Julie M Hau PhD November 17 2015 Objectives Understand your mentoring style Explore how to involve school community members Apply Social Cognitive Career Theory Vision of ACP Create Meaningful and Supportive Adult Relationships ID: 730966
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Slide1
Magical Mentoring:
Harry Potter and Social Cognitive Career Theory
Julie M. Hau, Ph.D.
November 17, 2015Slide2
Objectives
Understand your mentoring styleExplore how to involve school community membersApply Social Cognitive Career TheorySlide3
Vision of ACP
Create Meaningful and Supportive Adult RelationshipsSupport Students’ Ability to Adapt to Opportunities and Challenges
http://dpi.wi.gov/acp/backgroundSlide4
Career RolesSlide5
Career Role: Maker
Effects: Tangible
results, delivered plans or projects, attained goals
Minerva
McGonagall
—Hogwarts Transfiguration Professor, Head of Gryffindor House, Deputy Headmistress of Hogwarts, Member of the Order of the Phoenix
Focuses on own tangible
results and planned performanceSlide6
Career Role: Expert
Effects: Problem
solving, new knowledge and insights, innovative ideas
Severus Snape
—Hogwarts Potions and later Defense Against the Dark Arts Professor, Head of Slytherin House, A member of both the Death Eaters and the Order of the Phoenix
Focuses on solving problems and providing ideas for uncertain areasSlide7
Career Role: Presenter
Effects: Others’ mind change, compelled attention, collective impressions
Molly Weasley
—Wife of Arthur Weasley, Mother
of Bill, Charlie, Percy, Fred, George, Ron & Ginny, Member of the Order of the Phoenix
Focuses on interpersonal
effectiveness with form, style, impression managementSlide8
Career Role: Guide
Effects: Fulfills others’ needs, improves others’ learning or confidence
Rubeus Hagrid—
Half-giant keeper of Keys and Grounds at Hogwarts,
Care of Magical Creatures, Member of Order of the Phoenix
Focuses on relations, connection with others, committing othersSlide9
Career Role: Director
Effects: Clear collective course and strategy,
decisions on collective structure
Albus Dumbledore
—Hogwarts Headmaster in
Harry Potter’s time, Transfiguration Professor in Tom Riddle’s Time, Founder of the Order of the Phoenix
Focuses on attaining long term goals and realizing strategiesSlide10
Career Role: Inspirator
Effects: Heightened debate, motivated change, search of alternative for status quo
Sirius Black—
Harry Potter’s Godfather,
Member of the Order of the Phoenix, Prisoner on run from Azkaban
Focuses on ideals, values and principles to be upheld in the collectiveSlide11
Career Roles and Role Models
Maker Expert Presenter Guide
Director
Inspirator
(Hoekstra, 2010)Slide12
Creating Community
Career Role Model Mentoring DaysPlacing Value in the Work of All EmployeesDiscussing Career Clusters and How Various Occupations are Related Slide13
Career Roles and Role Models
Realistic | Investigative | Artistic | Social | Enterprising |Conventional (Holland)
Realistic
Conventional
Social
Enterprising
Artistic
InvestigativeSlide14
Social Cognitive Career Theory
Lent, Brown & Hackett (1994)Slide15
Self-Efficacy
One’s beliefs about their ability to perform a specific taskSources of Self-EfficacyPast Performance Accomplishments (biggest predictor)
What we do
Verbal Persuasion
What we hear
Vicarious Learning
What we See
Physiological Arousal/Affective States
How we feel
Bandura (1997)Slide16
Outcome Expectations
What one believes will happen as the result of a specific behaviorBoth positive and negative effectsPhysicalSensory ExperiencesSocial
Social Outcomes
Self-Evaluative
Responses to one’s own behaviors
Bandura (1997)Slide17
Career Roles and Role Models in Schools
Maintenance Workers School Nurses
School
Psychologists
School
Counselors
School Social Workers
Teachers
Support
Staff
Reading
Specialists
School AdministratorsSlide18
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and CompanyGibson, D. E. (2004). Role models in career development: New directions for theory and research. Journal of Vocational Behavior, 65,
134-156. doi: 10.1016/S0001-879(03)00051-4
Hoekstra, H. A. (2010). A career roles model of career development.
Journal of Vocational Behavior, 78,
159-173. doi: 10.1016/j.jvb.2010.09.016
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance.
Journal of Vocational Behavior, 45,
79-122. doi: 10.1006.jvbe.1994.1027
Lent, R. W., Brown, S. D., & Hackett, G. Contextual supports and barriers to career choice: A social cognitive analysis.
Journal of Counseling Psychology, 47
, 36-49. doi: 10.1037/0022-0167.47.1.36
Lent, R. W., Brown, S. D., & Hackett, G. (1999). A social cognitive view of school-to-work transition.
The Career Development Quarterly, 47,
297-311.
McDonald, S., & Lambert, J. (2014). The long arm of mentoring: A counterfactual analysis of natural youth mentoring and employment outcomes in early careers.
American Journal of Community Psychology, 54,
262-273. doi: 10.1007/s10464-014-9670-2
Powers, L. E., Schmidt, J., Sower, J., & McCraken, K. (2015). Qualitative investigation of the influence of STEM mentors on youth with disabilities.
Career Development and Transition for Exceptional Individuals, 38,
25-38. doi:10.177/2165143413518234Slide19
Thank you
Contact Information for Dr. Julie M. Hau:jmhau@wisc.edu