Kolb's experiential learning theory offers the career counselor a metamodel with which to structure career exploration exercises and ensure a thorough investigation of self and the world of work in a manner that provides the client with an optimal amount of learning and personal development.C areer exploration, the process of generating and assimilating career information relating to self and the world of work, has long been recognized as an integral element career counseling with the decline of Williamson's (1939) trait and factor approach (Crites, 1974a, p. 5). Reviewing past evaluations of career counseling interventions, Pelsma (1984) found that career counseling interventions, programs, and services aimed at exploration demonstrated a lack of consideration for and appreciation of individual differences.in reaching a career decision. Jepsen and Dilley (1974), Thoresen and Ewart (1976), and others noted that relevant career information is both a prime assumption and a pivotal element in any career decision-making model, whereas Gelatt (1962) warned that inadequate career information in the career decision-making process is likely to end with the decision not to decide. Crites (1976) referred to the gathering and use of occupational information as one of the most neglected, least articulated tasks of career exploration, and one that is still incompletely integrated with the other elements of career counseling.From the prominent approaches to career counseling, such as Holland's (1985) typology theory of vocational behavior, Krumboltz's (1976) social learning theory of career development, and Super's (1957) developmental self-concept theory, career counselors can draw on a large number of concepts and techniques to assist student career planning and development. What would be helpful is a meta-model within which appropriate interventions from a variety of theories can be used to arrange the exploration methodology and synthesize information generated in the career seeking process.According to Ivey and Matthews (1984):Only by a systematic and thorough career exploration can clients accumulate the information necessary for adequate career choices. Although information per se is not a panacea for undecidedness, "the adequacy of occupation choice is largely a function of the adequacy of self-knowledge and occupational knowledge [so that] the greater the amount and accuracy of the information the individual has about each, the more adequate the choice" (Osipow, 1983, p. 87).A meta-model may be defined as a model describing many other models. As such, the purpose of meta-modeling is not to present new information, but to organize and synthesize existing information into systematic patterns. Out of these patterns one can sense an underlying, inherent organization that was "there" all the time. (p. 237) Clients who are undecided about a career and seek career counseling are often confused by one or more difficulties that can arise during the career exploration process. One difficulty is haphazard and inadequate struc...
I h \ id Ktrlb's exper-iential lemiiiig theory involves a framework that can be helpful in dr\igiiing courses that iiieet the needs of diverse learners. Kolb described learning 21s made u p (11' tn(i cliinensions. pr-cheiiding 01-grasping information, and transforming or pro-( rviiig tliat infbrn~ation. The prehending diniension ranges from concrete experience to a1)st i x t conceptii;ilirati(~~l. 'I'he trmsfoiming dimension ranges from reflective observation to x t i \ c csperimentatioii. Kolb suggested that learning occurs as the individual moves tlir~~tigli ii cycle of concrete experience, reHective observation, abstract conceptLialization, iiricl tivc csl)eriiiieiitatic,n. The cycle is then repeated at more coniplex levels. 4 course I tli;it provides systeniatic activities in all four of these modes (concrete experience, i\ t= ol)servations, abstract conceptualization, and active experiiiieiitatioii) will be sensitive t o the studenis' learning styles while at the sanie time challeriging them to develop cotiipctciicc in other-ways of learning as well. Students are thus encouraged t o master the i~i l o r i i i~~t i o i i with wliic.11 the course deals and t o develop skills in processing and applying that iiitoi~ination. ' I Y m are therefore engaged in learning Iiow to learn, 21 competence that i\ c I iti, all\ iniportant tor effective adult functioning.4 (:OUNSELOK EDUCATION AND SUPERVISION
The use of personality types and learning styles has become more frequent in career development. Present data for 169 college freshmen suggest relations between Holland's personality types and Kolb's learning styles.
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