Self and Experience

Posted by: Jeffrey Landine on August 11, 2011 12:00 pm

As we indicated in our last blog, we think that semantic memory is where occupational information is stored while episodic memory is where information about the self is stored.  This dichotomy represents the foundation of the Cognitive Information Processing (CIP) approach to career decision-making (Peterson, Sampson, Lenz & Reardon, 2002).  In this theory, episodic memory, defined as the memory of autobiographical events which include attributes such as time, place, people and associated emotions, is believed to be the recalled material from which we derive a sense of self.  All the little mental “movies” of our lives that we can recall (and some that we can’t recall) help to create a picture of self in our world.  As such, experience plays a key role in this aspect of memory.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Water Lilies in Paradise! Or, Mosquitoes and Deer Flies. What You Focus on Creates Your Reality

Posted by: Mark Franklin on August 5, 2011 2:00 pm

Summer is here in Canada and endless biodiversity beautifies our roadsides and wilderness. It’s paradise. Then there are the annoying mosquitoes and painful deer flies. Just like your in your career and life: you have meaningful and satisfying experiences, and then there are those boring tasks, annoying people or unsatisfying projects. What do you choose to focus on? 

Watch this 1-minute YouTube video I made while paddling in paradise (Gatineau, Quebec) and leave a comment on the blog post! What does it say to you? What are you choosing to focus on? What questions do you have about choosing your thoughts?

http://www.youtube.com/embed/taWHleX7-PY

-Mark at CareerCycles




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Occupational Information and Its Organization

Posted by: John Stewart on July 13, 2011 11:19 am

In our last presentation, we identified two types of memory used to store information: procedural and declarative.  Within declarative memory we categorized episodic and semantic as two types of memory storage in long-term memory.  We think that semantic memory is where occupational information is stored while episodic memory is where information about the self is stored.  In this presentation, we want to focus on semantic memory. 

Information stored in semantic memory consists of facts, concepts, and relationships among concepts that are verifiable in external reality. For example, we can verify the qualifications and occupational responsibilities of a surgeon.  The information in semantic memory is typically structured in a pyramidal fashion.  Within this hierarchy, the information is related to more sophisticated concepts (sometimes referred to as superordinate concepts) such as lawyers being one of a number of legal professions; and to lower concepts (sometimes known as subordinate concepts) such as lawyers are people who represent others in courts. Storing information in this manner helps individuals to access their information about occupations and the world of work easily. For example, if the only information a person knows about an occupation is that it is performed outdoors, this information is not very effective in thinking about how the occupation differs from other occupations. However, knowing that part of the occupational role is performed outdoors while the other parts are performed in different contexts is more effective in differentiating occupations.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Why Processing Occupational Information May Be Well-Suited For Your Own “Central-Processing Unit”

Posted by: Jeffrey Landine on July 8, 2011 12:07 pm

Career development is one area of counselling that appears to have embraced the efficiency and seemingly endless capacity of technology to store information in a readily accessible way.  Online assessments and databases such as CHOICES and Career Cruising are now integral aspects of career development curriculum and approaches to career counselling across the country.  Government departments in Canada and the US have taken on the task of developing frameworks for organizing occupations and occupational information (NOC and O*NET) using hierarchical relationships that organize occupations in terms of responsibilities and occupation domains, and level of education.  These frameworks are akin to the hierarchical manner in which information is stored in a computer.

In the realm of cognitive psychology, information-processing models often represent cognition, our information-processing abilities, as involving a series of sequential stages similar to the functioning of a computer where information, the input, is first into the computer through our sensory register.  There it is processed, and the resulting output is an answer or solution to a problem.  With computers, as long as the information at the input end is the same and the internal processes brought to bear on the information are similar, the output is the same, regardless of the computer used.  When the problem or, in the realm we are addressing, a career decision, involves human processing, however, the resulting answers or decisions are not always the same, even when the information being input is the same from one person to the next.  For example, a presentation made to a first-year university class describes the process involved in becoming a corporate banker, the typical duties a banker performs, and future employment outlooks for this occupation.  While all students receive the same information, what is done with the information likely varies from student to student.  This suggests that there are complicating variables that render each individual’s processing of information unique. 

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Can I do this?

Posted by: John Stewart on June 17, 2011 1:09 pm

We have been writing about metadimensions of the self-concept system.  Since individuals have many self-concepts (not just one), it is possible to distinguish between a self-concept and a self-concept system. More specifically, the vocational self-concept system consists of the thoughts individuals have about their perceived traits that are considered important to the work role. In this presentation, we focus on self-efficacy and the ways perceived self-efficacy can influence the vocational decision-making process.

Self-efficacy is defined as individuals’ beliefs about their competencies to perform behaviors necessary to accomplish a particular task. Bandura popularized this construct and it is a major component in Social Cognitive Career Theory.  Further, self-efficacy is used to explain some of the major differences between males and females in their academic and occupational decision-making.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

The Professor Tony Watts Interview: “Organizations create careers, but also, careers create organizations”

Posted by: Mark Franklin on June 11, 2011 5:23 pm

If you’ve ever wondered how meaningful your career is to your employer, or how important your contribution is in transforming your organization, you’re in luck, because Professor Tony Watts has some powerful things to say about it.

“Organizations create careers, but also, careers create organizations. It’s the way people develop their talents, through movement, that actually creates dynamic organizations,” said Tony Watts, Visiting Professor of Career Development at the University of Derby, England. “Some organizations do absolutely understand that, not all do. Encouraging organizations to take the careers of their staff seriously is very important.” Tony Watts has lectured in over 60 countries, and written books, articles and commissioned studies, recently focusing on the use of internet technology to support career development. Mostly though, Tony is an impassioned advocate  for widespread career wellbeing through government policy, educational institutions, and organizations. He was a guest on our radio show, Career Buzz, on June 10, 2011.

Isn’t it refreshing to consider that your career helps to create your organization? And if that’s the case as Tony Watts suggests, doesn’t it make sense to establish a healthy share of the responsibility for developing our careers for the future? Of course it’s still true that, as Professor Watts says, “Security lies in employability not employment” so we all should be staying sharp and employable, and experts suggest that we take 70% of the responsibility for our careers. What about the other 30%? That’s where organizations could be supporting employees through career conversations, mentoring, job shadowing, skill development and annual career check-ups with a career professional.

But do people want help developing their careers for the future?

You bet they do.  And to illustrate the demand for career services in the UK, Professor Watts told about a career program supported by a marketing program. TV commercials and social media were used to spread the word on a career helpline and web-based services. “The results when we set up these call centres was that we received a million calls a year. So the demand is absolutely there.”

The whole episode of Career Buzz is worthwhile listening, including insights from Heather Turnbull, international president of the Association of Career Professionals International. Or tune in to the five minutes from 32:11 to hear Tony Watts talk about the themes in this post.

What’s your perspective on this? If you’re an employee, what support have you received from your employer to help you develop your career? If you’re a manager or organizational leader, what are your hopes and fears about providing career help to employees? Post a comment, get involved in the conversation!

–Mark Franklin  www.careercycles.com




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Can I really be a doctor?

Posted by: Jeffrey Landine on June 3, 2011 9:15 am

Most career counsellors and almost all school counselors can provide stories about having to counsel a young person who was determined to pursue a career that seemed, to the observer at least, to be outside their ability level.  Teaching courses in vocational counseling, I have, on a number of occasions, been faced with the following question from teachers who are working towards being counselors: What do I do when a student tells me that they want to be doctor and I know they don’t have the cognitive level of functioning or the grades to meet the entrance to pre-med science programs?  One of the important, and particularly interesting, dimensions of the self-system is the dimension of realism.  My colleague, John Stewart, wrote about the realism of vocational choice (Stewart, 1995), referring to it as the degree of fit between an individual’s work-related characteristics and the characteristics of the chosen work environment.  A lack of realism in vocational choice can result in aspirations towards careers that require different skills and abilities than the individual possesses and can result in frustration or shock when the reality of trying to meet the demands of the job become obvious.  Conversely, it can result in under-utilization of an individual’s skills and abilities, which can result in poor job satisfaction and a lack of productivity.  The latter situation was at one time a more common phenomenon with females (Wolfe & Betz, 1981), stemming from the tendency to aspire only to careers that have been gender stereotyped as appropriate for women.  This often resulted in women under utilizing their skills and abilities.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

Understanding Self-Esteem as Appraisal

Posted by: John Stewart on May 19, 2011 2:53 pm

By: Jeff Landine and John Stewart

In keeping with our focus on understanding the self-system and its dimensions, in this edition we focus on the dimension of self-esteem and its relationship to self-concept. Self-esteem is defined as the appraisal of the content of the self-system, either in whole or in part.  We think that the psychological dynamics involved in self-esteem include the use of criteria, such as “I am not good at public speaking” or “I am very good at solving mathematical problems” or “I must be very good at writing” individuals use to assess the content of their self-system.  These criteria develop from feedback coming directly or indirectly from experiences.  The criteria can be forgotten in memory or they can be known and used by individuals to make decisions.  In either situation, the criteria influence vocational decision-making.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

How clear is your self-picture?

Posted by: Jeffrey Landine on May 6, 2011 9:07 am

By: Jeff Landine and John Stewart

As stated in our previous blog, one significant task of career counselling involves understanding and organizing clients’ self-attributes.  A taxonomy developed by Donald Super was articulated as a useful structure for understanding the various self-concepts and the self-concept system including the dimensions of esteem, clarity, consistency, realism, complexity and efficacy.

In the context of vocational self-concepts, clarity refers to the precision with which a particular self-concept is defined and consistency refers to the congruence that exists between self-concepts.  A clear self-concept would be one that is well defined and has clearly recognized attributes.  For example, a clear vocational self-concept such as punctual would be accompanied by the ability to define punctuality and supporting evidence of the possession of this characteristic.  A consistent self-concept would be one that fits easily and appropriately with other self-concepts in the system.  For example, it is easy to see oneself as both driven and conscientious with regard to work life but it would be much harder to see how one could be driven and laid back in their approach to work.

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*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA

The Second City interview: “I get to laugh every day” and three more ways to thrive in your career

Posted by: Mark Franklin on April 29, 2011 10:11 am

Klaus Schuller is Executive Director of The Second City Toronto. I interviewed him on Career Buzz on Good Friday. He shared a wealth of career insights, and the 20-minute interview is worth a listen. Here are four of Klaus’s ideas for thriving in your career, accompanied by questions to trigger your own thriving. Leave a comment with your responses!

“I get to laugh every day.” That’s what Klaus said when I asked him what he liked about his career. How many of your clients can say that? Can you?

“Passion for excellence is my strength.” We know what career happiness happens when you get to use your strengths, daily. So when I asked Klaus what strengths he uses on a daily basis, he said, “my passion for excellence.” Surprising answer! Often people name their practical skills like project management or people skills. I thought this was apt and a unique way to describe one’s strength. If a client asked you if this were okay for a job interview response, what would you say?

“I promised myself I’d never do anything that sucked.” Klaus shared with his career story with listeners and identified that promise to himself as a guiding principle. My reaction was that it’s tilted toward the negative, but, hey, it’s been working for Klaus all his life. It’s like a thought test he can use every so often. I imagine him saying to himself, “Does this suck?” If no, continue. If yes, change. What thought test do you have for your career?

“What else are you passionate about?” Klaus hires a lot of people in his leadership position, therefore, he conducts a lot of interviews too. Instead of the usual questions, Klaus targets passion. He’d rather hear people talk about their passion about say, bicycle advocacy, because he knows passion is transferable. If your next prospective employer asks that interview question, what’ll you say?

Let’s get a discussion going! Leave a comment or a question.

Mark Franklin  www.careercycles.com




*The views expressed by our authors are personal opinions and do not necessarily reflect the views of the CCPA