Career Guidance Program Research Articles

New Career Development Strategies: Methods and Resources

A comprehensive view of career development dictates a review, an evaluation, and an expansion of strategies used in career guidance programs. Several forces underlie this need: (a) the expanded age range of the population served, which now stretches from preschool to postretirement; (b) the unique needs of special populations; (c) the radical change in life styles and goals in today’s culture; (d) the ever-increasing numbers of individuals making major occupational changes, even at midlife; (e) the dramatic change in learning settings as career development concepts are becoming infused into all areas of the curriculum; and ( f ) the trend toward accountability for whatever methods are chosen to achieve educational goals. The selection of methods and resources for a career guidance program must be preceded by a number of program planning steps. Several recent writers (Cook 1972; Jones et al. 1972; O’Hare & Lasser 1971) have suggested the advantages of using a comprehensive systems approach for developing career guidance programs. This approach involves a number of steps, which ultimately result in career guidance pro-

Field Testing a Comprehensive Career Guidance Program, K—12

Field Testing a Comprehensive Career Guidance Program, K—12

Career Guidance Programs for Minority Youth

Influencing the low entry rates of minorities into engineering is the lack of awareness, contact, or identification with engineers or scientists by minority youth and their parents, along with a lack of understanding of necessary college preparation or inadequate financial means. The discovery by minority youth that technical engineering knowledge is one of the keys to equality is a realization that all ASCE members should welcome and encourage.

Life Career Development: the Major Focus for Career Guidance Programs

Life Career Development: the Major Focus for Career Guidance Programs

A Career Guidance Program for Small Rural High Schools

A Career Guidance Program for Small Rural High Schools

PROFESIONALNI RAZVOJ U ADOLESCENCIJI: KONSTRUKCIJA KARIJERE, POTEŠKOĆE U DONOŠENJU PROFESIONALNIH ODLUKA I PROFESIONALNA ADAPTABILNOST UČENIKA SREDNJIH ŠKOLA U HRVATSKOJ

U ovoj studiji ispitivali smo profesionalni razvoj učenika srednjih škola u Hrvatskoj. Razvoj karijere počinje već u ranoj adolescenciji, a tijekom srednje škole učenici moraju donijeti važne profesionalne odluke. Zato smo usporedili učenike prvih i četvrtih razreda srednjih škola (n1.raz = 309, n4.raz = 492) u nekoliko aspekata njihove profesionalne zrelosti. Sudionici su ispunili papir-olovka mjere koje se odnose na ostvarenje zadataka konstrukcije karijere (SCCI), poteškoće u donošenju profesionalnih odluka (CDDQ) te profesionalnu adaptabilnost (CAAS). Rezultati su ukazali na adekvatnu pouzdanost i strukturalnu valjanost svih mjera. Stariji studenti iskazali su nešto veći stupanj profesionalne zrelosti mjeren subskalama Istraživanje zanimanja, Donošenje profesionalnih odluka te Stjecanje potrebnog obrazovanja upitnika SCCI. Male dobne razlike primijećene su i u subskalama Nedostatak spremnosti, Nedostatak informacija i Nekonzistentne informacije upitnika CDDQ, gdje su mlađi učenici očekivano iskazali više poteškoća u donošenju profesionalnih odluka. Porast profesionalne adaptabilnosti primijećen je samo za skalu Briga za budućnost upitnika CAAS, ukazujući kako se profesionalna adaptabilnost ne mijenja bitno tijekom srednje škole. Također, moderacijski efekt spola na dobne razlike u profesionalnoj zrelosti vrlo je mali, te ukazuje da se profesionalni razvoj u srednjoškolskoj dobi odvija jednako za djevojke i mladiće. Porast profesionalne zrelosti tijekom srednje škole je mali i ukazuje kako učenici četvrtih razreda ne realiziraju sve predviđene zadatke u konstrukciji karijere te se i dalje suočavaju s poteškoćama u donošenju profesionalnih odluka. Stoga je vrlo važno implementirati programe poticanja profesionalne zrelosti u hrvatske srednje škole, kako bi se svim učenicima omogućio bolji profesionalni razvoj i osnažilo ih se za donošenje važnih profesionalnih odluka.

Development of the job description form: Its use in the functional categorization of professional jobs

The first phase of a government R&D laboratory's career guidance program is described. A joint Naval Weapons Center (NWC)-California State Polytechnic College effort, the program is aimed at aiding both the individual and the organization by achieving more effective placement of professional employees through career guidance and counseling. The first phase involved the development of a job description checklist and its use in the functional grouping of jobs held by employees hired four to nine years earlier as junior professionals. Five job types emerged from the study: Analyst, Design and Test-and-Evaluation Engineer, Supervisor-Project Administrator Applied Researcher, and Development Project Engineer. The tendency for persons with different educational backgrounds to pursue each of these job types was examined. Comparisons were also made of the distribution of the job types within the various technical departments at NWC.

One Answer to the Dropout Problem: a Career-Guidance Program

One Answer to the Dropout Problem: a Career-Guidance Program

The ANC's Career Guidance Program

The ANC's Career Guidance Program

The ACNʼs Career Guidance Program

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