Contextual Factors in Working

Blustein (2006) saw that, owing to the spread of free market capitalism, lack of job security had become a major theme in the narrative of the new economy (p. 43); Blustein (2006) saw also that the integration of technology with globalization had created a labor market that was no longer bounded by national or linguistic lines (p. 43); and, Blustein (2006) saw further that what workplaces remain have become more stressful and frenetic (p. 45). As a result, among others, the erstwhile psychological contract is being recast (where it still exists at all); workers long for connection; caregiving is no longer carried out exclusively by women (in consequence of the push for dual working couples); labor unions are in decline; many struggle to find employment; and there is a continuing need for even greater levels of skills and knowledge. Thence, the major counterpoints that Blustein (2006) detected were, first, that there is too much work but not enough jobs; and, second, that people no longer experience feelings of connection, social engagement, and investment in a greater social entity because of technology (p. 63). In sum, we are left to ponder the meanings of work as a means of self-expression and spiritual growth versus work as a means to an end (Blustein, 2006, p. 64).

There is little doubt that information and communication technology in particular has grown into one of the most powerful forces shaping the twenty-first century. Through the globalization it simultaneously feeds on and accelerates, it is reshaping societies, economies, and governments worldwide.

Socially, people are drawn together in organizations and groups framed by formal and informal rules (e.g., laws, mores, policies, regulations), resources (e.g., environmental, financial, human, and in-kind), and relationships.

Super (1980) proposed that—across their entire lifespan—people go through five developmental stages: (a) Growth (0–14), with emphasis on physical growth, forming the self-concept, and exploring early interests and abilities; (b) Exploration (15–24), with emphasis on exploring different areas of work, beginning to focus on a specific career direction, getting specialized training, and beginning to engage in work; (c) Establishment (25–44), with emphasis on settling into a career field, making contributions to the field, and achieving higher levels of responsibility; (d) Maintenance (or Management) (45–64), with emphasis on maintaining a job position, updating skills as needed to stay competitive, and planning for retirement; and (e) Decline (or Disengagement) (65+), with emphasis on gradually separating from work and engaging in other projects such as leisure, time with family, and community activities.