Hope action theory: An intervention career development for adolescence

Abstract

The impact of the Covid-19 pandemic and the development of technological disruption in the current era of globalization have resulted in uncertainty and challenges, especially in the field of workforce recruitment. This condition requires readiness for career selection in the pre-employment age profile. Therefore, effective career guidance is increasingly needed. This study aimed to map the HAI (Hope-Action Inventory) profile of 82 high school students as the basis for career guidance and counseling service programs in high school. The method used in this research was a descriptive study of hope-action competencies assessment. The measurement of HAI competencies was important for effectively managing one's career development. This study found that 13% of students were still in the low expected action competence category. Several dimensions of competence measured showed a range of several dimensions of hope-action competence that were still undetermined, namely the dimensions of self-clarity (mean 2.98. SD 0.23), visioning (mean 3.11. SD 0.16), goal setting and planning (mean 3.06. SD 0.16). Some correlations among these dimensions (r = 0.187 to 0.661) suggest a hierarchy in the competency profile of action expectations that should be considered for developing programs career guidance and counseling service program that integrates the hope action theory. It is expected that programs career guidance and counseling that integrates the hope action theory will be more effective in enhancing career development.