Career Development Session: Theories, Assessments and Strategies

This assignment delves into the realm of career development, presenting a comprehensive overview of various theories and practical strategies. It begins with an assessment of Holland's Theory of Vocational Types, Bandura’s Social Cognitive Theory, and Super’s Developmental Self-Concept Theory, exploring their influence on career development. The assignment emphasizes the importance of understanding the emotional and personality dimensions in career decision-making, highlighting the role of emotional intelligence. It covers trends in professional development, including seminars and workshops, and the effective use of project workshops. Key aspects of client relations, such as communication and body language, are also discussed. The assignment further explores lifelong learning, career planning, and the significance of employability. It concludes by outlining career development standards and the government's role in providing career advice, including the use of e-portfolios for enhanced understanding and reflection. Finally, it touches upon professional development policies and client management strategies.

Conduct a career Development
Session

Table of Contents
Assessment 1...................................................................................................................................3
Question 1....................................................................................................................................3
Question 2....................................................................................................................................4
Question 3....................................................................................................................................4
Question 4....................................................................................................................................5
Question 5....................................................................................................................................5
Question 6....................................................................................................................................6
Question 7....................................................................................................................................7
Question 8....................................................................................................................................7
Assessment 2 and 3 (in ppt).............................................................................................................8
REFERENCES................................................................................................................................9

Assessment 1
Question 1
Holland Theory of Vocational Types
As the primary approach, this approach provides explicit consideration to behavioural styles or
forms of personality. It Influence on career option development. This is known as interactive in
terms of structure. The option of occupation is an indicator of identity and not arbitrary. There is
explanation of Occupational community members with common personalities. It helps People in
each community will respond equally to circumstances and problems. There is need of
Occupational efficiency, stability and happiness depend on continuity. It helps in managing
difference Between one's character and the work atmosphere.
Bandura’s Social Cognitive Theory
Individuals would be more likely to take on a mission if they Believe that they will be effective.
In general, individuals ignore assignments when their self-efficacy is low, but participate when it
is high. Self-efficacy can lead to psychological harm that is substantially greater than ability.
Low self-efficacy leads to an inability to improve and expand abilities. A little above ability,
optimal levels of self-efficacy enable individuals to handle difficult challenges and gain useful
experience.
Super’s Developmental Self-Concept Theory
Vocational formation is the method of creating a self-concept and applying it. If the idea of self
becomes more realistic and consistent, so does occupational choice and behaviour. People prefer
professions that allow them to communicate their ideas for themselves. The degree to which they
have been able to follow their self-conceptions is linked to job satisfaction. Career Maturity -
Similarity between what is required for that level of development and one's actual vocational
behaviour. Maturity in profession requires ability to deal with At a given stage, developmental
assignments. It is affective as well as emotional. Many vocational preparation initiatives is
influenced by Super's reflections. They give incremental exposure in the curriculum to self-
concepts and job concepts that represent Super's ideas of career development/vocational
maturity.

Question 2
Paying attention to the mental and personality-related dimensions of job decision-making
problems will help to diagnose the causes of trouble effectively and to establish suitable
interventions. If a client encounters extreme job indecisiveness, traditional meetings restricted to
the provision of career knowledge and rational decision-making techniques will also not address
the underlying emotional problems. From what we plan to eat for breakfast to what parties we
want to vote for in political campaigns, our feelings have a big impact on the choices we make.
Researchers have since found that individuals with some forms of brain injury affecting their
capacity to feel feelings also have a diminished ability to make sound choices. Except in cases
where we consider our actions are driven solely by logic and rationality, feelings play a key role.
It has been shown that emotional intelligence, or our capacity to understand and control feelings
and make effective career decisions.
Question 3
There are few new trends in every profession and keep your expertise and experience up to date
by attending seminars or hands-on workshops. It can also be a perfect place to meet with other
experts in your field and share ideas. If you're not sure what kind of seminars or conferences
your time and resources will be worth, speak to your managers and friends or take a look at any
of your previous success evaluations to see if there are particular ways on which you would like
to change. You will also be able to persuade them that it is worthwhile for you to engage in
company time by convincing them how it can help you improve your talents and fulfil your
duties more efficiently, even though your bosses are not ready or able to cover the expense of
attending those activities. Project workshops are a way for a team to untangle a dilemma by
working through a sequence of group tasks intended to produce a single result. Workshops are
about getting things done, and are also used to launch things or make decisions as milestones. All
should regularly contribute to the workshop, so it's best to keep the numbers reasonably modest.
I've found that informal groups of 5-8 participants seems to be large enough to amass varying
thoughts, but small enough for everybody to still engage entirely. Optimize for in-person
interaction when there is a certain impact that physicality can add when working on issues, but if
possible, there are options to make virtual engagement work. At this point, it is also beneficial to
bring in people with diverse viewpoints, especially if the session is about communication or
solution generation, so keep that in mind as you comb through your invitation list.

Question 4
It is very important to have effective and strong relation with clients. Communication is the best
way to manage the customer relation. Using suitable body language is critical. We read and
instinctively believe what body language tells us while verbal communication can make us more
convincing. If there is a difference in what we speak and our body language, so the entity we are
with would assume the language of the body. Therefore, the construction report continues with
the show of acceptable body language. Typically, this implies being welcoming, comfortable and
open. In forming relationships, the way we use our voice is also important. We prefer to speak
more easily when we are stressed or anxious. This will make you sound more anxious, in turn.
To make what we are doing more exciting, we prefer to change our tones, pitch, volume and
rhythm, but it also has an impact on how we come across. Try to lower the tone and speak more
quietly and deliberately. Really, this will help you establish relationships more quickly. It also
helps to match their words, in addition to paying attention to and coordinating body language
with the person we are with. Reflecting back and discussing what has been said are effective
techniques to reiterate what the other party has conveyed. It not only confirms that you are
listening, but also allows you the ability to use the other person's vocabulary and stages, further
stressing resemblance and common ground.
Question 5
Lifelong learning for either personal or technical purposes is the "ongoing, voluntary, and self-
motivated" acquisition of education. Thus, it not only improves social integration, responsible
citizenship and personal growth, but also improves self-sustainability, productivity and
employability.
Holistic career planning is all about recognising and connecting what drives both the
organisation and the individual, including the initiation of three distinct phases: knowledge
raising, professional development and success improvement, and the development of a strategy.
Career decision making means To fix a job problem, the first step is to close the distance
between where you are and where you want to be. Exploring your beliefs, desires, and talents
will help you identify opportunities for college and job that complement your objectives. Our
theory-based programmes will help you create and execute a roadmap for the future, whether
you are picking a major, looking for a career, or applying to graduate schools.

To fix a job problem, the first step is to close the distance between where you are and where you
want to be. Exploring your beliefs, desires, and talents will help you identify opportunities for
college and job that complement your objectives. If you are considering a major, looking for a
career, or applying to grad schools, our theory-based resources will help you build and execute a
roadmap for the future.
Career maintenance is important for any individual as it helps to plan and monitor different work
activities properly. Many repair jobs do not require post-secondary education, but certain
business jobs require specialised or vocational college diplomas. Such programmes can last
anywhere from one to three years and normally require realistic, hands-on teaching.
Job satisfaction is described as the level of satisfaction that workers have for their jobs. This goes
into their everyday activities of satisfaction with team members/managers, satisfaction with
corporate policies, and the influence of their work on the personal lives of workers.
Employability is defined as job opportunities for an individual. This is known as skills and
abilities which an individual has for getting a good job according to his or her requirements.
Enterprising - A project, a desire to embark on a new project, an undertaking or business plan, is
the concept of an organisation. A modern start-up company is an example of an enterprise.
Someone taking an effort to start a company is an example of an organisation.
Positive uncertainty - Positive Ambiguity is a theory, a point of view, a 2 x 4 strategy because
you don't know what it's going to be to make choices about the future. Using both the logical and
subconscious mind, it is a paradoxical, contradictory method to handle transition.
Planned happenstance - Designed Happenstance is a career growth point of view that results by
building prospects for yourself from the goals you would like to achieve with your career. It is
possible to frame anticipated happenings as the concept of generating chance encounters that
transform into concrete possibilities.
Question 6
Standards of career development are mentioned below –
Form 1: Development of Professions
Students may be familiar with the world of jobs, discuss job opportunities, and link personal
talents, knowledge and abilities to future career choices.
Norm 2: Embedded Learning

In the office and other environments, students can illustrate how academic expertise and skills
are implemented.
Standard 3: Skills Universal Base
Students will show knowledge of the foundation skills and competencies that are important to
workplace success.
Standard 4: Majors in Career
The career-specific professional knowledge / skills will be learned by students who select a
career major. Progress towards profitable jobs, job development and performance in
postsecondary programmes is essential.
Question 7
This tool is being made to satisfy a promise laid out in the job plan of the government. Under
section 42A of the Education Act 1997, schools are now expected to provide individual career
advice for all pupils from year 8 to year 13. This further provision obliges schools to disclose
material related to this responsibility concerning their career curriculum. In accordance with the
target set out in the career plan, this provision is being implemented to promote the
implementation of high-quality career programmes in any classroom. The school will make the
assistance it provides more accessible to potential individuals, including young people, parents,
teachers and employers, by publishing information about its career programme. Requiring
written documents to explain how the school interventions would influence students and
determine the impact of their career programmes. Encourage the college to gain periodic reviews
from potential groups. This provision would also help to increase the quality of training
opportunities offered by schools and educate parents and young people about which school they
are going to attend.
Question 8
Professional development policy is important for managing the work in effective manner and
focusing upon career development. It helps to develop and enhance different ways to improve
the conditions of an individual working. Only with the patronage of clients and specific repeat
customers will CoffeeVille flourish. As a result, our highest priority is taking care of our clients.
At CoffeeVille, the consumer is still first. Nobody likes being the target of customer feedback,
but as part of being in the hospitality industry, complaints are required. Complaints will provide
us with information into how our cafe can be made easier. Demanding consumers push us to do

our best and satisfactorily fix issues will also improve consumer satisfaction if they are treated
properly. When faced with a customer complaint: ● Listen to the entire problem without
interrupting or being defensive. ● If the complaint is relevant to the product, quickly withdraw
the objectionable object. ● Apologise for the issue and tell the customer that you can take care of
it.
Assessment 2
e-portfolio
An e-portfolio is a valuable instrument for teachers and students to increase thought and
understanding. However, owing to the lack of inspiration, the heavy weight of designing and
revising e-portfolios, the static tool structure, the advantages of e-portfolio use are undermined
by difficulties. An academic ePortfolio is a multimedia compilation of essays, posters, photos,
animations, and artwork produced by a student of their course-related work; academic
ePortfolios can also capture other facets of a student's life, such as volunteer experiences, history
of jobs, extracurricular activities, and more. In other words, ePortfolios log student learning and
make it available. However, more than just a list of items can be a good ePortfolio. A successful
ePortfolio is about being both a commodity (a digital artefact collection) and a method (of
reflecting on those artifacts and what they represent). EPortfolios operate online, like a Learning
Management System (LMS), to facilitate student learning. They vary in two main respects from
Studying Management Systems: respectively, possession and power. The Learning Management
System is 'held' in a university course and operated or regulated by the teacher who decides who
has access, what resources are switched on or off, and so on. The student is in possession of an
ePortfolio: the student dictates who will access the ePortfolio, what objects are added, how it is
constructed, and so on. A student usually loses access to the LMS after courses end; ePortfolios,
on the other hand, remain the property of the participant until leaving university.
Awareness building
EPortfolios fall under a philosophy of learning known as social constructivism, which implies, in
part, that learning occurs more efficiently when students create knowledge structures for
themselves, rather than merely presenting facts. Social constructivism further implies that
another determinant of successful learning is that it exists in a social context, that is, through
conversation and experiences with others, we construct our awareness.
Make visible schooling

"Bass and Eynon (2009) describe the critical reflection process involved in the development of
efficient ePortfolios as one that makes visible "invisible learning. They say two things by
intangible learning. First, when a student, or any person, attempts to learn something or do
something, Bass and Eynon apply to the intermediate steps that occur. It is easy to concentrate
entirely on the finished result (such as an essay) and to disregard the processes of studying and
doing that followed it.

REFERENCES
Books and Journals
Ito, H. and Kawazoe, N., 2015. Active Learning for Creating Innovators: Employability Skills
beyond Industrial Needs. International Journal of Higher Education. 4(2). pp.81-91.
Jackling, B. and Natoli, R., 2015. Employability skills of international accounting graduates:
Internship providers’ perspectives. Education+ Training. 57(7). pp.757-773.
Simatele, M., 2015. Enhancing the portability of employability skills using e-portfolios. Journal
of Further and Higher Education. 39(6). pp.862-874.
Moore, T. and Morton, J., 2017. The myth of job readiness? Written communication,
employability, and the ‘skills gap’in higher education. Studies in Higher Education.42(3),
pp.591-609.
O’Connor, H. and Bodicoat, M., 2017. Exploitation or opportunity? Student perceptions of
internships in enhancing employability skills. British Journal of Sociology of
Education. 38(4), pp.435-449.
Jollands, M. and Et. Al, 2015. Developing graduate employability through partnerships with
industry and professional associations.
Kalfa, S. and Taksa, L., 2015. Cultural capital in business higher education: reconsidering the
graduate attributes movement and the focus on employability. Studies in Higher
Education. 40(4). pp.580-595.