A Model of Guidance for Career Decision‐Making

Katz, Martin

doi:10.1002/j.2164-585x.1966.tb01148.x

Cited by 119 publications

(85 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In response to Tinsley's (1992) call for more theoretically-based research on career indecision, Gati et al (1996) developed the taxonomy of career decision-making difficulties and the Career Decision-making Difficulties Questionnaire (CDDQ), which is based on it, expanding previous theoretical and empirical research (e.g., Campbell & Cellini, 1981;Miller, 1971). The CDDQ stems from a decision-theory viewpoint (Gati, 1986;Katz, 1966;Pitz & Harren, 1980) and assesses deliberating individuals' career decision-making difficulties in terms of a multidimensional taxonomy (Gati et al, 1996). The taxonomy consists of three major difficulty clusters, divided into 10 specific difficulty categories.…”

Section: Career Decision-making Difficultiesmentioning

confidence: 99%

Career decision-making profiles and career decision-making difficulties: A cross-cultural comparison among US, Israeli, and Chinese samples

Willner

Gati

Guan

2015

Journal of Vocational Behavior

View full text Add to dashboard Cite

Section: Career Decision-making Difficultiesmentioning

confidence: 99%

Career decision-making profiles and career decision-making difficulties: A cross-cultural comparison among US, Israeli, and Chinese samples

Willner

Gati

Guan

2015

Journal of Vocational Behavior

View full text Add to dashboard Cite

“…Krumboltz and Hamel (1977) created the DECIDES model standing for define, establish plan, clarifY values, identifY alternatives, eliminate alternatives, and starting action. Katz ( 1966) and Pitz and Harren (1980) proposed expected utility models that posit that the best decisions are those that include comprehensive information gathering and the weighing of probable outcomes and desired utilities of options. Gati (1986) created the sequential elimination model as an adaptation to the expected utility models.…”

Section: Career Decision Making and Career Maturitymentioning

confidence: 99%

Worklife Across the Lifespan

Larson¹

2011

Oxford Handbooks Online

View full text Add to dashboard Cite

An extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes. AbstractAn extensive literature search across the spectrum of vocational psychology was conducted using the time frame of 1991-2008 and resulted in 47 quantitative reviews (i.e., meta-analyses). First, theories of vocational psychology are presented including John Holland's ( 1997) and Rene Dawis and Loyd Lofquist's ( 1984;Dawis, 2005) theory of work adjustment person-environment fit (P-E fit) models; Lent, Brown, and Hackett ( 1994) social cognitive career theory; the social learning theory of John Krumboltz ( 1990); Donald Super's career construction theory (Super, 1992); and L. S. Gottfredson's ( 1999) circumscription theory. Next, vocational outcomes of young people (the development of interests, educational and occupational aspirations, educational achievement, and career choice) and wage-earning adults (job search, job entry, job performance, job satisfaction, career success, and mental health outcomes) are reviewed. The last two major sections concern diverse groups (women and racially and ethnically diverse groups) and individual differences (cognitive ability, personality, and interests) as predictors of vocational outcomes.

show abstract

“…Ce processus a pu être diversement décrit : une suite d'éliminations des possibilités les moins satisfaisantes (Krumboltz, Scherba, Hamel et Mitchell, 1982), la recherche de la dissonance minimale entre la représentation de soi et la représentation de chacune des professions envisagées (Huteau, 1982;Gelatt, 1962), la maximisation conjointe de la satisfaction des valeurs personnelles que peut apporter un métier et de la probabilité qu'on a d'exercer ce métier (Katz, 1966), ou encore la maximisation du rapport entre les gains apportés par le choix d'une option et les coûts exigés par son atteinte (Kaldor et Zytowski, 1969).…”

Section: La Maturité Vocationnelleunclassified

Des aides à l’orientation des jeunes en France : quels effets ?

Forner

1996

Nouveaux c@hiers de la recherche en éducation

View full text Add to dashboard Cite

L’aide à l’orientation des jeunes scolarisés peut prendre des formes très différentes comme les classiques séances d’information, le recours à des outils informatisés, l’application de programmes intégrés s’étendant sur plusieurs années ou la réalisation d’une séquence d’une semaine dans une entreprise. Les résultats de quatre études montrent que les effets de ces aides sur la maturité vocationnelle et l’indécision des jeunes sont réels, mais d’ampleur très modérée. Ils fournissent également quelques indications sur la manière dont on pourrait amplifier ces effets.Aids in the guidance of youths with schooling can take on highly different forms, such as the classic information sessions, use of computerized tools, the application of integrated programs extending over several years, or spending a one-week training period in a business enterprise. The results of four studies indicate that the effects of these aids on vocational maturity and the indecision of youths are real but of very moderate extent. They also provide a few indications on how these effects could be augmented.La ayuda a la orientación de jóvenes escolarizados, puede tomar formas muy diferentes tales como las clásicas sesiones de información, el recurso a las herramientas informatizadas, la aplicación de programas integradros, que se extienden a varios años, o la realización de una secuencia de una semana en una empresa. Los resultados de cuatro estudios muestran que los efectos de esta ayuda, en cuanto a la madurez vocacional y a la indecisión de jóvenes, son reales, pero ampliamente moderados. Estos estudios proporcionan asi mismo, algunas indicaciones sobre la manera mediante la cual se podrían ampliar aquellos efectos.Die Berufsberatung der jungen Absolventen kann sehr verschiedene Formen annehmen, wie z. B. traditionelle Informationsperioden, Suche mit Hilfe von elektronischen Datenbanken, Durchführung von integrierten, sich über mehrere Jahre hinziehenden Plänen oder eiwöchigen Aufenthälten in einem Unternehmen. Aus den Ergebnissen von vier Studien geht hervor, daß dies Hilfe die berufliche Reife und die Unentschlossenheit der jungen Leute zwar beeinflußt, dies aber doch nur in geringem Maße tut. Man kann ihnen darüber hinaus einige Anregungen entnehmem für eine mögliche Verstärkung dieses Einflusses

show abstract

A Model of Guidance for Career Decision‐Making

Cited by 119 publications

References 13 publications

Career decision-making profiles and career decision-making difficulties: A cross-cultural comparison among US, Israeli, and Chinese samples

Career decision-making profiles and career decision-making difficulties: A cross-cultural comparison among US, Israeli, and Chinese samples

Worklife Across the Lifespan

Des aides à l’orientation des jeunes en France : quels effets ?

Contact Info

Product

Resources

About