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: Maker
Effects: Tangible results,
delivered plans or
projects, attained goals
Focuses on own
tangible results and
the Order of the Phoenix
planned performance
Minerva McGonagall—
Hogwarts
Transfiguration
Professor, Head of
Gryffindor House,
Deputy Headmistress of
Hogwarts, Member of
Career Role: Expert
Effects: Problem solving, Severus Snape—
new knowledge and Hogwarts Potions and
insights, innovative later Defense Against
ideas the Dark Arts Professor,
Head of Slytherin House,
Focuses on solving A member of both the
problems and Death Eaters and the
Order of the Phoenix
providing ideas for
uncertain areas
Career Role: Presenter
Effects: Others’ mind Molly Weasley—Wife
change, compelled of Arthur Weasley,
attention, collective Mother of Bill, Charlie,
impressions Percy, Fred, George,
Ron & Ginny, Member
Focuses on interpersonal of the Order of the
effectiveness with form, Phoenix
style, impression
management
Career Role: Guide
Effects: Fulfills others’Rubeus Hagrid—
needs, improves others’ Half-giant keeper of
learning or confidence
Keys and Grounds at
Hogwarts, Care of
Focuses on relations, Magical Creatures,
connection with others, Member of Order of
committing others the Phoenix
Career Role: Director
Effects: Clear collective Albus Dumbledore—
course and strategy, Hogwarts Headmaster
decisions on collective in Harry Potter’s time,
structure Transfiguration
Professor in Tom
Focuses on attaining long Riddle’s Time,
term goals and realizing Founder of the Order
strategies
of the Phoenix
Career Role: Inspirator
Effects: Heightened Sirius Black—Harry
debate, motivated Potter’s Godfather,
change, search of
alternative for status Member of the
quo Order of the
Focuses on ideals, values Phoenix, Prisoner on
and principles to be run from Azkaban
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 Investigative

Conventional
Artistic

Enterprising Social
Social Cognitive
Career Theory
Lent, 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