Capella University Final Research and Analysis Paper
Your Final Research and Analysis Paper is due by the end of this week. For this final component in your course project, you will revise your Unit 6 assignment based on the feedback you have received, and complete a similar analysis of your interviewee using a different career development theory. You will also need to examine your interview findings through the lens of cultural influences and ethical concerns. You are expected to integrate the feedback that you receive on your Unit 2 and Unit 6 assignments into your Unit 9 assignment.
Your paper should include the following elements:
- Describe your interviewee’s situation, including his or her interests, preferences, personality, skills, and values. You do not need to address all five of these aspects, but you should address at least two. (From your Unit 6 assignment.)
- Interpret your interviewee’s work and life career history and development within the framework of at least two career development theories presented in the course. (Choose from Holland, theory of work adjustment, Super, Gottfredson, the relationship approach, or SCCT.)
- Evaluate the cultural influences and unplanned unique career and professional development events affecting the work and life career history and career development of your interviewee.
- Evaluate potential ethical concerns if the interviewee became a personal career counseling client.
- Describe how the application of career counseling theory may assist the interviewee in managing career development.
- Analyze current trends in the field supported by the scholarly literature that may be beneficial to the interviewee, given his or her context.
- Demonstrate professional communication skills, including graduate-level writing skills and proper APA style and formatting.
Completed Sample Paper
After talking to my uncle about the military experience, I realized many challenges and issues are revolving around their mental health. He explained that he endured the ability to work under pressure just like most military officers in the world. Some of the stress that most officers learn to survive is the deportation into the war zones ad leaving their families behind. My interviewee’s quality is that he is more intelligent; he finished his master’s degree in political relations and pursued a Ph.D. in Business administration. Having one of the most challenging jobs globally, he has taken control to advise fellow members on ways to go about various matters in the unit and outside the team. Confidence is one crucial thing that I analyzed from my interviewee; he has developed a high tolerance to life. When he is faced with a decision that involves life or death, he is never afraid of making any. The military expects its officers to have the confidence to make good decisions during tough times. Confidence comes in hand with the intelligence and problem-solving skills of the officer. Values are essential in the succession of different military missions and services to society. Some of the values that the officer had include integrity, selflessness, respect, and honor. The values are what drive the officers into fulfilling their obligations and direct service to the officers.
Using the MBTI scale of analysis, I found out that my interviewee was an ISTJ. In the energizing preference, he is an introvert and prefers to think things alone without involving others. He loves quiet, and he also likes voice and written communication with his colleagues. He uses his intuition to make decisions on an inevitable calamity. When presented with a problem, he prefers to use an innovative and creative approach to the problem.
After collecting information about a problem, a decision must be made to solve the issue; the interviewee is a thinker; he is more calculated and firm (Furnham, 2020). He tends to analyze the cons and the pros before implementing a decision. He remains focused on his mission and wants recognition at the end of the task. In addition, he is also a judger as he desires deadlines, schedules, and timetables allocated for specific tasks. Time is one factor that he respects the most and ensures he never wastes any of it. He is more focused and organized when carrying out specific tasks within the company. From the MBTI analysis, it is safe to conclude that he loves working alone, follows logical steps, does not make decisions based on emotions, and prefers the freedom of deadlines (Furnham, 2020).
Social Cognitive Career theory
The SCCT theory aims to explain how career choices are made, how basic career skills and interests are developed, and how to obtain career success (Eliason et al., 2019). The approach uses various factors that affect the career development of a person in society. Some of the concepts implemented in theory are based on a psychosocial analysis of academic performance, organizational development, and a person’s health behavior (Wood et al., 2018).
The best way to analyze a military officer based on the theory is to use beliefs, result expectations, and the goal served as the fundamental blocks of SCCT, as explained by Lent & Brown (2019). Self-efficacy is the belief in a person’s capabilities to specific actions and behaviors. Self-efficacy beliefs are more dynamic compared to self-esteem; people have different self-efficacy depending on their professional domains. For example, a military officer has different self-efficacy compared to a teacher. An army officer understands that they must protect others before their own lives and will have the interest and the energy to do that. A teacher understands that in case of danger, they sought refuge, which makes them different.
Another example is that an officer in a specific department might be confident of performing a particular task successfully. Still, it might fail to have the confidence to analyze social activities. He stated that people are more likely to pursue what they are interested in during his early years when talking with the interviewee. He was amazed at the army teams’ and his father being a military officer, he became more interested in becoming an officer and serving the nation. With the necessary skills, confidence, and interest, he pursued his career as a military officer and moved through the ranks because of his personality. Self-efficacy with the right amount of interest and a supportive environment will ensure a successful career.
The beliefs in SCCT assume the four sources of information that will help develop an interest in a person’s career. The factors include social persuasion, psychological states, and experiences. Personal accomplishments are factors that lead to efficacy information about the person in their career development. Psychological conditions tend to affect the efficacy of a person when they are developing their professional careers and their relationship with others (Medugorac & Babarovic, 2020). This is one thing that the interviewee said is more cautious for any officer.
Results expectation simply feelings about the outcomes or consequences of performing explicit practices. For instance, what will happen if I do this? People’s choices about practices they will attract, and their work and perseverance at these activities include considered outcomes similarly as self-sufficiency feelings. For example, people will undoubtedly choose to participate in development to the extent that they believe themselves to incite regarded, positive results like social and self-underwriting, generous prizes, engaging work conditions. As indicated by SCCT and the more significant social, intellectual hypothesis, people’s commitment to exercises, the work and determination they put into them, and their outstanding achievement are incompletely dictated by their self-viability convictions and result assumptions (Brown & Lent, 2017).
Personal objectives may be portrayed as one’s expectation to participate in a particular development, such as pursuing academic importance or achieving a specific execution level; a model is getting in a specific course. In SCCT, these two sorts of destinations are independent, insinuated as choice goals and execution targets (Lent and Brown, 2019). By spreading out destinations, people help mastermind and direct their lead and back it without more quick analysis and regardless of inevitable troubles.
Social, cognitive theory sets that destinations are fundamentally connected to self-feasibility and result suppositions: People will become by, and large have design goals with their viewpoints on their capacities and the outcomes they desire to accomplish from pursuing a particular strategy (Wood et al., 2018). Accomplishment or dissatisfaction in showing up at singular destinations, subsequently, becomes essential information that helps with changing or attest self-sufficiency feelings and result in presumptions.
A military officer is a leader and a servant at the same time. They choose to develop and strategies in ways that will ensure they protect others in society. Developing self-efficacy plays a vital role in ensuring that they serve their country. As military officers, they are called upon to take charge of different tasks. Military training is thorough and requires a lot of experience and self-discipline with personal goals. Working as an army officer has ensured that he remains fit while at work. He takes time to develop new plans each day that drives him to become better in the line of duty. Additionally, he understands that he should maintain efficient mental health to make rational decisions when problems arise.
Connecting theory to practice
SCCT theory plays an essential role in vocational, personal, and educational development and performance attainment. Interests in career-related actions are some of the factors that outgrow outcome expectations and self-efficacy. Over their years, adolescents and children are exposed to various relevant activities in their daily routines at home, in the community, and at school (Eliason et al., 2019). People’s interests allow them to understand what they want in life and navigate various developments to successful careers. The interviewee developed the
Through self-efficacy, practice, and input, individuals refine their abilities, foster individual execution norms, structure a feeling of their viability, specific assignments, and obtain certain assumptions regarding the results of action commitment. Individuals will probably promote interest in exercises where the two of them feel viable and anticipate good results. As individuals foster interest in an action, they will likely foster objectives for maintaining or expanding their contribution to it (Eliason et al., 2019). Through various community works and volunteers, the interviewee developed different abilities that helped him work with other team members and superiors.
At long last, SCCT has started various endeavors to plan and test intercessions focused on different features of professional advancement. These incorporate endeavors to extend interests and support vocation yearnings in young people, work with professional objective setting and execution in teenagers and youthful grown-ups, and advance fruitful work change; fulfillment, performance in grown-up specialists (Medugorac & Babarovic, 2020). Employing the theory in military career development will ensure there is a selection of dependent leaders during calamities. Augmentations of the hypothesis to various subpopulations have shown up, and the theory has been applied to the investigation of vocation conduct in multiple nations and social settings. The theory helps develop the characters and interests of a military officer into becoming the best in the team. Before becoming an army officer, the interviewee explained that he enjoyed watching his father go out on deployment and even participate in the marching parades. He developed a personal objective of becoming an officer and outlining ways to help serve the country.
Over the world, career development is governed by a person’s interest, knowledge, ability, and commitment. It is essential to understand that a person’s personality affects how they think and act when presented. SCCT is a critical theory that outlines how military officer and other people can develop their career opportunities into something more successful. A person’s interests serve a great reason to ensure that they develop and get to do what they like. The personal accomplishment also ensures that a person’s career succeeds respectfully and efficiently.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
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- Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
- Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
- APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
- Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
- LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
- Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
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