Core Concepts of a Cognitive Information Processing Approach to Career Development and Services Gary...

Core Concepts of a Cognitive Core Concepts of a Cognitive Information Processing Information Processing

Approach to Career Approach to Career Development and Services Development and Services

Gary W. Peterson, James P. Sampson, Jr., Gary W. Peterson, James P. Sampson, Jr., Robert C. Reardon, & Janet G. LenzRobert C. Reardon, & Janet G. Lenz

Florida State UniversityFlorida State University

Copyright 2002 by Gary W. Peterson, James P. Sampson, Jr., Copyright 2002 by Gary W. Peterson, James P. Sampson, Jr., Robert C. Reardon, and Janet G. LenzRobert C. Reardon, and Janet G. Lenz

All Rights ReservedAll Rights Reserved

GoalsGoals

• Service cost-effectiveness Service cost-effectiveness

• PresentPresent career choices career choices

• FutureFuture career choices career choices

Definitions

• Problem - a gap between the existing and the ideal

• Problem Solving - choosing how to remove the gap

• Decision making - transform the choice into action

Nature of Career ProblemsNature of Career Problems

• Complex and Ambiguous CuesAmbiguous Cues

• Interdependent Courses of Action

• Uncertainty of the Outcome

• Solutions Present New Problems

Individual Needs

• Individuals vary in Individuals vary in circumstances and needscircumstances and needs

Translating Theory to PracticeTranslating Theory to Practice

• Easy to understand concepts that describe fully

• Common language for clients and practitioners

Translating Theory to PracticeTranslating Theory to Practice

• Pyramid concept - what is involved in career choice (The content; “Knowing”)

• CASVE cycle - how to make career choices (The process; “Doing”)

• Use to monitor and evaluate progress

Pyramid of Information Processing DomainsPyramid of Information Processing Domains

Knowledge Domains

Pyramid of Information Processing DomainsPyramid of Information Processing Domains

Knowledge Domains

Decision-Making Skills Domain

Pyramid of Information Processing DomainsPyramid of Information Processing Domains

Executive Processing Domain

Knowledge Domains

Decision-Making Skills Domain

Pyramid of Information Processing DomainsPyramid of Information Processing Domains

Knowledge Domains

Pyramid of Information Processing DomainsPyramid of Information Processing Domains

Knowledge Domains

SelfKnowledge

Self-KnowledgeSelf-Knowledge

• Values, interests, skills, and employment Values, interests, skills, and employment preferences are influenced bypreferences are influenced by– Personal characteristicsPersonal characteristics

– Life experienceLife experience

• Values, interests, skills, and employment Values, interests, skills, and employment preferences may be influenced by preferences may be influenced by – Religious or spiritual beliefsReligious or spiritual beliefs

Self-KnowledgeSelf-Knowledge

• Stored in episodic memoryStored in episodic memory

• Perceptions rather than factsPerceptions rather than facts

• Influenced by interpretation of past Influenced by interpretation of past eventsevents

• Influenced by present emotionsInfluenced by present emotions

Pyramid of Information Processing DomainsPyramid of Information Processing Domains

Knowledge Domains

SelfKnowledge

OccupationalKnowledge

Occupational KnowledgeOccupational Knowledge

• Also known as “options knowledge”Also known as “options knowledge”

• Knowledge of specific optionsKnowledge of specific options

– Direct experience or observing othersDirect experience or observing others

– Expands over timeExpands over time

• Schema for organizing the Schema for organizing the world-of-workworld-of-work

– Example - the Holland HexagonExample - the Holland Hexagon

Occupational KnowledgeOccupational Knowledge

• Stored in semantic memoryStored in semantic memory

• Verifiable facts rather than Verifiable facts rather than perceptionsperceptions

• Not influenced by interpretation of Not influenced by interpretation of past eventspast events

• Not influenced by present emotionsNot influenced by present emotions

Pyramid of Information Processing DomainsPyramid of Information Processing Domains

Knowledge Domains

Decision-Making Skills Domain

SelfKnowledge

OccupationalKnowledge

CASVE Cycle

Decision-Making Skills DomainDecision-Making Skills Domain

• Generic information processing skills Generic information processing skills that individuals use to solve that individuals use to solve important problems and make important problems and make decisionsdecisions

• The The CASVE cycleCASVE cycle is one model is one model

• Other models existOther models exist

• How do I usually make important How do I usually make important decisions?decisions?

Pyramid of Information Processing DomainsPyramid of Information Processing Domains

Executive Processing Domain

Knowledge Domains

Decision-Making Skills Domain

SelfKnowledge

OccupationalKnowledge

CASVE Cycle

Meta-cognitions

Executive Processing DomainExecutive Processing Domain

• MetacognitionsMetacognitions

– Self-talkSelf-talk

– Self-awarenessSelf-awareness

– Monitoring and controlMonitoring and control

Executive Processing DomainExecutive Processing Domain

Influence of self-talk on:Influence of self-talk on:

– decision-making skillsdecision-making skills

– occupational knowledgeoccupational knowledge

– self-knowledgeself-knowledge

Pyramid of Information Processing DomainsPyramid of Information Processing Domains

Executive Processing Domain

Knowledge Domains

Decision-Making Skills Domain

SelfKnowledge

OccupationalKnowledge

CASVE Cycle

Meta-cognitions

Pyramid of Information Processing DomainsPyramid of Information Processing Domains

Knowing about myself

Knowing about my options

Knowing how I make decisions

Thinking about my decision

making

Client Version

The CASVE CycleThe CASVE Cycle

Understanding -“How to make a career choice”

CASVE CycleCASVE Cycle

C

AE

SV

CASVE CycleCASVE Cycle

Communication

AnalysisExecution

SynthesisValuing

CASVE CycleCASVE CycleCommunicationCommunication

Identifying theIdentifying theproblem - the gapproblem - the gap

AnalysisAnalysisThinking about Thinking about

alternativesalternatives

ExecutionExecutionTaking action toTaking action to narrow the gap narrow the gap

SynthesisSynthesisGenerating likelyGenerating likely

alternatives alternatives

ValuingValuingPrioritizingPrioritizingalternativesalternatives

CASVE CycleCASVE Cycle

Communication

AnalysisExecution

SynthesisValuing

CommunicationCommunication

• Becoming aware of the Becoming aware of the gapgap

• Discomfort becomes greater than Discomfort becomes greater than fear of changefear of change

• Assistance sought when resources Assistance sought when resources are inadequateare inadequate

CommunicationCommunication

• External cuesExternal cues– Positive or negative events Positive or negative events

– Input from significant othersInput from significant others

• Internal cuesInternal cues– Negative emotionsNegative emotions

– Avoidance behaviorAvoidance behavior

– Physiological cuesPhysiological cues

CASVE CycleCASVE Cycle

Communication

AnalysisExecution

SynthesisValuing

AnalysisAnalysis• Clarify self-knowledgeClarify self-knowledge

• Enhance options knowledgeEnhance options knowledge

• Understand how important decisions are typically Understand how important decisions are typically made made

• Understand how thinking influences choicesUnderstand how thinking influences choices

• A recurring process of learning, reflection, and A recurring process of learning, reflection, and developing a more complex view of themselves developing a more complex view of themselves and their optionsand their options

• All people have some information at the start of All people have some information at the start of this processthis process

AnalysisAnalysis

• Clarify Clarify self-knowledgeself-knowledge

– What are their values, interests, skills What are their values, interests, skills and employment preferences?and employment preferences?

– What have people learned from their What have people learned from their past experience, their family, past experience, their family, assessments, or information?assessments, or information?

AnalysisAnalysis

• Enhance Enhance options knowledgeoptions knowledge– What do individuals know about the What do individuals know about the

options they are considering?options they are considering?

– Do individuals have an effective Do individuals have an effective schema for the world-of-work?schema for the world-of-work?

– Relate self-knowledge with options Relate self-knowledge with options knowledge to better understand knowledge to better understand personal characteristics in relation to personal characteristics in relation to options being consideredoptions being considered

AnalysisAnalysis

• Understanding how Understanding how important important decisionsdecisions are are typicallytypically made made

AnalysisAnalysis

• Understanding how Understanding how positive positive andand negative thinkingnegative thinking influences career influences career choiceschoices– Self-awareness of how thoughts Self-awareness of how thoughts

influence feelings and behavior in influence feelings and behavior in career problem solvingcareer problem solving

CASVE CycleCASVE Cycle

Communication

AnalysisExecution

SynthesisValuing

SynthesisSynthesis

Avoid missing alternatives, while not Avoid missing alternatives, while not becoming overwhelmed with optionsbecoming overwhelmed with options

SynthesisSynthesis

• ElaborationElaboration– Expand possible optionsExpand possible options

– Provided by career assessments and computer-Provided by career assessments and computer-assisted career guidance systemsassisted career guidance systems

• CrystallizationCrystallization

– Use information to narrow potential options by Use information to narrow potential options by eliminating inappropriate optionseliminating inappropriate options

– 3-5 options are best for proceeding on to Valuing3-5 options are best for proceeding on to Valuing

CASVE CycleCASVE Cycle

Communication

AnalysisExecution

SynthesisValuing

ValuingValuing

A decision made to narrow the A decision made to narrow the gapgap identified in the Communication identified in the Communication phasephase

ValuingValuing

• Judge the Judge the costscosts and and benefitsbenefits of of each option toeach option to– OneselfOneself

– Significant others (friends and/or Significant others (friends and/or family)family)

– Cultural groupCultural group

– Community and/or society at largeCommunity and/or society at large

ValuingValuing

• Prioritize alternativesPrioritize alternatives

• Make tentative Make tentative primaryprimary and and secondarysecondary choices choices

CASVE CycleCASVE Cycle

Communication

AnalysisExecution

SynthesisValuing

ExecutionExecution

• Establish and commit to a plan of Establish and commit to a plan of action for implementing a tentative action for implementing a tentative choicechoice

ExecutionExecution

• Selecting a Selecting a preparation programpreparation program

– Planning a program of studyPlanning a program of study

– Exploring financial aid optionsExploring financial aid options

– Completing education or trainingCompleting education or training

– If training or education is not needed, If training or education is not needed, job search beginsjob search begins

ExecutionExecution

• Create a plan for Create a plan for reality testingreality testing– Full-time workFull-time work

– Part-time workPart-time work

– Volunteer work experienceVolunteer work experience

– Taking courses or trainingTaking courses or training

• Seek employmentSeek employment– Identify, apply for, and get a jobIdentify, apply for, and get a job

CASVE CycleCASVE Cycle

Communication

AnalysisExecution

SynthesisValuing

CommunicationCommunication

Review external demands and internal states

• Has the gap been closed?

• Have the negative emotions and physiological states improved?

• Am I taking action to achieve my goal?

CASVE Cycle - Client VersionCASVE Cycle - Client VersionKnowing I Need to Make a ChoiceKnowing I Made a

Good Choice

Understanding Myself and My Options

ImplementingMy Choice

Expanding andNarrowing My List

of Options

Choosing AnOccupation, Program

of Study, or Job

Use of Other Career TheoriesUse of Other Career Theories

• Use CIP as an organizing theoryUse CIP as an organizing theory

• Add other theories to meet specific Add other theories to meet specific needsneeds

• Example - Holland HexagonExample - Holland Hexagon

Potential Misconceptions About CIPPotential Misconceptions About CIP

• CIP is mostly concerned with cognitionCIP is mostly concerned with cognition– Emotions may be just as important as Emotions may be just as important as

cognitions in decision makingcognitions in decision making

– Negative self-talk can lead to depression and Negative self-talk can lead to depression and anxietyanxiety

– Emotions are an important source of Emotions are an important source of information about problem solvinginformation about problem solving

– Positive emotions should be reinforcedPositive emotions should be reinforced

Potential Misconceptions About CIPPotential Misconceptions About CIP

• In CIP rationality and logic are valued over In CIP rationality and logic are valued over intuitionintuition– Intuition is a different way of knowingIntuition is a different way of knowing

– Intuition includes cognitions outside of our immediate Intuition includes cognitions outside of our immediate consciousnessconsciousness

– Intuitive insights are as important as rational insightsIntuitive insights are as important as rational insights

– Almost everyone uses both rationality and intuitionAlmost everyone uses both rationality and intuition

– Rationality and intuition are complementaryRationality and intuition are complementary

– Perceived discrepancies between Perceived discrepancies between rationality and rationality and intuition signals that more problem solving is neededintuition signals that more problem solving is needed

For Additional InformationFor Additional Information

www.career.fsu.edu/techcenter/

Thank You