Jenny Bimrose Institute for Employment Research, University of Warwick

Chartrand et al. (1995) suggest that the systemic perspective incorporates ‘the complex, multi-level nature of environments’ and is evident in the work of several influential theorists, including Super 1990 (Chartrand et al., 1995, p.50). They argue that the sheer complexity of a systems approach represents both a strength and a weakness. A strength since it is comprehensive in scope, taking account of individual and societal factors in career development. A weakness since consistent research designs to validate the theory have proved difficult to implement (p.51).

A Systems Theory Framework (STF) for careers, developed by Patton and McMahon (1999), comprises an overarching framework which attempts to synthesise existing theoretical literature in the area, and offers a perspective that embodies the philosophy reflected in the move from positivist to constructivist approaches. Two broad components are identified, content and process. Content refers to the variables applicable to the individual and the context, which emphasise the key influences on career development. These are the individual system and the contextual system. Process refers to the ‘recursive interaction processes’ (1999, p.155) within the individual and context, as well as between the individual and context. This relates to decision-making, change over time and chance.

The individual is placed at the centre of the career choice and development process (Patton & McMahon, 1999, p.155) and is represented diagrammatically by a circle containing a range of features influencing career development. They comprise personality, values, knowledge of the world of work, age, gender, ethnicity, sexual orientation, disability, ability, health, physical attributes, interests, skills, beliefs, self-concept and aptitudes. Each individual is regarded as a system in his/her own right. However, as a system the individual exists as part of a much larger system, broken into two subsystems: social contextual systems and environmental/societal contextual systems (p.158). The social contextual system represents the principal social influences with which individuals interact or from which they receive input. Specifically, family, media, community groups, workplace, peers and education institutions. The environmental-societal systems are geographical location, political decisions, historical trends, globalisation, socio-economic trends and the labour market (p.161).

Each system and their sub-systems are open systems, with a change in the nature of influences being reflected in a change in the degree of their influence. In terms of practice, careers professionals become part of the interconnected system of influences, affecting the career development of their clients.

Patton & McMahon (1999, p.166) argue that the advantages of STF include recognising the important contributions of all career theories, the interconnections between theories and the contributions of other theory and disciplines to career theory. It also provides the potential for integrating psychological and sociological theories, offers new techniques for use in practice and broadens the current narrow focus of ‘career’ (for example, the concept of ‘non-traditional roles for women’ is replaced by emphasising the diversity of women’s lives and fostering the development of broad choices, including ‘homemaker’). All career options are validated and explained in terms of systems influence. ‘Career could be viewed as the pattern of influences that coexist in an individual’s life over time’ (p.170).

Within STF, the role of practitioner is defined as facilitator. Theories and assessment methods are no longer used to predict or direct, but rather they are fed into the system for processing by the individual. It is the clients who determine prominent themes and stories in their lives, and the practitioner helps them to process and make sense of these elements.

Overall, this is an interesting development in career theory, representing the first formal attempt to bring existing theories together into a coherent whole. It provides the means to integrate an understanding of many previously neglected variables in career theory into practice (for example, gender and ethnicity) and acknowledges the importance of utilising all the best ideas from past theory. However, to apply the STF to practice requires familiarity of (and probably practical experience with) many other theories, so that they can be combined into best practice in working with clients.

References

Patton et al 1999

Patton, W. and McMahon, M. (1999) Career Development and Systems Theory: a new relationship, Pacific Grove, California, Brooks/Cole.

Chartrand et al 1995

Chartrand, J.M., Strong, S.R. & Weitzman, L.M. (1995) ‘The interactional perspective in vocational psychology: paradigms, theories and research practices’, in Walsh, W.B. & Osipow, S.H. (Eds) Handbook of Vocational Psychology: Theory, Practice and Research (2nd Ed) Mahwah, New Jersey, Lawrence Erlbaum Associates, pp35-66.