not measure activity or time orientation values. Therefore, an in-
depth exploration (clinical, if you prefer) of the client’s most highly
prized beliefs is typically necessary to complete the process. This in-
volves (1) determining who the decision maker(s) will be, (2) con-
firming the social value, and (3) determining time orientation and
activity values of the decision maker.
Decision makers have varying ideas about the urgency of the need
to make a career decision and the influences that should come to bear
on the decision. Savikas (1991) indicates, “Everyone has a career, but
not everyone knows that he or she has a career” (p. 237). To rephrase
this statement for students: “Every student can have a career in the
future, but not every student is aware of the possibility that they can
shape their careers in the future.” Savickas goes on to indicate that
some clients focus on the past, in that they expect their careers to be
replays of the things that have happened to them or their families.
Other clients orient their career decision making to the future because
they are concerned about survival, according to Savickas. To these
categories, I would add a group that never engages in career planning.
They are content to let things happen, trusting luck or a calling from
a higher power or the environment to select their career.
It goes without saying that if individuals focus on the past or the
present, career counseling or other career development interven-
tions are not considered as options (Savickas, 1991). Therefore, ca-
reer counselors will probably need to recruit individuals who do not
possess a future or past-future orientation rather than wait for them
to appear of their own accord. Once they come into the process,
work on their time orientation becomes a part of the career coun-
seling process. Savikas identifies the Circles Test (Cottle, 1967),
futures autobiographies (Maw, 1982), Future Plans Questionnaire
(Pearlson & Raynor, 1982), and life lines, starting with birth and
going to death, forecasting events such as things that may happen
in schools, and rationale explanations regarding the importance of
a future orientation in career planning as helpful strategies in this
area. To this list, I would add guided fantasies (Brown & Brooks,
1991) that contrast different futures and alternative careers games
that contrast futures in various careers.
THE ROLE OF WORK VALUES AND CULTURAL VALUES 493