QUESTION

This assignment is an opportunity to examine and apply career theories, concepts, and assessments to your
own professional career development and planning. Each student will reflect on their own career
development and examine the global trends and demands of their career field. Each student will choose
two career theories and apply the theories to the student’s own career development. Include (1) an
overview of the chosen theories, including a discussion on how each theory can be applied to the student’s
own career development; (2) a description of how to integrate and apply the chosen theories or model into
counseling practice, including identifying and using assessment tools and techniques within these models to
assess abilities, interests, values, personality and other factors that contribute to career development and
strategies for facilitating client skill development for career, educational, and life-work planning and
management; (3) a discussion of cultural considerations within the theoretical
models and conceptualization of the interrelationships among and between work, mental well-being,
relationships, and other life roles and factors and (4) two current research articles in addition to the course
textbook. (Length: 4 -5 pages of content plus title, abstract, and reference pages - total of 8 pages).
Papers should be written inAPA style, including a title page, abstract, and a reference page
with a minimum of five current (less than eight years old) articles from academic peer reviewed journals.

ANSWER

Abstract

It has taken more than a century for western countries' career services to build an extensive body
of knowledge and intervention methods. Beginning with Frank Parson in the early 20th century
and steadily evolving into a mature field in the 21st century, it can become more "global" in
future years since it has a well-developed theoretical and empirical foundation. There is no doubt
that a person's job and profession are relevant to people from all walks of life. A variety of work-
related worries impact us all in an era of economic globalization. Some of these issues are
exclusive to particular cultures, while others are shared by many. It is essential to have
theoretical frameworks that can be used universally and culture-specific models that can be
utilized to explain local career development difficulties and phenomena to create career advice
and development as a global discipline. This paper focuses on two theories of career
development that have guided career guidance and counselling practice and research in the past
few decades worldwide. These two theories are Holland's Theory of Vocational Choice and the
Super Self-Concept Theory.

3

Introduction

Career development theories describe the different pathways people may take to improve
their professional progress and career trajectory to attain overall work satisfaction and goal
accomplishment. Mastering these theories is critical for evaluating the strengths, limitations, core
values, and preferred paths to career selection. There are several career development theories,
each of which focus on a distinct component and is exceptionally dissimilar to the others.
Nonetheless, all theories recognize the critical nature of nurturing and accomplishing a
meaningful professional objective through cultivating an excellent emotional relationship with
one's job or work environment. The focal point of this paper is on two career development
theories, Holland's theory of vocational choice and Supers' career development theory. The
central tenets of these two theories are discussed with their application to career development,
counselling settings, and cultural considerations in society.

Holland’s Theory of Vocational Choice

For decades, John Holland's theory of vocational choice was extensively studied and used
in the sphere of career development. His thesis assumes that individuals make job choices based
on their chosen personal orientations and that personality variables underpin career choices. For
example, it integrates self-perception theory and social profiling from personality psychology
and occupational behaviour in theory (Vondracek, Lerner & Schulenberg, 2019). Individuals
may be assessed in terms of two or three distinct personality types and then matched with the
environmental factors of possible jobs under his theory of vocational choice. Positive career
outcomes, such as job satisfaction, perseverance, and performance, are predicted to be more
common the greater the degree of individual-occupational congruence (Su, Murdock & Rounds,
2015). According to Holland's idea, all professions may be divided into six major categories.
People, personalities, and hobbies can all be described using the same six categories. Building
careers, for example, require the use of tools or machines (e.g., airline pilot, mechanic, or
carpenter). People interested in construction tend to be more down-to-earth and like making
things with their hands.
Application of Holland theory to student career development
Using the Holland codes, you may find a job that fits your interests and values.
Understanding your personal interests is the first step in determining which jobs are most suited
for you. Take the Holland Code examination to find out. Classifying employment into interest

4
clusters, categories, or work settings based on the Holland Codes is a system. These are the types
of personalities that make up the Holland Model (Patton & McMahon, 2014). Afterwards, using
your scores in each of the six specialty categories, you may conduct a search for occupations that
match your top preferences.
Integration of Holland theory in counselling practice
A good place to start would be to provide the counsellor with extensive training in the
evaluation and interpretation methods founded on Holland's theory and the links it has to
occupational data (such as that found in the DHOC). Assuming that the "canned" abilities
acquired by the novice counsellor were directly responsible for their professional practice, they
would still have a set of talents that could "get the task completed" with a reasonable degree of
dependability and efficacy (Morgan et al., 2019). While training programs and novice
professionals are responsible for ensuring that assessment skills are used appropriately, it is the
responsibility of the training program and novice professionals to integrate assessment data with
additional client and "context" (like cultural, economic, and political factors) information in the
process of analysing assessment results. Self-monitoring of one's reactions to career paths
inconsistent with one's vocational personality is critical for reducing the risk of occupational
injury during counselling, for example, by discouraging clients from considering specific career
options just because they are less prestigious (Sharf, 2016). Using "in-basket" techniques and the
review of videotaped counselling interactions are two main methods for career counsellors to
enhance their clients' ability to self-monitor potentially occupational behaviours. As a final point,
counsellors in training must study more about the features of professions than they generally do.
Inexperienced counsellors may be more likely to engage in occupational misconduct since they
lack knowledge of most jobs beyond simplistic stereotypes.
Cultural considerations on Holland’s theory
It is commonly known that dimension of interest inventories in various cultures assess
various traits with differing degrees of sensitivity. Numerous studies have been conducted on this
issue. Yılmaz (2017) discovered that non-Americans and ethnic-Americans had a poor fit rate for
Holland's hexagonal model. Another study conducted by Patton & McMahon (2014)
demonstrated that Holland's hexagonal model did not support the validity of intercultural
constructs irrespective of the sort of analysis utilized. From this vantage point, it is possible to
deduce that subscales measure distinct constructs in varied cultures with a disparate fit ratio.

5
Indeed, when relevant research is studied, it is apparent that there are a variety of conclusions
about the validity of Holland's RIASEC model in other cultures. Numerous studies grounded on
Holland's personality theory have shown cultural validity in Germany, China, Serbia, Croatia,
and Ireland (Morgan et al., 2019). As is readily apparent, many of these nations mirror western
civilization and have cultural parallels with the United States of America, upon which the idea is
based.
Meanwhile, studies in some nations (India, Philippines, Mexico, Hong Kong, and the
Spanish Bask Region) with radically different cultural structures revealed partial validity.
According to some academics, poor validity means that work prospects and occupational
classifications are different from norm nations (Patton & McMahon, 2014). In other research,
Tao, Gupta & Tracey, (2019) examined Holland's RIASEC framework across ethnic groups in
the US and found that when the non-parametric approach was used, the model showed decent fit
but had less validity when structural equation modelling was used. As the researchers
discovered, in addition to distinct cultural notions, the statistical approach used is significant for
determining validity.

Donald Supers Theory Overview

Super's career development theory (1910–1994) is likely the most generally recognized
lifespan perspective on job development. Developmental theories acknowledge the changes
individuals undergo as they develop and place a premium on a lifespan approach to profession
selection and adaptability (Trice & Greer, 2016). These theories often divide working life into
phases and characterize the typical occupational behaviours associated with each stage.
 Super's developmental theory of the life span contains five key phases. The first growth occurs
between birth and the ages of 14 or 15 and is defined by developing self-concept-related
attitudes, needs, interests, and aptitudes. The experimental period (years 15–24) narrows
vocational options, whereas the establishing stage (ages 25–44) is defined by job experience.
Between the ages of 45 and 65, the individual undergoes a continuous adjustment process to
better his or her working condition. Ultimately, during the decline period (age 65 and older),
work production is diminished, and eventually, retirement occurs. Over the years, Super's
hypothesis has been broadened and reined in (Savickas, 2019). Super's theory has come to be
regarded as the most complete of developmental frameworks.
Application of Supers theory on student’s career development

6
According to Super's idea, students should be engaged in activities that promote the
development of a strong personal self-concept and a constructive occupational self-concept. The
term "crystallization" refers to the activities connected with this period of adolescence. The
crystallization process starts with developing a selected professional path and the considerations
that go along with it (Zunker, 2015). Students at this level of occupational development
contribute to career development via related duties. As a result, individuals may benefit from
further introspection, guided by a skilled career development expert using a template that
incorporates these critical components of Super's theory.
Integration of Super theory in counselling practice
Super's life-span function is beneficial for determining a client's professional stage and
developing counselling objectives. For example, if a therapist judges that a client is in the
exploratory phase, one of the counsellor’s goals may be to assist the client in narrowing their job
options or, better yet, committing to one. As an instance of this circumstance, consider a college
student having difficulty deciding on a major because many fields seem intriguing. Counselling
sessions will subsequently be primarily focused on assisting the student in making an educated
choice about a major. The life career rainbow (LCR) life-space section may be utilized
effectively as a qualitative evaluation tool. This evaluation is mainly conducted in two ways. To
begin, customers are prompted to define their present and desired LCRs (Grimes, 2021). If there
is a discrepancy between the two, customers will consider strategies for achieving the optimal
LCR. They are also urged to identify potential roadblocks and obstacles they may face in their
pursuit of desired employment (Maree, 2019). Suggestions for how clients might achieve their
dream roles while successfully addressing any challenges would be explored.
Moreover, LCR may urge clients to consider their future responsibilities regarding career
planning (Grimes, 2021). For instance, clients are advised to examine particular roles that they
picture themselves performing five to 10 years from now via their LCRs. It assists customers in
planning by establishing tentatively attainable objectives. The counsellor then works with the
client to develop effective ways of achieving their goals. In my experience, some customers are
pretty inventive when it comes to visual and artistic representations of their LCRs. Some
illustrate their LCRs using computer graphics, histograms, pie charts, or collages. Others include
roles in addition to Super's original nine, such as the spiritual role.
Cultural considerations in Super Theory

7
Self-concept is a fundamental theme in Super's theory, and integrating one's values,
interests, and talents into a job position is critical for career growth and fulfilment. However,
cultural differences exist in the significance placed on oneself in reaching a better decision. In
certain cultures, significant life choices, such as professional options, are also subject to family
and communal factors. As a result, professional selection and growth are not a straightforward
process of self-concept execution but rather a procedure of talking and compromising involving
both the self and one's surroundings. The idea of a life role may also be beneficial in
understanding the cultural dynamics at work throughout the job selection process (Lytle et al.,
2015). Family unity, filial piety, and loyalty may all affect how the personality is built, the
prominence and relevance of different life and job responsibilities, and their dynamic
relationships.

Holland Code and Super theory in my Career Development
Holland's code seems the most appropriate in explaining my career development towards
being a competent mental health counsellor. The theory states that a person's career is known to
present his or her personality. This line of thinking matches my aspirations because I have
always wanted to assist others to realize their potential. Accordingly, I concentrate on the best
approaches that could guide, empower, and encourage more people to retrace their experiences.
Consequently, the practice has encouraged me to be a better counsellor with skills to support the
desires of many clients. Holland also assumed that people in similar occupations and careers
would demonstrate identical personality traits. I concur with this argument since I am always
passionate about other people's experiences and outcomes. It is also true that different family
members and relatives have adopted several careers, like healthcare workers, social workers, and
psychotherapists. It is a clear testimony that my genetic makeup concurs with such a kind of
profession. This theory is significant as it shows that genetic and environmental factors guide a
person's character and behaviour. People tend to choose specific careers that resonate with their
aspirations. My investigative, realistic, and social attributes have led me to choose a career in
mental health counselling. I have been at the forefront of being a leader, guiding people, and
addressing emerging issues. When enough counselling is accessible to more people, it is possible
to improve their lives and succeed. Therefore, I aim to continue acquiring new skills and
competencies that will make me a better counsellor in the future.

8
According to Donald Super's theories, various aspects of my professional progress may
be found. First, the theory emphasizes that self-concept, or the image we have of ourselves and
how that idea shapes our employment choices throughout our lives, is critical. Our work
positions should allow us to put our self-concept into action. As an only child, I had a strong
sense of self-worth, further enhanced when I left home and entered the workforce. I believed that
I was an intellectual, outgoing person since I excelled in school and my parents pushed me to
spend time in the library and on homework. That's how I still see myself today. During my time
in school, I participated in various exceptional programs, performed well in most college
programs, and enjoyed various extracurricular activities such as dance choir and softball.
However, my self-esteem was hindered by my parents' constant presence and the increased
amount of time spent away from them when I went to college. Through Super's views, I have
come to realize that life is a journey. It will greatly inform how I conduct myself while executing
my duties and obligations as a career mental health counselor. It will be significant in explaining
to my clients the journey I have passed through. I hopefully expect to learn from my experiences.
In conclusion, the two theories, Holland's view and the Super perspective, provide proper
career guidance. Holland's approach is based on the notion that choosing a vocation manifests
personality and that people are categorized into six basic personality types (conventional,
enterprising, social, artistic, investigative, and realistic). Super's theory assumes that people
make a vocational choice to express their self-concept, which evolves. Super believes that people
aim to achieve career satisfaction through work roles that implement and nurture their self-
concept. The two theories have been applied in counselling, guiding people on how to approach
various issues in career development.