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Identify commonalities and differences in the approaches to career decision-making and planning adopted by the students portrayed in these case studies. 2. Discuss the advantages and disadvantages of the different approaches to career decision-making and planning adopted by the students in these case studies.

Identify commonalities and differences in the approaches to career decision-making and planning adopted by the students portrayed in these case studies. 2. Discuss the advantages and disadvantages of the different approaches to career decision-making and planning adopted by the students in these case studies.

Ciccarelli: Psychology_5 (5th Edition)
Ciccarelli: Psychology_5 (5th Edition)
5th Edition
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:Saundra K. Ciccarelli, J. Noland White
Chapter1: The Science Of Psychology
Section: Chapter Questions
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QUESTION: 1. Identify commonalities and differences in the approaches to career decision-making and planning adopted by the students portrayed in these case studies. 2. Discuss the advantages and disadvantages of the different approaches to career decision-making and planning adopted by the students in these case studies.
Imran's mother did not feel that fire fighting would be a suitable job for him. Imran responded by telling her that it paid just as well as so-called graduate jobs. She suggested he talked to somebody such as one of his lecturers or a careers adviser before making a final decision. Imran said he would, but he never got around to it. In the end he went with his gut instinct and applied to join the fire service, but was unsuccessful. His cousin told him they had fire-fighters in the Royal Air Force (RAF) and Imran successfully applied to join the RAF. This, however, proved to be a poor decision. He hated military life and only last four weeks before asking to leave. HANNAH At the end of her second year Hannah did not really know what she wanted to do. She talked to her parents but they knew nothing about graduate employment. She therefore decided to visit her university's careers centre. After talking to a careers adviser she decided she would like to go into management. There were a lot of management jobs in the retail sector so Hannah worked in a retail outlet over the summer because she thought this would give her some useful experience. Hannah had worked closely with a careers adviser when applying for two management trainee jobs (one she saw in the Guardian newspaper, the other in the Prospects directory). Hannah had not put anything on her application form about her Duke of Edinburgh Gold award and the fact that she had played netball for Lancashire - thinking such information was irrelevant. However, the careers adviser said it was very relevant, because it showed she was an 'achiever'. Hannah was also the captain of her school and college netball teams which again the careers adviser said were important to put on her application form because it demonstrated she had leadership skills and was able to take on responsibility. Hannah was successful at the application stage for both jobs. She went back to the careers adviser for advice on the selection process she was likely to face. Hannah was particularly concerned about being interviewed - but the careers adviser was able to give her some very useful tips. In both interviews they actually asked her about netball and how she responded to being the captain of a team. This was one of the questions the careers adviser had said might be asked and Hannah was able to provide a good answer about the need to lead by example and motivate different people in different ways. Hannah had applied for two positions: one as management trainee with a large retailer; the other as a management trainee in the National Health Service (NHS) - and she was offered both jobs! This meant she had to decide which one to take. 26 Hannah had a number of friends and family who worked in the NHS and they all said it was a great place to work. However, when she went for her interview at the retailer she had a good feeling about the place. As she said, 'It just felt right'. In contrast the hospital she visited for her interview with the NHS just 'felt depressing'. She talked to the careers adviser at her university about her predicament. As it happened the careers adviser knew several students from the university who had joined the NHS. Hannah was able to talk to two of them over the telephone and visited one where she worked. They were all very enthusiastic about their jobs. However, Hannah decided to go with her gut instinct and accepted the job with the large retailer. Unfortunately, this proved to be a bad decision. She hated the job and the people she was working with. She eventually resigned and now works as a receptionist in a hospital. This is not a graduate level job and there is little chance of progressing into management, but Hannah maintains that she is happy with what she is doing and now has no ambition to go into management.
Transcribed Image Text:Imran's mother did not feel that fire fighting would be a suitable job for him. Imran responded by telling her that it paid just as well as so-called graduate jobs. She suggested he talked to somebody such as one of his lecturers or a careers adviser before making a final decision. Imran said he would, but he never got around to it. In the end he went with his gut instinct and applied to join the fire service, but was unsuccessful. His cousin told him they had fire-fighters in the Royal Air Force (RAF) and Imran successfully applied to join the RAF. This, however, proved to be a poor decision. He hated military life and only last four weeks before asking to leave. HANNAH At the end of her second year Hannah did not really know what she wanted to do. She talked to her parents but they knew nothing about graduate employment. She therefore decided to visit her university's careers centre. After talking to a careers adviser she decided she would like to go into management. There were a lot of management jobs in the retail sector so Hannah worked in a retail outlet over the summer because she thought this would give her some useful experience. Hannah had worked closely with a careers adviser when applying for two management trainee jobs (one she saw in the Guardian newspaper, the other in the Prospects directory). Hannah had not put anything on her application form about her Duke of Edinburgh Gold award and the fact that she had played netball for Lancashire - thinking such information was irrelevant. However, the careers adviser said it was very relevant, because it showed she was an 'achiever'. Hannah was also the captain of her school and college netball teams which again the careers adviser said were important to put on her application form because it demonstrated she had leadership skills and was able to take on responsibility. Hannah was successful at the application stage for both jobs. She went back to the careers adviser for advice on the selection process she was likely to face. Hannah was particularly concerned about being interviewed - but the careers adviser was able to give her some very useful tips. In both interviews they actually asked her about netball and how she responded to being the captain of a team. This was one of the questions the careers adviser had said might be asked and Hannah was able to provide a good answer about the need to lead by example and motivate different people in different ways. Hannah had applied for two positions: one as management trainee with a large retailer; the other as a management trainee in the National Health Service (NHS) - and she was offered both jobs! This meant she had to decide which one to take. 26 Hannah had a number of friends and family who worked in the NHS and they all said it was a great place to work. However, when she went for her interview at the retailer she had a good feeling about the place. As she said, 'It just felt right'. In contrast the hospital she visited for her interview with the NHS just 'felt depressing'. She talked to the careers adviser at her university about her predicament. As it happened the careers adviser knew several students from the university who had joined the NHS. Hannah was able to talk to two of them over the telephone and visited one where she worked. They were all very enthusiastic about their jobs. However, Hannah decided to go with her gut instinct and accepted the job with the large retailer. Unfortunately, this proved to be a bad decision. She hated the job and the people she was working with. She eventually resigned and now works as a receptionist in a hospital. This is not a graduate level job and there is little chance of progressing into management, but Hannah maintains that she is happy with what she is doing and now has no ambition to go into management.
CASE STUDIES IN CAREER DECISION-MAKING SUSAN From childhood Susan had always wanted to be teacher. This ambition arose from the influence of a very charismatic teacher who taught her in her final year at primary school. When she saw this person teach she just knew intuitively that she also wanted to be a teacher. Susan kept in contact with this teacher and she acted as a role model for her. She was also able to advise her about how to go about becoming a teacher. In order to fulfil her ambition Susan, on the advice of her role model, made a conscious attempt to work with children. This involved coaching youngsters at her local athletics club and helping out at a youth club. She also worked with a local amateur theatre, becoming the production manager. She felt this would demonstrate she had leadership, communication and organisational skills - the type of skills she was told would be useful for a career in teaching. In the second year of her degree she was given the opportunity of a work placement in a local secondary school. She would be working in the office, but she felt it would give her some useful insights into the working environment of a school. Susan had been to a very small school and college and she found the noise and hustle and bustle of this very large school quite disorientating. Also, some of the children (especially the boys) looked very aggressive and quite intimidating. She had to admit she found it very scary. However, Susan felt that she would get used to it. When she told one of the teachers that her ambition was to become a teacher he told her to forget it: There are better careers than trying to control the type of kids we've got here. Take my advice get a nice little job in a bank or a building society - keep as far away from kids as you can. Susan took no notice of him - as she told her mother that night, 'He's just a disillusioned old man'. Her mother said why not talk to other teachers about their experience of teaching. Susan said: There's no need to I KNOW what I want to do. If I talk to other people it's just their experience. Everybody's different and because one person likes teaching or dislikes teaching doesn't mean it has any relevance to me. After completing her degree Susan went on to study for her Postgraduate Certificate in Education (PGCE). She thoroughly enjoyed this, especially her teaching practice, and she is now looking forward to taking up a teaching post in a local school. IMRAN Imran was in his final year and still had no idea what he wanted to do after he graduated. He was considering studying for a master's degree so that he could delay the decision for another year. Imran also felt that gaining another qualification would give him an advantage in the graduate labour market. At a family get-together during the Easter vacation he met up with his cousin Sam, who was a fire-fighter. Sam did not go to university after his A-levels but instead went to work on the production line in a factory. However, since Imran had last seen him he had joined the fire service and had just completed his training. Sam told Imran stories about his training and took him for a drive in his new car. Imran also went to Sam's passing out parade and was very impressed by the ceremony: They marched past with the band playing. It just looked like the Army with the band playing and everybody marching in step. They looked really good, really smart - I was very impressed. I could see it was the sort of thing I'd like to do. After this, Imran decided that he also wanted to apply for the fire-service. He thought being a fire-fighter would be prestigious and something his friends would be impressed by. He also thought that the job would be far more exciting than working in an office. Imran said: There was something about being a fire-fighter that just appealed to me. Call it gut instinct or whatever - it just FELT that this was the job for me.
Transcribed Image Text:CASE STUDIES IN CAREER DECISION-MAKING SUSAN From childhood Susan had always wanted to be teacher. This ambition arose from the influence of a very charismatic teacher who taught her in her final year at primary school. When she saw this person teach she just knew intuitively that she also wanted to be a teacher. Susan kept in contact with this teacher and she acted as a role model for her. She was also able to advise her about how to go about becoming a teacher. In order to fulfil her ambition Susan, on the advice of her role model, made a conscious attempt to work with children. This involved coaching youngsters at her local athletics club and helping out at a youth club. She also worked with a local amateur theatre, becoming the production manager. She felt this would demonstrate she had leadership, communication and organisational skills - the type of skills she was told would be useful for a career in teaching. In the second year of her degree she was given the opportunity of a work placement in a local secondary school. She would be working in the office, but she felt it would give her some useful insights into the working environment of a school. Susan had been to a very small school and college and she found the noise and hustle and bustle of this very large school quite disorientating. Also, some of the children (especially the boys) looked very aggressive and quite intimidating. She had to admit she found it very scary. However, Susan felt that she would get used to it. When she told one of the teachers that her ambition was to become a teacher he told her to forget it: There are better careers than trying to control the type of kids we've got here. Take my advice get a nice little job in a bank or a building society - keep as far away from kids as you can. Susan took no notice of him - as she told her mother that night, 'He's just a disillusioned old man'. Her mother said why not talk to other teachers about their experience of teaching. Susan said: There's no need to I KNOW what I want to do. If I talk to other people it's just their experience. Everybody's different and because one person likes teaching or dislikes teaching doesn't mean it has any relevance to me. After completing her degree Susan went on to study for her Postgraduate Certificate in Education (PGCE). She thoroughly enjoyed this, especially her teaching practice, and she is now looking forward to taking up a teaching post in a local school. IMRAN Imran was in his final year and still had no idea what he wanted to do after he graduated. He was considering studying for a master's degree so that he could delay the decision for another year. Imran also felt that gaining another qualification would give him an advantage in the graduate labour market. At a family get-together during the Easter vacation he met up with his cousin Sam, who was a fire-fighter. Sam did not go to university after his A-levels but instead went to work on the production line in a factory. However, since Imran had last seen him he had joined the fire service and had just completed his training. Sam told Imran stories about his training and took him for a drive in his new car. Imran also went to Sam's passing out parade and was very impressed by the ceremony: They marched past with the band playing. It just looked like the Army with the band playing and everybody marching in step. They looked really good, really smart - I was very impressed. I could see it was the sort of thing I'd like to do. After this, Imran decided that he also wanted to apply for the fire-service. He thought being a fire-fighter would be prestigious and something his friends would be impressed by. He also thought that the job would be far more exciting than working in an office. Imran said: There was something about being a fire-fighter that just appealed to me. Call it gut instinct or whatever - it just FELT that this was the job for me.
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