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Krumboltz Theory of Happenstance
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Krumboltz's Theory of Happenstance
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Summary of Happenstance Learning Theory
History
- Individuals are born with certain characteristics that will guide us with our decision making choices
- Failure or success of new encounters will be used as ‘lessons’
- Need to be prepared for any complexities that may arise
- 1979: Happenstance Learning theory first introduced
- 1996: Alterations made to theory
- 2008: Significant changes were made to theory, including the decision making model
History
- Using planned and unplanned events in our lives as opportunities
What is Happenstance Learning Theory?
- Genetic Endowment and Special Abilities
- Environmental Conditions and Events
- Learning Experiences
- Task Approach Skills
Factors that Influence Decision Making Process
- Be aware of your surroundings
- Take a risk, even with rejection as a possible outcome
- Be adaptable and open minded
Key Points
Basic Assumptions of the Application
- Krumboltz rejects the traditional notion of choosing an occupation based on personal traits. Instead he suggests that the goal should be to facilitate the acquisition of self-knowledge and the skills needed to negotiate an ever-changing world filled with uncertainty.
- Fact: Individuals who do not learn to take advantage of the learning opportunities that are presented to them on an ongoing basis are likely to make poor decisions.
Career counseling should proceed with four thoughts in mind:
- Students should prepare to expand their knowledge and skills instead of relying on their status/traits. Career counselors should help students outline a plan for change and foster a growth mindset.
- Students need to prepare for an occupational landscape that is ever changing.
- Students need to be empowered to cope with the stressors of a changing world.
- Example: A student does not know what major to choose
- Students must understand their values and the things that satisfy them. They need to seize control of their lives and be able to deal with problems in their personal life and future workplace.
Krumboltz’s Models of Career Decision Making
Original Model: Help Students
Recent HLT Model: Help Students
- Recognize that a decision needs to be made
- Define the decision to be made
- Assess self-observations
- Generate alternative options
- Collect information about alternatives
- Choose and implement choice and terminate
- Orient them to happenstance and help them develop a positive view of planned and unplanned events.
- Identify sources of satisfaction. Assessments can be used to stimulate learning, not match person to jobs.
- Identify “why” they succeeded or failed in the past; skills analysis (persistence, flexibility, optisimis, risk taking); dysfunctional thinking.
- Reframe positive and negative aspects of planned and unplanned events: What were the opportunities? What did you do? What could you have done?
- Eliminate dysfunctional thoughts; act to generate both planned and unplanned events.
- Evaluate their progress and counselor’s work and instill the idea that career counseling is not a one-time event; career choice is an ongoing process.
Propositions of HLT in K-12
Fundamental Propositions
- Proposition 1: The goal of career counseling is to help students learn to take actions to achieve more satisfying career and personal lives—not to make a single career decision.
- Proposition 2: Career assessments are used to stimulate learning, not to match personal characteristics with occupational characteristics.
- Proposition 3: Clients learn to engage in exploratory actions as a way of generating beneficial unplanned events.
- Proposition 4: The success of counseling is assessed by what the client accomplishes in the real world outside the counseling session.
Recommendations of applying the HLT in
K-12 schools
- Help each child improve from his or her own starting point. Do not set the bar for success at any one level.
- Reward improvement and success for a variety of learning outcomes and not just standardized test.
- Make the educational process satisfying and enjoyable for all participants (students, parents, teachers)
- Arrange circumstances that require students to perform valuable learning tasks. Students learn best from their own actions, not from lectures.
Recommendations for K-12 application
Krumboltz's Theory Applied in K-12 Schools
Happenstance-Learning Theory can be successfully applied to K-12 grade levels, especially among the older students up until college and beyond.
Elementary
Simplified activities that include game-like dynamics and general reflections
can help them understand the differnet aspects of life.
Middle School
Activities can now include a little more depth to them and involve some critical thinking. At this age, students may have experienced significant life events that can allow them to reflect a little deeper on life decisions.They can understand the impact their actions have on outcome and possibilities at least short-term and can be prompted to develop an open mindedness, flexibility, optimism and a learning attitude to expand their opportunities.
High School
Students in high school, especially 12th graders encounter a critical time that involves college and career decision making. Students at this age have acquired greater maturity and curiosity for their futures. Counselors must take advantage of this time and foster the skills/attitudes mentioned above to help ease students stress and see their future from a less fixated perspective. Counselors can engage in activities as formal interviews and reflection as well as more casual conversations that can be fostered among groups of many high school students.
Multicultural perspective
"The approach Krumboltz outlines is applicable to people who fear discrimination, including ethnic and racial minorities and gay, lesbian, bisexual, and transgender clients”
Multicultural Application of HLT
- Krumboltz’s HLT theory recognizes that marginalized groups exist in negative environments and provides positive reinforcement for effort and achievement to them.
- HLT can be applied to all gender identities and racial and ethnic minorities who have individualist perspectives.
- Counters beliefs the limit to growth and learning and assist clients to establish proximal and terminal goals.
- HLT can be adjusted to approach a family or group while still giving the head of household the respect they deserve.
Example: First-generation student would be ecnouraged to expose and learn skills like persitence and self learning because this will provide greater opportunities.
Limitations
- Requires a lot participation from the student.
- Students must be open to change, learning and comfortable with a lack of structure in their life career goals.
- Is not easily implemented with younger K-6 students since they are still limited in the amount of exposure they have and may not understand the need to engage in self-learning just yet
Krumboltz’s HLT Limitations
References
Aston University . (n.d.). Create a Lucky Career. Birmingham B4 7ET.
Brown, Duane. Career Information, Career Counseling and Career Development (The Merrill Counseling) . Pearson Education. Kindle Edition
Krumboltz, J.D. (2009). The happenstance learning theory. Stanford University: Journal of Career Assessment. Sage Publications Volume 17. p.135-154. doi:10.1177/1069072708328861
Metzo, Christine (2020). This is Your (future) Life. p.1-3. Retrieved from: https://www.stcloudstate.edu/commonread/documents/This%20is%20your%20life.pdf
Truyens, M. (n.d.). Planned Happenstance Learning Theory – Krumboltz & Levin [web log]. Retrieved from https://marcr.net/marcr-for-career-professionals/career-theory/career-theories-and-theorists/planned-happenstance-theory-krumboltz-levin/#Definition.