Hello and welcome back! Um again, this is your powerpoint Chapter 2.
And I'm not going to talk a long time but I did walk, um through some of
these slides with you and add a little bit of information.
And of course if you have questions about the chapter, um you can talk about those
in your discussion post or you can post them to the general discussion board on
the class. So trait and factor theory is one of the oldest um, career theories
that's out there. One of the names that you need to know is Frank Parsons,
way back from like 1909. He uh, initiated the concept of vocational guidance.
And that of course morphed into professional counseling over um,
decades and multiple changes. But this, um, is the oldest and one of the
most widely used uh, career development theories. It is deceptively simple.
And one of the things to keep in mind as you read um, this chapter and the
following chapter, these are kind of static theories.
They're not developmental. So we're not really taking a person's age into
consideration. However you can utilize these theories, um, across the lifespan
with different age groups by modifying the psychoeducational piece,
by modifying the amounts and types of information that um, you are sharing
with your students and clients. It'll look very different to talk about um,
occupations and explore uh, careers and what different jobs do with a
kindergartner or first grader than it would with someone who has many years
of experience in the work force.
So, bare that in mind as we go through this.
So there are um, three steps to utilizing the trait and factor theory.
They're outlined in your book. Um, the key really is integration in step 3.
So, step 1, you need to know about yourself. Self-exploration.
Helping the um, client or student do that.
And there is a dialogue, a sample dialogue on page 35 of your textbook,
um, demonstrating step 1 of trait and factor theory.
The second piece takes some work on the part of you, the counselor or the
um, college student personnel professional
And that is you need to know about the world of work. And I'm not saying you
need to know everything about every position out there.
You need to know how to access current, accurate information.
So um, there are a variety of resources for that. Um, they're listed in your text.
And I hope you will take time to google some of those, explore those websites
and be able then to demonstrate and um, teach your clients and students
how to find that information out for themselves. Kind of help them be
empowered to do, um, this information gathering piece.
Classification systems is, this is part of step 2 and this is where I am saying
yanno, go ahead and google check these things out. Um, O*NET, there's an
assignment on that, so I know you'll be familiar with that um, by the end
of the week.
Step 3 like I said is really important. Integrating um, self and work. And that's
an awesome little typo. See I must have really wanted to draw your attention there
So um, your sample dialogue for your step 2 is on page 47 of the text and a sample
dialogue around step 3 is on page 50 of your text.
As you're um, looking at this theory, it's really important that you take um, the
whole person and their context into consideration. So I would encourage you
as you're looking at um, self-assessment pieces and you're looking at the
occupational information, keep an eye open for bias.
For gender bias, for cultural group bias, um.
There's just yanno, a lot of bias out there in the world and as professionals
um, it's our responsibility to be aware of that and to be able to align
with our clients and know where we need to advocate and where um,
certain things may be not as applicable from this theory based on an individuals
um, values.
So, some perspectives on career development.
Sociological and economic perspectives. Um, there is good
information out there that studies organizations and studies um,
the economy. The labor market. Um, and we're gonna look at
some of those.
Inequities in the labor markets. Um, you hear a lot about youth
unemployment and I encourage you to think about that in terms of um,
our local economies, our state economies and also to look um, internationally.
Right. On the news, yanno, we're hearing about unemployment in um, Spain and
youth unemployment rates in Greece and other countries. So um, keep those
things in mind and um, use a...a large lens when you're looking at um, this
information. And also keep an eye open for where discrimination has occurred in
the past um, where it is occurring currently, and um, how that might be
addressed, not just at an individual or work site level, but um, also at a more
uh, systemic level, as well.
These are some of the factors that contribute to inequitable labor markets.
You can read that there. Um, one of the things that is, not directly related but
kind of related that I wanna share about career counseling in general is we've
really shifted over time and if you were to interview someone who is in their
70s, or 60s, or 80s, um, who was out in the world of work and um, they would
have different kinds of stories to tell than if you interviewed someone
whose currently in their 20s or 30s.
So, a long time ago we had this, kind of assembly line job market.
And yanno, you got a job, around here it might have been with Ford or some place
um, and it was very, yanno, assembly line kind of work.
And you came in and you did the job and it was about that exciting, in my opinion.
And then we moved to um, a little bit different shift, which was really the
career ladder. And there were people who could climb up the career ladder if you
just, yanno, started at the bottom. Paid your dues, did your time, um, obtained
the education training you needed, and the work experience you needed.
You were gonna move up with this company.
And you were gonna be able to um, gain status and um, higher salary, and
different job responsibilities by working your way up the career ladder.
For most people, I would say that was especially true for um, males and white
males. But um, yanno, the career ladder um, existed for um, for other folks as
well. Just maybe not the same ladder and not at the same, um level of
advancement. Okay. Um and then we've moved now towards a um,
and in recent history, towards more of a career lattice, as opposed to a
ladder. Right. So, that lattice is that like cross work piece you see in...in
gardening um, would be one use for it. And so people are kind of zig zagging
back and forth. And it's not necessarily an upward trajectory. It's really back and
forth and a lot of career moves where it's along the same level of career.
Um, or along the same stratus of position and a little bit more zig zaggy.
You can certainly move up but there may be times when you're moving side ways or even
moving slightly down, depending upon what's going on in the labor market.
And then most recently, there's um, this trend towards people really needing
having a little bit more of an entrepreneurial spirit and doing a lot of
contract work. Um, that's pretty common. And that's one of the things that um, as
educators and counselors, we need to be aware of and be talking with our students,
especially, yanno, middle school, high school, um, college students about how
might they be successful, um, navigating that sort of career path, where it's not
as clear. And what are some of the benefits of that and what are some of the
challenges inherent in that as well.
So that was our little side trip. Back to the powerpoint.
Again. What are some of the aspects of youth employment.
Um, where do young people get stuck, um, in employment.
And yanno, what are some of the factors that they're having to struggle and push
up against.
Sociological perspectives. What are, um, the actual work demands and then what are
the expectations about work and money and life satisfaction. Right.
Um, what are the advantages of part-time and full-time work.
What's most important to the individual. Do they want to know their paycheck is
gonna be the same every week or every month and they've got benefits or do they
really want the flexibility to be able to dive in to something that's may project
based, work a whole lot of hours and then um, in between contracts take some time
off and do other kinds of things. Um, whether that's related to family or travel
or whatever it might be. Whatever their values are, whatever is important um, to
that individual. So just some questions to think about, um, for yourself and for
addressing with your students and clients.
So effect of the world of work on the individual. Right. The work enviornment
impacts the person. Um, and depending upon how the individual perceives the work
environment. Right. Perception is reality. Um, in this case, yanno the person's
perception of the work environment is going to have uh, a positive or negative
um, or maybe a neutral impact on them. So looking at um, the work environment
and does it fit with this individuals. Some people are gonna love repetitive work
and not having to be able to really think. And some people are going to be bored to
tears with that kind of a position. So it's really important that we look at that
um, fit, or that match in this uh, in this theory.
Okay. Some more little equations. Human capital theory, um, read this section.
Think about that for your um, discussion and keep in mind, right, (coughs) excuse
me, um, that there's an assumption being made that there's equal access and we
we know that's not true. So what uh, adjustments and accommodations do we
need to make um, to avoid this assumption and not apply this assumption, um, to
our clients.
The structure of the labor market.
Women and discrimination in the workplace. Gender bias exists. Socioeconomic status
bias exists. Racial and ethnic cultural biases exist. It's important that we um,
keep these things in mind. There are still um, segregation, gender segregation in
careers. There's still careers that are non-traditional um, for men and women.
Um, you'll find fewer males in nursing for example.
Or if you're in the counseling program, you'll see there are fewer males um, in
the counseling profession. And yanno, the same goes um, for um, females in certain
professions and industries. So um, we need to uh, pay attention to that.
And we need to be aware, what are some of the concerns. Right. If you're working in
a...a high school that's big on a STEM program, or um, in a college where that's
something you're looking at. What's happening to our women who are in
engineering programs, for example. And are they persisting. Are they being
successful. What other support might they need. What are they maybe
experiencing from their peers um, that is discouraging and um, discriminating
against them and not helping them move towards success. And not just their peers
but also uh, people who should be mentors to them. Whether that's um, faculty or
advisors. And yanno, take a look around um, your campuses and your programs and
just see. Okay, how many Latina women are there as uh, faculty administr...uh,
positions. As um, administrators, as directors and assistant directors of
different units, as academic advisors. Right. And do that for a whole host of
um, identities and constellations um, for individuals and just see. Yanno, for
some of the students I'm working with, they don't have potential role models
or um, mentors who look like them or come from a similar environment
or background that may be able to um, identify with um, readily.
So, those are all things we need to keep in mind and not assume our own place
for those we're working with.
Again. There's a lot of information um, out there about discrimination in the
workplace for culturally diverse individuals. Um, there have been some
experiments and studies out there when you're looking at um, basically
identically, uh, identical information um, discrimination does occur. Um, once that
uh, yanno, race or ethnicity is made known um, to the person looking at that.
So when you're um, clients come to you and they're sharing their struggles, know
that even if that's not your experience, um, that is their experience, um, whatever
it is they're sharing. I'm not saying everyone's been discriminated against.
Um, and certainly not in the same ways.
But yanno, what is their experience with that. And just because you haven't
experienced it or haven't witnessed it, um, really try to take an open posture
and a non-defensive stance and explore their experience with them.
Because um, if they uh, feel like they've been targeted, um, in their workplace
then, they've been targeted in their workplace and you need to um, work with
what that means for them and how they might um, yanno, what they need to
consider to be able to either um, adjust to that without it being uh, too
detrimental to them. Um, personal or professional level.
And also um, what might they need to do, or what might we need to do to
help change work environments or help them check out other um, work
environments that might be more supportive um and where they would face um,
individuals will face less discrimination.
So. Keep those things in mind. Listen to your clients and students stories.
Um, and I know I'm repeating myself but don't uh, dismiss it um, just because
it's not similar to your experience. And I'm not saying that you would do those
things, right. We all come from, um, our own perceptions and our own world
views and our own experiences. And we have bias. I have bias. Um, so it's just
uh, bringing your attention to that and being aware of where that exists for you.
Alright! So that's it for um, chapter two.
Enjoy the readings and um, check out some of the occupational and labor market
information. And there will be more of in chapter three because chapter three
is really kind of a continuation of trait and factor theory.
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