magical mentoring: harry potter and social cognitive career theory julie m. hau, ph.d. november 17,...
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Magical Mentoring:
Harry Potter and Social Cognitive Career Theory
Julie M. Hau, Ph.D.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
•Support Students’ Ability to Adapt to Opportunities and Challenges
http://dpi.wi.gov/acp/background
Career Roles
Career Role: MakerEffects: 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 performance
Career Role: ExpertEffects: 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 areas
Career Role: PresenterEffects: 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
PhoenixFocuses on interpersonal effectiveness with form, style, impression management
Career Role: GuideEffects: 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 others
Career Role: DirectorEffects: 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 strategies
Career Role: InspiratorEffects: 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 collective
Career Roles and Role Models•Maker •Expert •Presenter •Guide •Director •Inspirator (Hoekstra, 2010)
Creating Community•Career Role Model Mentoring Days•Placing Value in the Work of All Employees•Discussing Career Clusters and How Various Occupations are Related
Career Roles and Role Models•Realistic | Investigative | Artistic | Social | Enterprising |Conventional (Holland)
Realistic
Conventional
SocialEnterprising
Artistic
Investigative
Social Cognitive
Career TheoryLent, Brown & Hackett (1994)
Self-Efficacy•One’s beliefs about their ability to perform a specific task• Sources of Self-Efficacy• Past 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)
Outcome Expectations•What one believes will happen as the result of a specific
behavior•Both positive and negative effects• Physical• Sensory Experiences
• Social• Social Outcomes
• Self-Evaluative• Responses to one’s own behaviors• Bandura (1997)
Career Roles and Role Models in Schools
•Maintenance Workers •School Nurses •School Psychologists •School Counselors •School Social Workers•Teachers •Support Staff •Reading Specialists •School Administrators
References• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company• Gibson, 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:10.177/2165143413518234
Thank you•Contact Information for Dr. Julie M. Hau:•jmhau@wisc.edu
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