理论只是理解事情如何发生和原因的解释。关于职业发展的学习理论解释了人们如何通过各种不同的学习经历来发现自己的职业。在学习理论框架内,如何解释职业(学院,参议员,水管工)如何从生活的学习经历中发展出来。我们的社会主张人们计划并宣布生命早期的职业目标。一个关于孩子的普遍问题是:“长大后你想成为什么?”自相矛盾的是,很少有成年人完全按照他们计划在18岁时的计划。计划外事件在每个人的职业发展中都起着重要作用。如果将偶然性作为学习过程的关键部分包括在内,那么我们可以将其称为偶然的学习理论。
Throughout life people have innumerable learning experiences. Every minute people are engaged in learning activities whether they know it or not. Some experiences are planned, many are not. Every time a person talks to another person, he or she learns something. Every time a person watches TV, listens to the radio, or plays a game, he or she learns something. The happenstance learning theory categorizes learning experiences into two major categories: instrumental and associative.
工具学习经历是人们采取一些行动并观察后果的经验。例如,如果一个孩子正在打棒球比赛,击球,并打得足以掌握基础,那么孩子已经成功地进行了一项活动,因此具有积极的感觉。另一个孩子可能会击球,根本无法击球,击中。偶然的学习理论认为,第一个孩子比第二个孩子更有可能对棒球事业发展更大的愿望。积极参与活动的孩子越多,他们就越有可能遇到宝贵的学习经历。每当人们做某事时,即积极参与 - 他们会发现结果会发生什么并发现他们对此的感觉。
所有工具学习经历都在文化和机会背景下发生。棒球是美国一项受欢迎的运动。板球在英格兰和印度很受欢迎。在其他一些国家,两种运动几乎都是未知的。一个人出生和养育的环境仅提供某些类型的学习机会。
当人们观看,倾听或阅读他人时,会发生联想学习经历。例如,听摇滚音乐会可能会激发某些人成为摇滚歌手。阅读科学实验可能会激发某些人训练成为化学家或生物学家。在工作中观看木匠可能会激发其他人发现木材工作的荣耀。
All of these associative learning experiences also depend on cultural context. For example, the opportunity to read about a scientist’s experience depends on access to books. Some people live far from the nearest public library. Some families subscribe to magazines and newspapers that children might spontaneously browse; other families may not. Some parents read to their children at a young age, opening a world of imagination and early literacy; other parents may not.
As a result of these continuous learning experiences, people form generalizations about their own interests, abilities, values, and beliefs. Some experiences might generate memorable interests and passions; others may not. People tend to gravitate naturally toward activities that yield emotional, social, and financial benefits. They tend to avoid activities that are distasteful and yield few benefits. Over time these tendencies lead people to engage in various types of occupations. For example, if through skillful instruction, often in a problem-based learning style, some children learn the fun of working with numbers, they might be more likely to gravitate toward occupations like accounting. Other children, enduring inadequate pedagogy in schools, might come to fear mathematics and gravitate far away from occupations that involve manipulation of numbers.
无数计划的事件会影响每个孩子的经历。没有办法事先知道孩子可能会偶然发现什么经历以及后果将是什么。但是,众所周知,鼓励孩子越好奇,冒险并积极参与学习机会,学习的价值就越大。无论是计划还是计划外,都会发生学习。儿童从有多种机会观察他人并从事各种任务和活动中受益。
There is sometimes a misunderstanding that the word happenstance means that luck will occur if one waits passively for something to happen. That is far from the truth. One increases the probability of a happenstance event occurring by engaging in new activities. If one does nothing, nothing happens.
Sometimes people are told that they should complete their education. The happenstance learning theory advocates that one should never complete an education. People should continue learning throughout life. People can create their own luck by putting themselves in environments in which they can try activities and learn from them. People can change their occupational endeavors at any time in their life. Now, most people change career direction a number of times over their lifetimes. There are many advantages to keeping one’s options open through active engagement in new experiences.
一个人不再需要回答这个问题:“长大后您将是什么?”由于人们永远不知道弯道周围可能会有什么机会,所以现在可以回答:“我为途中的一切开放并准备好了。”当代的职业建议鼓励人们敞开心to Imposent,并在时间合适时跟进机会。过去的经验不是不再满足时必须继续进行的投资。保持机会开放为创造令人满意的生活提供了更好的策略。
在1990年代,“跟随您的幸福”成为流行职业文学的著名短语,并被提升为追求令人满意的职业和生活经验的秘诀。但是,在这个前提下,那些没有定义的激情的人会流浪。学习了激情。当人们做自己喜欢的事情并认为这很重要时,他们会对它产生热情。通过积极参与新体验,人们了解了哪些活动引起了个人的共鸣,有趣,有趣且值得。没有人天生知道他们会成为一名热情的歌手。听别人唱歌,开始唱歌并发现它鼓舞人心的人很可能会产生对唱歌的热情。但是,必须先唱歌才能对它产生热情。
The happenstance learning theory has roots in behavioral psychology, ties to emotion theory, and moves in the direction of positive psychology in terms of resilience and adaptation to a rapidly changing world. The emphasis is on perpetual openness to new opportunities over a lifetime.
Work in the 21st century is destined to be a tremendous adventure, dynamic, fluid, and global, with a level of variety over the life span that could have never been imagined in prior centuries. Successful people will demonstrate a certain occupational resiliency characterized by flexibility, optimism, lifelong learning, daily networking, and a clever eye for opportunity. The happenstance learning theory explains how a lifetime of active involvement provides learning opportunities that may have been planned or unplanned. It is neither possible nor desirable to predict exactly what people will be when they grow up. The process continues throughout life, so people need to keep their options open at all times. Perhaps it is therefore more productive to ask children, “What are you enjoying and learning to do right now? What would be fun to try next?”
References:
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