each stage also faces the problems of growth, exploration, establishment, maintenance and decline, thus forming a cycle of "growth-exploration-establishment-maintenance-decline" (see table 3-3).

①(①Jin Shuren: "Livelihood Development and Counseling", (Taiwan) Tianma Cultural Development Co., Ltd., March 1988, page 49

Table 3-3 cyclic development tasks (Schuber, 1984 )

For example, a freshman in college must adapt to a new role and learning environment. After "growth" and "exploration", once a relatively fixed adaptation model is "established", at the same time After "maintaining" college study life, we have to face another stage - preparing for job hunting. The original habits that we have adapted to will gradually fade away, and then we have to "grow" and "explore" the tasks of the new stage. , "establishment", "maintenance" and "decline", and so on

Rainbow Chart of a Lifetime Career

From 1976 to 1979, Schuber conducted a four-year tour in the UK. After cross-cultural research, he proposed a new and broader concept - Life-span, Life-space career development. (1981) This career development concept, in addition to the original In addition to the development stage theory, what is more special is that Schuber added the role theory, and described the interaction between career development stages and roles to depict a comprehensive figure of multiple role career development, a life breadth and life space. Development graph, Schuber named it "Life-career rainbow"

(1) A rainbow spanning a lifetime - breadth of life

In a lifetime career In the rainbow diagram, the horizontal plane represents the breadth of life across life. The outer layer of the rainbow shows the main stages of development and approximate ages: growth (approximately equivalent to childhood), exploration (approximately equivalent to adolescence). ), establishment period (approximately equivalent to early adulthood), maintenance period (approximately equivalent to middle age) and decline period (approximately equivalent to old age), within these five major stages of life development, there are also smaller stages in each stage. In terms of stages, Shubo particularly emphasized that the age classification of each period should be very flexible according to the different circumstances of the individual.

(2) The rainbow that runs through the upper and lower levels

In the rainbow diagram of a lifetime, the vertical level represents the life space running up and down, which is composed of a set of positions and roles. Schuber believes that people must play nine main roles in their lives, in order: Children, students, leisure people, citizens, workers, couples, parents, parents and retirees

Counseling strategies

1. Career assessment

According to Shu. Shubo's basic concept is that career counseling first needs to understand the individual's development status, and conduct a comprehensive and positive analysis of individual potential and problems through career assessment. The evaluation model proposed by Shubo is:

Preliminary understanding: including collection of information, initial contact and preliminary assessment

In-depth exploration: exploring the importance of work, the weight of various roles and the values ????of various roles, and understanding of career maturity ( (such as planning, tentative attitude, decision-making skills, career profile, suitability), self-concept (such as self-esteem, clarity, harmony, cognitive complexity, practicality), level of development of abilities and potential, range of interests and activities Wait for an in-depth assessment.

Overall evaluation of all data: Check and verify all data, and make evaluations and predictions.

Consultation: *** discuss and revise the assessment results together, including understanding the individual’s current and next stage self-concepts, career reorganization, understanding the meaning of career roles, re-exploring for maturity, and exploring specific A series of processes and approaches such as scope, in-depth exploration for specialization, career preparation, training or work, and seeking ways of self-actualization.

Discuss the action plan: combine planning, execution, tracking and evaluation, and discuss in depth how to implement it.

It can be seen from the above model that the career development theory particularly emphasizes the need for an in-depth understanding of each person's development status, especially aspects such as work concepts, career maturity, and self-concepts, including related ability aptitudes. Information about the individual's interests must be discussed with the counselor before it can be used as the basis for counseling and counseling measures.

Counseling Measures

Through the above evaluation, the counselor can take the following counseling measures in a targeted manner. For "people with uncertain choices", we should pay special attention to their emotional reactions, understand various cultural, social, and physiological factors that are difficult to determine, and help individuals integrate all aspects of themselves and make appropriate choices. For those with "insufficient career maturity", we should start by helping individuals understand personal, social and other factors related to education and career choices, so that they can understand the relationship between these factors and personal career development, and gradually develop with reference to career development tasks. Self-conceptions about career and career. For "career mature people", we need to help individuals collect and evaluate information about themselves and the environment, and make some preliminary conclusions to serve as a reference for future development or decision-making.

Directive and non-directive methods

Schuber believes that career counseling must involve both personal rationality and emotion, so as to carry out self-exploration, decision-making and reality testing. In the process of "talking", counselors can use restatement, reaction, clarification, summary, explanation, confrontation and other techniques to provide guidance and non-directive consultation based on the nature of the individual problem.

The guidance method is mainly used to collect information and further explore the topic during the consultation process, and conduct reality tests. The non-guidance method emphasizes discussing action directions and plans with the individual. It is mainly used to assist individuals to explore problems, describe self-concepts, clarify individuals' feelings about self-acceptance, and break through attitudes and emotional feelings caused by reality tests.

Counseling methods

During the counseling process, counselors can use methods such as "career autobiography", "decision diary", "drawing a career rainbow map", etc. to enable individuals to review their own development process Some special experiences in life, the influence of important people in life, personal attitudes and feelings, as well as the differences between roles and personal goals at each stage, and each decision is analyzed to enhance the individual's understanding of their own development process. Understand and guide him to actively participate in solving problems and designing his own future development plans. Among them, "drawing a career rainbow map" is a very important activity. Schuber believes that people's behavioral direction is affected by three time factors: one is the "examination" of the traces of past growth; the other is the "examination" of the current development situation. Review”: The third is the “outlook” of possible future development directions.

These three factors influence each other. The past is the cause of the present, and the present is the foundation of the future. During career coaching, the ability to see into the future is very important, and the rainbow chart of a lifetime career provides the best perspective tool. When applying the rainbow chart in practice, counselors can first prepare a blank rainbow chart, and then guide students to draw the starting and development trajectories of various roles related to their career development. When drawing a rainbow diagram, the following two points need special emphasis:

(1) Life-long career development includes development stages, living space, lifestyle and other aspects. Through this rainbow diagram, we can help individuals understand specifically and clearly how different roles build their own unique career types, how different roles appear at different stages of development, and how to rationally arrange the combination of roles to achieve the best results. Self-actualization.

(2) Pay attention to the parts and timing of the obvious roles of the counseling subjects. These information can often provide good clues as a basis for further understanding and consultation. It can assist the counseling subjects to set the next career development tasks in advance and design how to study the specific implementation steps so that their outstanding roles in the future can be fully utilized.

Comments

1. Advantages

(1) Schuber is a master of career coaching theory. His theory of career development combines differential psychology and developmental psychology. , self-psychology and long-term research results on the development direction of professional behavior. Schuber himself prefers to name his theory "differential-developmental-social-phenomenological psychology". Schuber It draws on the essence of career development in these four major academic fields and constructs a complete set of career development theories. Its theoretical viewpoint is an important theoretical basis for today's career counseling, guides the specific implementation of current career counseling, and has received widespread support from the career counseling community in various countries.

(2) In the career counseling theory at that time, most people focused on "career choice", and only a few theoretical workers were interested in career development issues, such as Ginsberg. He is the most prominent of the few scholars.

(3) Schuber continued to develop and improve his theory. In the past, Schuber's theory was mostly limited to his development stage and self-concept of career. These can explain the career development of an individual throughout his life. It covers a wide range, but the depth is not enough. With the "breadth of life and life space" The proposal of "career development is a lifetime career rainbow map" just makes up for the original shortcomings. In terms of practical application, its horizontal development stages, development tasks (i.e., the life breadth part) and vertical career role development (i.e., the life space part) are intertwined into a specific career development structure, which is helpful for promoting individuals during counseling. Self-understanding and self-realization are of great benefit.

2. Limitations

(1) Due to the rapid changes in society, the introduction of the concept of lifelong learning and the increase in human lifespan, the roles and tasks of middle age and old age in career development theory require further research. , otherwise the theory will be incomplete.

(2) Career development theory seems to ignore the influence of economic and social factors on career development direction, and the relationship between learning factors and career development process also needs further in-depth study.