Over time these tendencies lead people to engage in various types of occupations. They tend to avoid activities that are distasteful and yield few benefits. People tend to gravitate naturally toward activities that yield emotional, social, and financial benefits. Some experiences might generate memorable interests and passions others may not. Some parents read to their children at a young age, opening a world of imagination and early literacy other parents may not.Īs a result of these continuous learning experiences, people form generalizations about their own interests, abilities, values, and beliefs. Some families subscribe to magazines and newspapers that children might spontaneously browse other families may not. Some people live far from the nearest public library. For example, the opportunity to read about a scientist’s experience depends on access to books. Watching a carpenter at work may inspire others to discover the glories of wood working.Īll of these associative learning experiences also depend on cultural context. Reading about a science experiment might inspire some people to train to become chemists or biologists. For example, listening to a rock concert might inspire some people to become a rock singer. The environment in which one is born and raised provides only certain types of learning opportunities.Īssociative learning experiences occur as people watch, listen to, or read about others. In some other countries both sports are virtually unknown. Baseball is a popular sport in the United States. Every time people do something-that is, engage actively-they find out what happens as a result and discover how they feel about it.Īll instrumental learning experiences take place in a cultural and opportunity context.
The more children actively engage in activities, the more likely they are to encounter valuable learning experiences. The happenstance learning theory posits that it is more likely that the first child would develop greater aspirations for a baseball career than the second child. Another child may come to bat and be unable to hit the ball at all, striking out. For example, if a child is playing a game of baseball, comes up to bat, and hits well enough to get on base, the child has succeeded in an activity and has positive feelings as a result. Instrumental learning experiences are those in which people take some action and observe the consequences. The happenstance learning theory categorizes learning experiences into two major categories: instrumental and associative. Every time a person watches TV, listens to the radio, or plays a game, he or she learns something. Every time a person talks to another person, he or she learns something. Some experiences are planned, many are not. Every minute people are engaged in learning activities whether they know it or not.
HAPPENSTANCE SOCIAL PROFESSIONAL
Kelli appreciates collaborating with colleagues as part of the campus-wide Advisor Training and Professional Development task force, which serves the campus advising community in developing professional development and training opportunities.Throughout life people have innumerable learning experiences.
Kelli is also a MBTI (Myers-Briggs) certified practitioner and enjoys administering this personality assessment via group workshops to help students gain more self-knowledge in their academic/career exploration. She also has facilitated a 2 unit course that helps students reflect on their career development process. She has specific enthusiasm for helping students make meaningful connections between their unique interests, values, and skills as they navigate their academic and career goals.
degree in Counseling with a specialization in career counseling and generally uses approaches such as happenstance learning theory in her work with students. Kelli Sholer has been an undergraduate advisor in the Anthropology and Sociology departments since 2014 and has 11 years of overall academic advising experience at UC Davis.
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