Thoughts on Theories of Guidance

From review of each of the theories no one theory fits effective career guidance; however all have relevance to good practice counselling. Person-centred approach is driven by the client, counsellors listen and empathise to understand client’s beliefs and perspectives in the world which they exist (existential approach). They adopt strategies for empowerment coaching clients for change, reflecting behaviours and modelling frames for self awareness, (Krumboltz).

Holland’s person-environment fit reflects Roberts Structural theory where clients are influence by socio-economic opportunities in the labour market, and Law’s Social influence theory, influencing factors such as parents, education and the media. People identify with organisations and industries in relation to their abilities and interests (Holland) which also fit their values. People are empowered by rewards and opportunities which relates to Minnesota and Schneider Models. People choice careers with organisations who provide attractive opportunities and benefits packages whom wish to progress and be recognised for achievement.

Career choice is influenced by personal circumstance and disposition, family influences and educational achievements. Gottfredson discusses how Super’s self concept and occupational preference begins early in life and represents a development process, reflecting on experiences and opportunities to allow concept of self. Bandura 1977 suggests; people acquire beliefs about themselves and work through learning experiences and observations.

Good counsellors and guidance advisor’s will explore all facets of individual motives, considering the whole person, however, firstly establishing their client requirement by considering questioning technique to relax the client, ‘build a relationship; enabling clients’ self understanding; exploring new perspectives; forming strategies and plans’ (Kidd, J 2006).

All theories could arguably be a best fit for ‘DOTS’ good guidance enabling client to identify Self awareness, Opportunities, Decision making skills to progress in Transitions to new career or educational program.

Careers Scotland practice professional guidance interviewing in relation to ‘Nottingham and Trent Model, which also reflects the ‘DOTS’ analysis process; building rapport, diagnosing need, reflecting on career stage, self awareness, opportunity awareness, reflecting on client stage in career planning to agree next steps, identify targets, agree action plan for successful transitions.

The Crisis of Confidence in Professional Knowledge (Schon 1983)

‘In sum, when leading professionals write or speak about their own crisis of confidence, they tend to focus on the mismatch of traditional patterns of practice and knowledge for features of the practice situation – complexity, uncertainty, instability, uniqueness and value conflict in which they are becoming increasing aware’ (Schon 1983). This is not only the result of technology which shapes occupations and environments, but also developmental change in the world in which we live.

Traditional knowledge and skills whilst beneficial to the developing world, vital is flexibility in attitude towards work, applying qualities such as adaptability, creativity, decisiveness and willingness for lifelong learning. Technologies have seen the introduction of new occupations requiring new skill sets whilst de-skilling and down-sizing in traditional manual skills. Also, growth in industry, expanding capacity, effectiveness, quality and productivity meeting demands of the marketplace and globalisation.

In terms of crisis in confidence, it would appear that due to rapid growth, tradition skills are becoming insufficient to meet the requirements of occupational change driven my technology and other impacting factors. Globalisation, restructuring of the labour market, new industries, environmental concerns, labour movement, and consequently, new laws, ethical codes, policies and information management which has resulted in more pressures, skills, knowledge, education, illness, stress, absence and demand on professions.

In response to this crisis the Scottish government has, as part of its agenda ’Skills for Scotland’ key strategies, to enhance confidence in its citizens. Careers Scotland, involved in projects to develop learning opportunities to build confidence in our young people, integrating educational frameworks within society as a whole. Careers education is also key in the curriculum for excellence, to make learning more relevant, enhancing practical experience through developing learning materials which engage young people with a variety of activities and occupations. The role of teacher therefore is in transition developing new techniques and learning initiatives, continuous professional development at the fore of the profession, to equip young people to handle change and respond to demands of market forces. In the short term, educational programs require to be more accessible, affordable and flexible in delivery, developed to meet industry knowledge and skill requirements, reflecting personal abilities to adapt to changing environments. Program development, change and introductions should be driven by a strategy of partnership working, commitment to skill development, growth in the marketplace.

CTP theories for clients

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It's interesting what you say about the transferable skills your clients at Career Transitions have. I can well believe the discipline of life in the Forces makes (or attracts in the first place?) people who are good team players and very committed to their work. I wonder what career theories they use most at Career Transitions, and how different or similar their approach is to work with civilian clients?

Janice