The Chaos Theory of Careers

Pryor, Robert; Bright, Jim

doi:10.1177/103841620301200304

Cited by 123 publications

(118 citation statements)

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“…This may help individuals to handle the stable aspects of career development (Spokane et al, 2000;Tinsley, 2000;Tracey et al, 2000). However, individuals need new career views to cope with change and the uncertainty aspects of career development as well (Delia Rocca & Kostanski, 2001;Herr, 1999;Herr, Cramer, & Niles, 2004 this thought, Gelatt (positive uncertainty;Gelatt, 1989Gelatt, , 1995, Cochran (narrative approach career counseling; Cochran, 1997), Krumboltz (planned happenstance theory; Mitchell et al, 1999;Krumboltz, 1998aKrumboltz, , 1998b, Pryor and Bright (career chaos theory; Pryor & Bright, 2003, 2007, and Valach & Young (contextual action theory;Valach & Young, 2004) have proposed postmodern approaches to career development. They advocate openminded and creative strategies to appreciate and adapt to change and uncertainty in the surroundings, so that individuals can extend themselves to try on possible selves and jobs.…”

Section: Problem Awarenessmentioning

confidence: 99%

“…Empirical evidence supports the idea that career development has gradually shifted from a traditional linear pattern to a boundaryless/protean one (Bussolari & Goodell, 2009;Forrier, Sels, & Stynen, 2009;Harrison, 2006;Stoltz, Wolff, Monroe, Mazahreh, & Farris, 2013). Career development has been reframed as a process of choosing an educational or occupational option for identity investments (Wijers & Meijers, 1996), within which recognising risks and appreciating change has become somewhat necessary (Adams, 2006;Pryor & Bright, 2003).The 12-Year Basic Education policy holds on to the rational P-E fit paradigm proposed by Parsons (1909). Its mandatory practices of career tests, occupation site visits, and the Career Record Booklet (nicknamed as The Blue Booklet because of its blue cover) deliver the message that the main tasks of career development are to (through rational analysis) find the career paths that match the measured abilities and interests of students, and for these students to make and implement career plans accordingly.…”

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confidence: 99%

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confidence: 99%

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Social Practice of a Career Guidance Project Based on the Wisdom of the Classic of Changes

Liu

Deng

et al. 2015

Journal of Pacific Rim Psychology

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T he Virtue Existential Career Model (VEC) is a Chinese career development model based on the Classic of Changes. It is designed to supplement the person-environment fit paradigm of Taiwan's 12-Year Basic Education for junior high school students. We adopted an action research approach with two parts, reflection-on-action and critical-emancipatory. An easy-to-use VEC career curriculum and a career information system (Career Genesis; CG) were developed by a team of staff members from government agencies (Tainan Department of Education and Student Counseling Centers), junior high schools, and the Chinese Career Research Center of National Changhua University of Education, Taiwan. The outcome of this project was strong on fostering interconnectedness. Implementing our VEC curriculum and CG to 30 junior high school students received statistically significant immediate increases in resilience, adaptation, and liking of career decision. The feedback and reflections suggest that mandating, attracting, and simplifying are useful strategies to promote our VEC model as well as to facilitate social change and create a multiple-win situation for all parties involved. This approach also follows the tao ( ) of the Classic of Changes to provide new knowledge.Keywords: career theory, career counselling, Chinese philosophy, indigenous psychology, career information system, Classic of Changes (Yi Jing) Taiwan has been transforming into a knowledge-based economy (also known as knowledge economy, frequently discussed with issues of informationalism, information revolution, knowledge sharing, knowledge management, intellectual capitalism; Al-Hawamdeh, 2005;Chen & Chiu, 2005;Hu, Lin, & Chang, 2005;Shie & Meer, 2010;So, 2005). The Organization for Economic Cooperation and Development (OECD) defines a knowledge-based economy as 'economies which are directly based on the production, distribution and use of knowledge and information' (OECD, 2005 novating have become common occupational capacities at all levels and in all lines of work. In sum, workers need to acquire, utilise, and innovate upon their knowledge creatively. Aligned with the international trend of educational reform emerging in the era of knowledge-based economies, Taiwan has gone through educational reform during the past decades (I-ru, 2012;Lin, 2004). In 2014, Taiwan's Ministry of Education (TMOE) implemented its second education reform, the 12-Year Basic Education ( ), following the mandatory education requirement of 9 years, which began in 1968. The new reform is meant to encourage junior high school students to explore their abilities and interests before making their educational and career decisions for the 10th grade. With this agenda, career guidance, a subset of general education in junior high school, becomes a focus. Junior high schools are asked to promote career guidance courses and apprenticeships, and to embed career elements into regular courses so that The Wisdom of the Classic of Changes students can explore their career development and be exposed to s...

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Section: Problem Awarenessmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Social Practice of a Career Guidance Project Based on the Wisdom of the Classic of Changes

Liu

Deng

et al. 2015

Journal of Pacific Rim Psychology

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“…Careers are to a large extent unpredictable (Arthur, Khapova and Wilderom 2005), forcing career scientist to formulate 'a chaos theory of careers' (Pryor and Bright 2011). In the midst of this chaos, the individual is expected to demonstrate more and more self-directedness based on a well-developed identity, both on the labour market (Savickas 2000;Kuijpers and Scheerens 2006) and in society as a whole (Giddens 1991).…”

Section: Introductionmentioning

confidence: 99%

Reflective career dialogues

Meijers

Lengelle

2016

SAJHE

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Due to the challenges produced by the individualisation of society and the flexibilisation of employment relationships, universities are increasingly investing in career guidance. Managers, however, have little or no vision regarding guidance and counselling. In this article we make a plea for an approach in which students are enabled to develop a career identity (i.e. a story about the meaning of their lives) as a basis for self-directedness. Such stories emerge during a dialogue about felt experiences. Evidence is given that such dialogues are to a large degree absent in educational contexts. Universities are to a large extent 'disembodied' places where almost no room exists for emotions and felt experiences. Therefore, a work/learning environment is needed within universities that enables 'passionate self-directedness'. A short outline for creating such an environment is given.

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“…Traditional career activities such as decision making, opportunity awareness, transition skills and self-awareness (as in Law and Watts (1977) DOTS model) would be underpinned by building connections online to enable these activities. Similarly, when considering theories with more focus on uncertainty, such as chaos (Pryor and Bright 2011) or happenstance (Krumboltz and Levin 2004), connections would be seen as providing the underpinning resilience needed to navigate the changing world of work.…”

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confidence: 99%

Social media, social justice? Consideration from a career development perspective

Staunton¹

2016

NICEC Journal

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Inside the overall context of careers development, this article will explore how social media relates to social justice through exploring two contrasting perspectives. Firstly we will consider the potential of social media to enhance social justice by democratising social life and so address inequalities related to career development. We will secondly consider if social media develops new forms of inequalities in the forms of the network it creates which harm the progression of social justice. It will be argued that these two perspectives coexist, presenting social media as both disrupting and intensifying inequality in society. This will be particularly highlighted through attaching these positions to different schools of thought related to social capital.

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The Chaos Theory of Careers

Cited by 123 publications

References 15 publications

Social Practice of a Career Guidance Project Based on the Wisdom of the Classic of Changes

Social Practice of a Career Guidance Project Based on the Wisdom of the Classic of Changes

Reflective career dialogues

Social media, social justice? Consideration from a career development perspective

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