Brown+Chapter+8+and+Class+Notes

//__ Using Information to Facilitate Career Development __// //__ Chapter 8 __// Things to Remember: >> 22% of all occupations in the U.S. require a bachelor’s degree. >> Career Information has important uses…
 * The major types of occupational information and the places where they can be found
 * The potential uses of the O*NET (The Occupational Information Network)
 * How to select and use educational and occupational information with individuals and groups
 * "Occupational and education information is an essential ingredient in a comprehensive career development program and is a tool in career counseling"(Brown, 2012,p.179).
 * This chapter focuses on ways of helping clients to receive relevant knowledge to ALL occupations
 * The chapter begins with a brief look at how career information should be applied at all development age levels
 * It is important for career counselors to know about the vast majority of occupations in the U.S. that require occupational structure.
 * Children
 * To develop an awareness of the diversity of the occupational structure.
 * To develop an awareness of their parents' occupations and the nature of workers in their community and beyond.
 * Break down racial and sex-role stereotypes and the stereotypes about people with disabilities.
 * To develop an appreciation for the link between education and work.
 * To develop economic awareness of the relationship of occupation to lifestyle.
 * NOTE: Career Development is a life long process! Children can benefit from interviews with workers, direct observation, and any other approaches.
 * Adolescents
 * Sharpen focus on personal identity as it relates to work
 * Help provide motivation to complete high school education and enroll in post secondary education/ training programs
 * Begin reality testing through observation and contact with workers
 * Provide foundation for lifestyle planning
 * Eliminate stereotypes
 * Compare career opportunities in the private and public sectors as well as in the military.
 * Adults
 * Provide information about training opportunities that will enhance their current occupational performance.
 * Provide information that allows them to evaluate their earnings as it relates to others with similar jobs.
 * To enhance those skills that will allow them to conduct jobs searches across the nation and the world.
 * To develop employability skills that will allow them to apply and interview for other jobs.
 * To provide information about the rights of workers who are disabled, older, female, or minorities and how to lodge grievances when those rights are abridged.
 * Retirees
 * Identify part/full time job opportunities if retirees decide to return to work
 * Help utilize skills gained through work/volunteering
 * Assist in continued lifestyle planning


 * Gathering Information
 * Gathering occupational and educational information is essential to comprehensive career development and counseling
 * Most of this chapter focuses in government-produced online and computer-based materials ( Computer-assisted career guidance systems)
 * **Occupational Information-** educational, occupational, and psychosocial factors related to work/specific positions.
 * Many agencies have tried to gather information of workers
 * Ex: census,U.S.employment security commission, etc.
 * The Census Bureau collects and disseminates information about the numbers of people employed by various occupations.
 * The Bureau of Labor and Statistics collects information about hiring, plant closings, and layoffs, and it uses the data to make predictions about the future of individual jobs as well as the overall occupational structure.
 * The Departments of Defense, Commerce, Interior, Agriculture, and Treasury also collect and disseminate labor market information.
 * The first comprehensive database about jobs in the U.S.was the Dictionary of Occupational Titles (DOT), which was published in 1939.
 * Last published in 1991- it failed to provide an adequate basis for helping workers who were laid off locate other jobs in which they could use their skills.
 * Link to the O*NET website: []
 * O*NET corrects the deficiency, can be accessed by governmental agencies, private and public institutions, and the general public.
 * 1) Indicate a need for legislation for authorizing increases or decreases in funds for training and retraining programs.
 * 2) Suggest the demand for employment placement agencies with increase/decrease
 * 3) Signal a positive or negative trend in the nation’s economy.
 * Many agencies (i.e., the Bureau of Labor Statistics) predicts future trends.
 * Information about specific occupations was generated using job analysis techniques.
 * the architects of O*NET ask workers to rate the nature of work they performed, the abilities needed to perform the job, and the nature of work environment.


 * Two Important Sources of Information**


 * O*NET (The Occupational Information Network) (see graph on Dictionary of Occupational Titles). O*Net includes information about approximately 906 jobs.
 * Contains 6 domains
 * 1) __Worker characteristics__- individuals' enduring characteristics that influence their motivation and capacity to function in an occupation; Three types of worker characteristics are included in O*NET
 * 2) **Abilities**-characteristics, such as aptitudes, needed to perform an occupation
 * 3) **Occupational values and interests**-values are preferences for certain types of occupational reinforcers, such as autonomy; interest are likes and preferences.
 * 4) **Work styles**-characteristics that influence typical performance as well as the individuals' ongoing adaptation to and performance of work.
 * 5) __Worker requirements__- individuals' attributes that influence occupational performance across a range of work activities
 * 6) **Basic skills**-skills, such as reading, that facilitate the acquisition of new knowledge.
 * 7) **Cross-functional skills**-skills, such as problem solving and social skills, that enable a worker to function across a broad range of work activities.
 * 8) **Knowledge**-information about related principles and procedures, such as customer and personal service, that influences job performance across a number of work activities.
 * 9) **education**-the amount and type (course of study and specific subjects) of formal education required to enter a job.
 * 10) __Experience requirements__- prerequisite experiences in various types of jobs, specific job preparation, on-the-job training, and certification and licensure requirements:
 * 11) **Training**-highest level of specialized training needed to perform the job.
 * 12) **Experience**- total time spent on a job.
 * 13) **Licensing**- specific licenses needed to perform the job.
 * 14) __Occupational requirements__- job requirements established for individuals across domains of work:
 * 15) **Generalized work activities**- cluster of similar occupational activities, such as communicating with people outside the organization, that underlie the performance of major job activities.
 * 16) **Organizational context**- type of industry, structure of organization, human resource practices, the organizational culture, the goals of the organization, and the roles expected of workers in the organization in which the work is performed.
 * 17) **Work conditions**- physical, structural and interpersonal work environment in which a particular occupation is conducted.
 * 18) __Occupational-specific requirements:__
 * 19) **Occupational knowledge-** specific knowledge needed to perform the work.
 * 20) **Occupational skills-** specific job skills needed to perform the work.
 * 21) **Tasks-** specific tasks to be carried out by workers in the occupation.
 * 22) **Duties**
 * 23) **Machines, tools, and equipment** -specific machines, tools, and equipment used by workers on the job.
 * 24) __Occupation characteristic:__
 * 25) **Labor market information**- information about context in which job is performed
 * 26) **Occupational outlook**- projections, such as number of job vacancies as a result of growth and replacement of existing workers.
 * 27) **Wages**- amount of earnings and types of remuneration systems.


 * __Using O*NET__
 * Not developed for print form use, but there are print copies of the online assessment inventories that are used with O*NET that are available to purchase at the Government Printing Office.
 * System can be downloaded from the O*NET website, as well, at http://www.onet.center.org/using.html
 * This is made available so that different types of counselors (school, carer, rehabilitation) are able to use this as a career exploration tool.
 * Can be used by human resource managers in business and industry to design training programs and to develop job descriptions.
 * How it works:
 * Viewers may look at summary reports that include important characteristics of workers in certain types of jobs and the requirements of that job.
 * After locating jobs that match their skills and interests, related jobs can be found and explored.
 * There are links to other classification systems and other sources of occupational information


 * the way that O*NET databases are accessed depends on the needs of the user
 * Select portion of database for specific jobs descriptions (for employer who wants to write job descriptions.
 * Use O*NET Profiler to measure Holland types
 * Use of the Holland code can be inserted into the system and provide information about occupations associated with their code, including abilities needed to perform the work and level of training required are accessible.
 * Rehabilitation counselors can search for occupations based on physical characteristics
 * __The Occupational Outlook Handbook (OOH)__
 * Available in print and online.
 * Provides predictions about the future of both occupational clusters and individual occupations. Also, brief description of the duties performed on the job, working conditions, average salary data, and information about preparations for listed jobs.
 * Provides wage information- average wage from entry-level to retirement
 * Some of this info could be of little use to entry level workers, but could be interesting
 * Useful to midlife career changes
 * __Information of the Military__
 * Neither the O*NET nor the OOH provides relevant information of military careers
 * OOH contains a general section on military service as well as salary information, but specific information about careers in the military and their civilian workforce counterparts is lacking.
 * O*NET can be useful in helping people transitioning from the military to the civilian labor force, but it is generally not of much help to people at the beginning of their exploration of the military.
 * However, each branch of the military provides relevant information in various forms, including online and print journals
 * The department of defense of provides informational websites.
 * **Military Education** Online-provides information about educational beliefs available to people in the military.
 * **Today's Military**- Provides an overview of life in the military as an enlisted person and as an officer. This site contains links to each of the four services, descriptions of some of the skills learned during military service, and information about transitioning to civilian careers.
 * **Military Career Guide**- contains a vast array of links to sites related to military careers
 * It is beneficial for people transitioning from the military to the civilian labor force. These sources provide information regarding the relationship of each military specialty to civilian jobs.
 * __DISCOVER__
 * a systematic career guidance program to assist career development activities at the secondary school level
 * ACT offers 5 CACAGS: DISCOVER for high schools, DISCOVER for colleges and adults, VISIONS for middle schools and VISONS PLUS, DISCOVER for the military.


 * C__omputer-Assisted Career Guidance System__ (CACGS)
 * Interactive and passive CD-ROM technology that provides streaming audiovisual materials
 * This can be more easily customize to fit the needs of the user
 * However, these can be hard to maintain and expensive
 * Continued to be used because they are more effective than people with: storing, and presenting info, administering and scoring tests and inventories, and matching information about a person to occupational characteristics.
 * Incorporate several components, including assessment, career exploration, and occupational information
 * **Who can use CACGS:**
 * Independent use:
 * people who have simple questions
 * people who are motivated and free from negative thinking, anxiety, depression, decisional anxiety, and role conflicts
 * people who have the reading skills needed to use the system.
 * Those who do not know how to use computers will need an orientation for independent use
 * Not ready for CACGS independent use, but with support, can use without prior counseling interventions
 * Individuals who have low reading abilities or economic limitation
 * Multipotentialed individuals.
 * People who are not ready for independent use and who should receive counseling prior to CACGS:
 * Individuals with low self-esteem and negative thoughts
 * Individuals who have decisional anxiety
 * Individuals who are highly anxious or depressed
 * ASVAB (Armed Services Vocational Aptitude Battery)
 * Begun in 1968
 * Students who used ASVAB Career Exploration Program:
 * Higher rates of career decision making
 * Higher rates of career exploration knowledge
 * Created by U.S. Department of Defense
 * Used by high school and post-secondary students
 * Many counselors will not use ASVAB because of the connection to military
 * Still could be beneficial even though it is connected to the military
 * 4,100 jobs in the military and most have civilian counterparts
 * law enforcement officers, firefighters, aircraft mechanics, pilots, and air traffic controllers
 * The service is free, therefore it would provide services that would otherwise be unavailable
 * **State Systems-** State Occupational Information Coordinating Committee.
 * Provides information to those with internet access
 * Lists job openings in a particular state
 * available in software packages

>>
 * =Other type of Occupational Information Gathering Techniques=
 * **Simulations**
 * Middle ground between simple role-playing to sophisticated exercises in complex work settings.
 * example: a elementary classroom that is set up like a store where children can spend money that they have saved up
 * place clients in interactive modes and they can be developed to suit large groups
 * more useful to teach decision making than as means of teaching about occupations.
 * **Games**: can be used at any age level, inexpensive, can be stored and maintained easily
 * Example: using Jeopardy to teach high school students about different occupations (Holland types to occupational information)
 * High School: teaches specific vocational skills (i.e., building, plumbing, etc.)
 * **Interviews with Experts**
 * Logical step to providing credible occupational information is to enlist the assistance of an expert working in the field.
 * Interviews with experts are appropriate experiences in all phases of the career development process, from the awareness level onward.
 * In the awareness and early exploratory phases of career development, interviews can be used best with groups of students: adults will probably benefit most from individual interviews.
 * **Direct Observations**- Although direct observation is preferred, it can be costly when involving students. Another problem existing is how many jobs are available to observe.
 * **Job Shadowing**- gain insight into a job of interest
 * Typically one day is set aside for students to attend one work site where they are able to shadow multiple positions and ask questions. Some shadowing favorites of students are hospital, government agencies, and large businesses. One problem for students in rural areas is the ability to access businesses and industries.
 * Should be followed up with debriefings so that students can discuss what they learned and ask questions
 * Hopefully students are given more information about careers they show interest in (Brown,2012,p.186).
 * **Career Days**-Usually consists of an all day event. Businesses attend the school and students are able find out more information about the field of interest. The positive aspect of this is giving the student a point of contact in the field. One problem in the past is that students have not been given an accurate representation of their fields of interest.
 * Schedule that allows as many parents possible to attend is beneficial, an evening program should be considered in order to allow parent attendance (Brown, 2012, p. 186).
 * Helps to broaden understanding in field of interest
 * Gives student contact with at least one person in the field of interest
 * students should provided with ample opportunity to read material about occupations of interest before the career day program, this will allow them to ask appropriate questions.
 * **Career Conferences**: A briefer more circumscribed career day program in which an occupational representative is brought together with a group of interested students to discuss a specific field.
 * involves the same steps as those described for the career day program, but does not implement an entire program in one day or portion of the day like the career day does
 * one or two day period over a month or more
 * Representative conference with group of interested students.
 * **Work Experiences Programs**-Allows students to have a more broad understanding of various types of work, work settings, tools, and equipment used by workers.
 * General work experience programs also help develop attitudes and skills such as punctuality, dependability and other characteristics that apply to all work settings
 * Example" college level cooperative programs- typically these involve alternating periods of full-time study and work assignments
 * Offers meaningful contact with work that the individual can use to confirm the appropriateness of an earlier choice or to begin the process of realigning plans.
 * **Career Fairs**-provide employers with an opportunity to identify a list of potential employees. Sometimes potential employees to get hired on site. These fairs can give students an opportunity to develop their resume and practice with interviews.
 * Part of the career development programs of colleges, community colleges, and conventional technical programs.
 * Prior to the fair students are able to attend workshops that help them with their resume and interviewing skills (Brown, 2012,p.190).
 * **Children's Material-** essential as career development is lifelong
 * Print and non-print materials support children
 * Example: Children Dictionary Occupations.
 * Children also benefit from interviews with workers, observations, etc.
 * Children's Occupational Information- See table 8.1, page 188
 * Children's Dictionary of Occupations- available in print
 * Videos provided by the Department of Labor
 * Print Materials provided by Career Kids
 * Online Materials available from Bureau of Labor Statistic & Career Kids
 * **Education Institutions**-traditionally institutions kept copies of career catalogs, but this is almost non existent. With the use of the internet, most career catalogs are posted online.
 * Uses Yahoo! Directory
 * **Apprenticeships**-information about apprenticeship programs can be obtained from the Bureau of Apprenticeships in U.S. department of Labor.
 * **Post high school opportunity programs**-High schools may offer organized programs in the form of Post-secondary Opportunity nights. These events are an opportunity for students to meet firsthand with representatives from various educational institutions. Occasionally, the representatives are novice in their knowledge of opportunities and are unable to provide all of the information the students may need.
 * Requesting recent graduates to come in and present their experiences to current students may be beneficial for many reasons. Previous connections, their own recent completion of the program, and the struggles recent graduates experience are all meaningful to high school students, who may be more receptive and likely to act on what they hear (Brown,2012,p.190).
 * The use of technology in counseling settings should not be a substitution for in-person settings but should be looked at as an added bonus.
 * "Career counselors are forced to answer the age old question:"What information is required at this point in my client's development and what is the best medium to use in delivering it?""(Brown, 2012,p.190).




 * Reference**

Brown, D. (2012). Career Information, Career Counseling, And Career Development. Upper Saddle River, New Jersey: Pearson Education, Inc