Contribution by Jenny Bimrose, Institute for Employment Research, University of Warwick.

'The way in which who-does-what in society is decided is the product of a plurality of interpersonal transactions conducted in local settings, and on the basis of interaction within and between groups of which the individual is a member - the community ... The evidence gives significance to the personal exchanges which occur between individuals and the people with whom they are in community contact - notably family, neighbourhood, peer group, ethnic group and teachers at school.' (Law, 1981, p.218)

Law suggests that events occur in the context of ‘community interaction' between the individual and the social group of which she or he is a member. A number of modes or sources of community influence are identified, specifically: expectations, from an individual's family and community groups; feedback, referring to the varied messages that individuals receive about their suitability for particular occupations and roles; support, relating to the reinforcement of young people's aspirations; modelling, referring to the process by which people are influenced by example; and finally, information, which is defined as young people's observations of other people's work habits and patterns.

In 1996, Law extended his theory to include additional propositions relating to the roles of innate abilities, more advanced abilities and feelings in career choice. He identifies the processes linked with these abilities as understanding, focusing, sensing and sifting, arguing that the more developed capacities cannot be engaged unless some basic capacities have been successfully developed to support them. These are all crucial for career development, though Law (1996) suggests that like all other forms of learning, individuals can acquire the necessary skills through education.

Bill Law has his own website: http://www.hihohiho.com , which includes a section the memory which considers underpinning theory.

Law 1981

Law, B. (1981) ‘Community interaction: a mid-range focus for theories of career development in young adults’, reproduced in Dryden, W. and Watts, A.G. (Ed) Guidance and Counselling in Britain: a 20-year perspective, Cambridge, Hobsons Publishing, pp211-230.

According to this theory, the most significant factors in occupational choice are the interpersonal transactions conducted in local settings.

Law 1996

Law, B. (1996) ‘A career-learning theory’, in Watts, A.G., Law, B., Killeen, J., Kidd, J.M. & Hawthorn, R. (Eds) Rethinking Careers Education & Guidance: theory, policy and practice, London, Routledge, pp23-45.

According to this theory, the most significant factors in occupational choice are the interpersonal transactions conducted in local settings.