Comparison of Career and Choice Development Theories - Case Study Example

Title: Comparison, analysis and evaluation of Dr. Glasser's reality therapy and choice theory with Krumboltz's social learning theory Student’s Name: Instructor’s Name: Course Name and Code: University: Date of Submission: Introduction The career development choices that humans make can be analyzed and explained through the study of various psychological theories. This paper looks at two career and choice development theories, Krumboltz’s social learning theory and Dr. Gasser’s Reality therapy and choice theory. In this analysis, the most important aspect put into consideration, is the differences that arise from the two theories and how relevant the theories are, for career development in the world today. In order to analyze critically the two theories, this paper has rounded down to two application cases: Application on Education and a situation on a migrant from Asia living in Australia perspective Background Choice theory has it that humans live in a world, which provides them opportunities to make their own choices, of which they make decisions on development of their careers. The theory has it that for proper career choice and development, humans are supposed to enjoy the freedoms of choice, freedom of actions and freedom of consequences of the results of their actions. Krumboltz’s theory on the other hand has it that career decisions, are made based on Knowing or thinking. In doing so, Krumboltz theory gives four factors that make people choose the work they do: Genetic endowment, environmental conditions, Learning experiences and task approach skills. CASE I: Choice and Social learning theories on Education Decision on what to study The choice of students on what to learn is solely left in the hands of the student, as per the choice theory. This means that the learner is left to decide on what he wants to pursue and the topics he wants covered. The teacher or instructor must introduce a topic and the student has the right to decide, whatever he wants covered. The student for instance is put at a better position in that he is allowed to openly choose those topics he deems to be relevant, to whatever course they are partaking. A student pursuing a course in medicine will for instance, do away with those topics that are engineering oriented, hence being relevant to the course they are taking. The social learning theory on the contrary, does not root for students choosing the topics they want covered. This role is left to teachers, who have to look at the students and analyze their capability, before deciding on the course and topics. Students have the obligation of taking what is already decided for them (Kipp & Loflin, 2005). Offering of guidance on students to have quality existence in Schools Offering of guidance by teachers in the school environment, can be provided by the social learning theory. This guidance is good, as it helps students better their performance. On the other hand, this guidance may render students to be dependent on their tutors and end up failing to get decision-making skills. In the choice theory, there is little if any, choice made for the students. The teachers are just there to offer guidance, for them to realize their dreams through the decisions they have already made (Freeman & Diamond, 2003). People decide how to spend their days. Case study of Sudbury model schools Sudbury schools provide a good case study for the study of both the social learning and the Choice theory. Sudbury schools are rooted on freedom to choose the curriculum and the way a student wishes the contents of the study to be-relevance to whatever they are pursuing. This provides an environment that is student centered. Students are personally responsible for their actions The person that bears the responsibility of performance in any education system is very important. This responsibility can be used as a basis for improvement of the performance. The choice theory provides for own decision-making, on almost all aspects of learning. As such the performance of a student is solely the student’s responsibility. This is quite positive, as it provides for a platform through, which decision-making process is learnt. The student through academic achievement or failure will still be able to learn from the experience they have gone through. The Trumboltz social learning theory application provides for responsibility that is shared between students, instructors and the stakeholders (Gennard & Judge, 2005). No rating of students Rating of students is a very important aspect to consider in educational success. The psychological impact given by rating students are usually, very significant. The choice theory does provide for self evaluation of students, so that they can by themselves, determine their progress in learning. This is very important as it does away with, possible negative impacts that come with negative ranking of students. A student will be able to maintain his or her morale for the need to improve, even when they know they have not achieved much. This will enable the students to avoid ill feelings. Krumboltz Social Learning theory would provide for the ranking of students as a way of measuring their progress. This theory enables the student to definitely know their strong points and their weak points, so that they can be able to improve. However, the theory application in education may have negative impacts on the weak students. The weak students may develop some inferiority complex in the class set up, which would hamper their ability to improve. Students create their own environments The working environment is very critical for the purposes of career development. A good working environment will provide a good base for success in all activities that one engages in. The choice theory provides for student initiated learning environments. This is through the choice of learning methodologies that the student feels, will greatly help in grasping various educational concepts. Such provisions tend to be better for students, as they will make such choices based on the nature of their ability to understand and under what circumstance. The social learning theory on the other hand, tends to be based on the circumstance. The learning institutions and teachers will dictate the environment of learning, through analysis of the environment. This may be positive if the feeling and decisions of the policy holders of the learning institutions, take into consideration students views. The challenge remains to be longer period required, in the initiation of changes whenever it is needed (Murray, 2006). Nurturing of creativity Education provides a base through which, creativity is natured. The choice theory seems to provide a better environment for nurturing of creativity. This is because students are allowed to come up with their own learning programs and the methods they want to be applied in learning. As such, the choice theory tends to have more room for creativity. The social learning theory on the other hand, limits the level of creativity. A student for instance, can be advised to specialize in Medicine, yet if he were allowed to make their own choice without any external influence; they would have done better in another field of choice. As such, by basing decisions on factors such as environment and genetics, it limits the level of creativity (Beauchamp, 2001). Students suffer the consequences of their actions The two theories have different positions on the consequences of the actions of the students. The choice theory gives students the chance to solely make decisions, over which affects their career development. This means that the students fully bare the responsibility of the consequences of the actions the y make. This is contrary to the application of the Social Learning theory. In this, the teachers play a great role in identifying the potential in students, which could be genetic or environmentally instigated. This means that students do not fully take responsibility for the consequences of the decisions they make (Noon & Blyton, 2007). Case study ii: migrant from Asia living in Australia Choice theory As migrant from Asia, the person has a lot that they need to learn in the Australian society. They may not have much information on Australian laws and the way things are done in Australia. The choice theory will leave them not to have the option of seeking advice and information, on how to conduct their selves. They will be free to decide on whatever things they want to do in the new environment (Kobrak, 2002). The decisions to have them decide on whatever they want to do, will pose several challenges. The migrant is likely to face trouble, when he is found going against the Australian laws. Given that the laws of most Asian countries are very different from that in Australia, they may flout some of the rules and laws of the country. This poses the challenge of being arrested and arraigned in court. He may at the same time face public embarrassment, whenever he does things considered to be of negative or obscene implications in Australia. The migrant, just like any other resident, will be required to enjoy the societal proceedings and cultures of the country. They are likely to face the challenge of language barrier. There will be need for the immigrant to try and learn English. Learning the language would pose to be a difficult challenge, as they will need to have some basics and direction from a local before, they can get the chance to learn the language as he interacts with other citizens (Ya-Ru Chen, 2006). The migrant in deciding to make choices himself and with little guidance, will help to grasp various concepts better, than if he was to be lectured on the same. The inclusive approach of deciding to learn from experience will make the things learnt to be very memorable. It will also make the migrant to easily survive, as they will seek to only learn those things that are necessary to him. These are the things which affect directly his stay in Australia. This is far much better than, if he were to learn all sorts of things that he may not require, so as to live comfortably in Australia. Social learning theory This will call for the migrant to seek for help, in whichever authority or person that can help them settle in the country. The behaviors and movement of the migrant will be guided by somebody or people, that are to direct and give him/her guidance, on how to go about living in Australia. The person giving such direction will also provide necessary information on the Australian national culture and the society in general (Kłoskowska, 2001). The migrant will benefit from getting much information about Australia, within the shortest time possible. This is because, a person providing the information has to be an Australian, who has much information and understanding of the Australian culture. This may however, not work very well for the immigrant. Given that the migrant is learning from another person and not directly from the ‘streets’, there is likelihood of much information that is not necessary for the migrant’s, living being conveyed (Benjamin, 2003). The migrant is likely to find it hard in making choices, when he will now be left free to live life on his own. Given that a person providing guidance in the first place helps in making choices for the migrant, it may make the migrant incompetent of making reasonable decisions when he is left on his own. The migrant is likely to have much theoretical bit but applying on the ground, will tend to be difficult. The guide is a human being and his guidance might not always work well for the migrant, as his preferences are likely to be different from that of the migrant. The use of the guide will however be very helpful to the migrant, as it will enable him to have connections and get to know people and establish friends. Any local discrimination against the foreigners will be dealt with easily as he would be in the company of a local resident. The immigrant will get to know, a few more new places in Australia which will act as a guide in future locating other places (Idol, Jones & North Central Regional Educational Laboratory, 2001). References Benjamin, A. (2003). Differentiated Instruction: A Guide for Elementary School Teachers. Michigan: Eye on Education Beauchamp, T. (2001). Integrated Risk Management: Its Application Within Cornwall Fire and Rescue Service. New York: Oxford University Press. Freeman, R. & Diamond, W. (2003). Integrated Risk Management: Its Application Within Abu Dhabi Fire and Rescue Service. London: Routledge. Gennard, S. & Judge, L. (2005). Integrated Risk Management Planning: Its Application Within Greater Manchester Fire Service.( 4th Ed.). London: CIPD. Idol, L., Jones, B. F., & North Central Regional Educational Laboratory (U.S.). (2001). Educational Values and Cognitive Instruction. New York: Routledge. Kłoskowska, A. (2001). National Cultures at the Grass-Root Level. London: Central European University Press Kobrak, C. (2002). National Cultures and International Competition: The Experience of Schering AG, 1851-1950 Cambridge Studies in The Emergence Of Global Enterprise. New York: Cambridge University Press Kipp, P. & Loflin, N. (2005). Risk Management Practices in the Fire Services. New York: American press. Ya-Ru Chen. (2006). National Culture and Groups. Chicago: Emerald Group Publishing. Murray, E (2006). Integrated risk management: its application in London fire and rescue service. New York: Routledge. Noon, M and Blyton, P (2007), The role of fire and rescue services. 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The social learning theory on the contrary, does not root for students choosing the topics they want covered. This role is left to teachers, who have to look at the students and analyze their capability, before deciding on the course and topics. Students have the obligation of taking what is already decided for them (Kipp & Loflin, 2005). Offering of guidance on students to have quality existence in Schools Offering of guidance by teachers in the school environment, can be provided by the social learning theory.

This guidance is good, as it helps students better their performance. On the other hand, this guidance may render students to be dependent on their tutors and end up failing to get decision-making skills. In the choice theory, there is little if any, choice made for the students. The teachers are just there to offer guidance, for them to realize their dreams through the decisions they have already made (Freeman & Diamond, 2003). People decide how to spend their days. Case study of Sudbury model schools Sudbury schools provide a good case study for the study of both the social learning and the Choice theory.

Sudbury schools are rooted on freedom to choose the curriculum and the way a student wishes the contents of the study to be-relevance to whatever they are pursuing. This provides an environment that is student centered. Students are personally responsible for their actions The person that bears the responsibility of performance in any education system is very important. This responsibility can be used as a basis for improvement of the performance. The choice theory provides for own decision-making, on almost all aspects of learning.

As such the performance of a student is solely the student’s responsibility. This is quite positive, as it provides for a platform through, which decision-making process is learnt. The student through academic achievement or failure will still be able to learn from the experience they have gone through. The Trumboltz social learning theory application provides for responsibility that is shared between students, instructors and the stakeholders (Gennard & Judge, 2005). No rating of students Rating of students is a very important aspect to consider in educational success.

The psychological impact given by rating students are usually, very significant. The choice theory does provide for self evaluation of students, so that they can by themselves, determine their progress in learning. This is very important as it does away with, possible negative impacts that come with negative ranking of students. A student will be able to maintain his or her morale for the need to improve, even when they know they have not achieved much. This will enable the students to avoid ill feelings.

Krumboltz Social Learning theory would provide for the ranking of students as a way of measuring their progress. This theory enables the student to definitely know their strong points and their weak points, so that they can be able to improve. However, the theory application in education may have negative impacts on the weak students. The weak students may develop some inferiority complex in the class set up, which would hamper their ability to improve. Students create their own environments The working environment is very critical for the purposes of career development.

A good working environment will provide a good base for success in all activities that one engages in. The choice theory provides for student initiated learning environments. This is through the choice of learning methodologies that the student feels, will greatly help in grasping various educational concepts. Such provisions tend to be better for students, as they will make such choices based on the nature of their ability to understand and under what circumstance. The social learning theory on the other hand, tends to be based on the circumstance.

The learning institutions and teachers will dictate the environment of learning, through analysis of the environment.

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