Career Guidance: Theory and Practice

A Perspective on Supers Theory of Career Development

Introduction Donald E. Super's theory of Career Development remains today one of the most influential theory in career development; so much so due to the fact that unlike previous thought in career development, Super's (1990) theory of career development encompasses a broader perspective, suggesting that such development did not conclude in adolesence but in a continuation lifelong. Super had postulated this theory from his own experience as a job placement specialist, psychologist and vocational counsellor. Being also a student of career development thinker and psychologist Eli Ginsberg, he was much influenced by his mentor's work and found many weaknesses in it. However, the focus of this paper will be on Super's theory alone, with no extrapolation to other theories, lest Super's theory himself had significantly influenced it.

Description of Theory Throughout the course of career theory, there were two main branches Structural Theories and Developmental Theories. The former emphasised on the individual's characteristics and occupational tasks while the latter on the human development throughout lifespan. In this case, Donald E. Super was a Developmental Theorist. (Socrates/ Comenius, 2008) Career maturity occurs only as one become successful; when one achieves and accomplishes across one's lifespan. Super's model suggests that an individual's career pattern is influenced by many factors which are physical and mental ability, socioeconomic factors, personal characteristics and opportunities exposed. Career satistaction is found in work roles which they can express themselves, thus implementing and developing self-concept. (Socrates/ Comenius, 2008, p. 15)

Super's Stages of Career Development The following is an excerpt from Pennsylvania State Career Education and work:
The Stages are divided into five; growth, exploration,establisment, maintenance and decline.

Growth (Birth to mid teens) - Major developmental tasks: developing self-concept, moving on from play to work orientation.

Sub stages Fantasy (4-10 years old) - needs dominate career fantasies and little reality orientation. Interest (11-12 years old) - identifies likes/dislikes as basis for career choices Capacity (13-14 years old) - more reality incorporated; can relate own skills to specific requirements of jobs. (Vocationalizing the self concept)

Exploration (Mid teens through early 20s) - major tasks: develop a realistic self-concept, implement a vocational preference though role tryouts and exploration; there is a gradual narrowing of choices leading to implementation of a preference. Preferences become CHOICES when acted upon.

Sub Stages Tentative (15-17 years old) - tentative choices incorporating needs, interests, abilities are tried out in fantasy, coursework, part time work, volunteer, shadowing. o May identify field and level of work at this sub stage.

Crystallization of Preference (18-21 years old) - General preference is converted into specific choice. Reality dominates as one enters the job market or training after high school. Choosing a college major or field of training.

Specifying a Vocational Preference (early 20s) - trial/little commitment; first job is tried out as lifes work but the implemented choice is provisional and person may cycle back through crystallizing and specifying if not appropriate.

Establishment (mid 20s through mid 40s) - major tasks are to find secure niche in ones field and advance within it. Sub Stages Trial and Stabilization (25-30 years old) - process of settling down, if unsatisfactory may make 1-2 more changes before the right job is found.

Advancement (30-40 years old) - efforts directed at securing ones position, acquiring seniority, developing skills, demonstrating superior performance, resume building actions.

Maintenance (40s through early 60s) - Major task is to preserve ones gains and develop nonoccupational roles for things one always wanted to do; Little new ground is broken, one continues established work patterns. One faces competition from younger workers. Could be a plateau. Disengagement or Decline (Late 60s through retirement) - Tasks are deceleration of the career, gradual disengagement from world of work and retirement. One is challenged to find other sources of satisfaction. May shift to part time to suit declining capacities. "

Development Tasks Crystallization Specification Implementation Stabilization Consolidation Forming a general vocational goal Move from tentative to specific preference Complete training, enter employment Confirm choice through work experience Advance in career

Description of Stages excepted from (Pennsylvania Career Education and Work, 2002) and (Super, 1980)

Criticisms Although intrumental in Career Development Theory, Super's Model was fragmented and anticipated too much in future development. In fact, Donald E. Super had passed away before completing his magnum opus. Also, the lower income groups who do not have sufficient opportunities exposed for vocational maturity were also incompatible for his model. (Patton, 2006)

Conclusion Career Development Theory, more specifically Super's Model has provided insight for every person looking for job prospects and eventually job satisfaction.

Career Theory allows one to set goals for mastery of tasks and abilities unique to each stage of life to achieve vocational maturity. Moreover, it clarifies self-concept by enhancing self-knowledge thus increasing onself in vocational maturity. Students who are not yet exposed to the working world are given a wider range of careers because options narrow over the years. The study of theory allows students to consider lifestyle implications. Lastly, proper exposure on job prospects is secure to each student intending to adapt to the working world of the 21st century.

Bibliography
Socrates/ Comenius. (2008). Report on Effective Career Guidance. European Commision. Athens: Epinoia S.A. Super, D. E. (1980). Life Span, Life Approach to Career Development. Journal of Vocational Behaviour , 282-298. Patton, W. (2006). Career Development Systems and Theory. Rotterdam/Taipei: Sense Publishers. Pennsylvania Career Education and Work. (2002, June 15). Overview of Career Development Theory. Retrieved from PA Career Standards: www.pacareerstandards.com/documents/pedagogy/career-theory-hollandbandura-super.doc