Super theory of career development pdf

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This paper provides a brief overview of the C-DAC model and then discusses how the C-DAC model is useful for addressing career concerns in the post-modern era. Nach jahrzehntelanger Entwicklung der einzelnen Segmente seiner Theorie z. In the latter part of his career, Donald Super turned more exclusively toward focusing on the application of his career development theory Super et al.

Specifically, Super and his colleagues developed assessment instru- ments to measure readiness for career decision-making Career Development Inventory; Super et al. Most of these assessment instruments have been adapted for use in international research efforts to describe the relationship among important career development variables such as role salience, career concerns, and vocational identity.

Thus, the C-DAC model is influential internationally in informing career development theory and practice. Clarity concerning life-role self-concepts is an immediate requirement rather than a distant goal for these people Super, Thus, work-bound youth need to know which life roles are important to them, what they seek to achieve in each life role, and what will be required of them to achieve their goals.

To this end, Super et al. The initial presentation of the C-DAC model was later expanded and applied to secondary school students, college students, and adults Osborne et al.

The C-DAC model supplements ability and interest assessment activities by addressing a full range of traditional and innovative dimensions in career assessment.

From this perspective, the C-DAC model focuses on the development of career adaptability as a necessary precursor to the effective use of ability and interest assessment data. These dimensions of career adaptability are important because if someone knows little about the world of work, then interest inventories that use occu- pational titles or activities may produce misleading scores and poor choices may be made Super et al. Likewise, when people do not engage in sufficient career planning, they often encounter career tasks for which they are not prepared Herr, Addressing these resources requires conducting appraisals of career choice content e.

Because the most innovative dimensions of the C-DAC model relate to the variables that moderate career choice i. Using the C-DAC model to assess career choice process variables Life-role salience Traditional assessment approaches often assume that all individuals place a high value on work and that all individuals view work as the prime means of values realisation. When salience for the work role is high, individuals view work as providing meaningful opportunities for self-expression.

In such cases, people are motivated to engage in the behaviours necessary e. When work-role salience is low, however, individuals often lack motivation and career adaptability. Disputing irrational beliefs, exposing people to effective role models, and providing mentors are examples of activities that foster career arousal. Specifically, the SI measures the relative importance of five primary life roles student, worker, citizen, homemaker, and leisurite on three dimensions, one behavioural and two affective.

The behavioural component, Participation, assesses what the respondent does or has done recently in each of the life roles. The first affective component, Commitment, requires the inventory-taker to indicate how he or she feels about each of the five life roles. The second affective component, Values Expectations, requires the respondent to indicate the degree to which there will be opportunities now or in the future to express important values in each of the life roles.

Because people are heterogeneous in their characteristics, it is important to establish the functional and conceptual equivalence of SI items Fouad, At some life stages, a number of simultaneous roles e. However, usually two or three roles are salient or relatively more important than others. The fact that people play several simultaneous roles means that roles interact and impact one another. The interaction among the roles can be supportive, supplementary, compensatory, or neutral.

It can also be conflicting if some of the roles absorb too much of the available time and energy. As a matter of fact, for most people the interpenetration of different spheres of life is inevitable in some life stages. By combining the life space with the life-span or developmental perspective, the Rainbow model shows how the role constellation changes with life stages.

As Super noted, life roles wax and wane over time. Perhaps the most important single idea of Super was his tenet that occupational choice should be seen as an unfolding process. Interestingly enough, his theory building was also an unfolding process; he continued to augment and refine his theory throughout his life. Thus his theory also evolved through various stages that can be traced in their name modifications: from the original Career Development Theory to Developmental Self-Concept Theory, and then to the currently prevailing Life-Span, Life-Space Theory.

Super incorporated the ideas of many predecessors in his attempt to compile an integrative body of knowledge that comprises various perspectives on career development. The result was a comprehensive but also fragmental theoretical account. Super himself admitted that disparate segments of his theory need to be cemented together more thoroughly.

He hoped that this task will be eventually accomplished by future theorists. However, in spite of his reluctance to present a more parsimonious and coherent theoretical statement, his theorizing was most appealing. Together with his followers, he has had, and continues to have, a major impact upon career development research and counseling. Developmental Perspective: Understanding Careers In The Life Span While traditional vocational guidance focused on occupational choice and the prediction of occupational success at some later point in time, Super stressed the need to understand and predict a career.

Drawing on the work of developmental psychologists and sociologists who independently studied stages of life and work, Super and his colleagues outlined five major stages of career development, with each one characterized by three or four appropriate developmental tasks: Growth roughly age 4 to 13 , the first life stage, the period when children develop their capacities, attitudes, interests, socialize their needs, and form a general understanding of the world of work.

Phenomenological Perspective: The Notion Of Occupational Self-Concept In his account of vocational behavior, Super incorporated in his developmental perspective the idea that people base their career decision on beliefs about their own abilities and other self-attributes. Conclusion Perhaps the most important single idea of Super was his tenet that occupational choice should be seen as an unfolding process.

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