The single most common decision that people between the ages of 16 years and 22 years need to make is that of their career choice. Research in the field of career guidance has shown that the world of work is changing. It is generally accepted that an individual will be presented with many opportunities in the world of work and these give rise to the notion of multiple careers. To predict accurately what these opportunities might be is impractical and naive, if not impossible. Career guidance counsellors are now expected to understand the interrelationships between occupations and occupational groups; an understanding that is vital when providing a comprehensive and realistic career guidance service. The career guidance processes or programs that counsellors use, need to allow for the identification of base or entry level careers that will provide opportunity for both horizontal and vertical career movement. While the schooling system has traditionally been the primary role player in preparing learners for the world of work, recent budgetary cuts have forced schools to focus on academic subjects, and, as a result, career guidance as a subject has become ancillary to the school syllabus. This situation is unlikely to be remedied unless career guidance becomes an examinable subject as are mathematics, physical science, biology and so on. A literature study surrounding career guidance practices in South Africa and career choice and development theories from around the world, suggest that existing career guidance programs in South Africa need to be restructured to allow for a more comprehensive solution for learners, that need to make a career choice. The "PACE" career guidance program was designed to enhance the career knowledge of learners, increase their self awareness in relation to careers, and ultimately to accelerate the career maturity process. Learners from schools in East London were exposed to the program, with the intention of determining the effect of the program on their career maturity levels. Whilst certain elements which constitute career maturity were not influenced by the program, results obtained from the research indicated a significant increase in the overall career maturity level of these learners. Resulting from this dissertation, recommendations have been made relating to the length of a career guidance program, the point of departure and the point of exit, the importance of balancing realism with circumstances, and the necessity for career guidance practitioners to possess a thorough understanding of careers and the various paths that careers may follow. Suggestions regarding further research in the area of career guidance are also provided. / Thesis (M.A. (Industrial Psychology))--Potchefstroom University for Christian Higher Education, 2003

Syftet med det här arbetet har varit att studera, med hjälp av diskursanalys/sättet att tala om arbetslivets framtida förändringar, mer specifikt förutsägelser om arbetslivets automatisering. Metoden har varit kritisk diskursanalys och diskursanalytiska begrepp hämtade från Foucault. Fokus för vår analys har varit en etablerad rapport i vilken man beräknar att 53 procent av jobben på den svenska arbetsmarknaden kan komma att automatiseras inom 20 år. Resultatet visar att sättet att tala om framtidens automatiserade arbetsmarknad i termer av risk, som något som innebär konkurrens mellan länder och grupper och som en naturkraft skapar en diskursordning kring framtidens automatiserade arbetsmarknad. Några av slutsatserna för vårt arbete visar på ett sätt att se på arbetslivets automatisering som något riskfyllt, något som hotar jobben på den svenska arbetsmarknaden och något som sker utan någon aktiv aktör. / The aim of this work was to study, with the help of discourse analysis/way to talk about working life, future changes, more specific predictions about the working life of automation. The method has been critical discourse analysis and discourse analytical concepts taken from Foucault. The focus of our analysis has been an established report which estimates that 53 percent of the jobs on the Swedish labor market can be automated within 20 years. The result shows that the way to talk about the future of automated labor market in terms of risk, in terms of competition between countries and groups and as a force of nature creates an order of discourse of the future of automated labor. Some of the conclusions of our work demonstrates a way to look at working life automation as something associated with risk, something that threatens the jobs on the Swedish labor market and something that occur without having any active agent.

Processos de Orientação Profissional e de Carreira objetivam auxiliar pessoas a refletirem sobre seus projetos de vida e as decisões relacionadas à carreira. Em tais processos instrumentos de avaliação psicológica, utilizados em uma perspectiva dinâmica e integrativa, podem contribuir para a clarificação das inclinações e disposições para a escolha da carreira em pessoas que buscam auxílio para tal empreendimento. Entre as diversas variáveis psicológicas que influenciam as escolhas ocupacionais destacam-se, neste estudo, os interesses profissionais, mensurados por meio de dois instrumentos: a Avaliação de Interesses Profissionais (AIP) e o Teste de fotos de Profissões (Berufsbilder Test, BBT-Br). Assim, esta investigação objetiva descrever as estruturas de interesses profissionais em estudantes do ensino médio regular e técnico em função do sexo e da procedência escolar, avaliar índices de consistência interna (fidedignidade) dos instrumentos, e correlacionar os resultados da AIP com o BBT-Br. A amostra desta investigação foi composta por 231 participantes, com idade entre 16 e 55 anos; 75 (32,5%) do sexo masculino e 156 (67,5%) do sexo feminino; 121 (52,4%) provenientes do ensino médio técnico e 110 (47,6%) do ensino médio regular. Os alunos do curso técnico eram oriundos dos cursos de administração, secretariado, eletrônica, design, mecatrônica, edificações e eletrotécnica. Os resultados indicaram a existência de diferenças significativas de escolhas em função do sexo dos participantes, tal como em estudos similares da área, que já apontavam a existência de padrões de escolhas diferenciados entre homens e mulheres. Em relação à procedência escolar, foram verificadas diferenças significativas entre os estudantes de ensino médio regular e técnico somente no grupo masculino da amostra. No que diz respeito aos índices de consistência interna da AIP (Alfa de Cronbach), foram obtidos valores que variaram de 0,529 a 0,746, que podem ser considerados índices razoáveis; para o BBT-Br foram encontrados valores de consistência interna entre 0,418 a 0,753, indicadores também classificados como índices razoáveis de fidedignidade. Quanto a análise dos índices de correlação (Correlação de Pearson) entre a AIP e o BBT, foram obtidas diversas correlações significativas ( 0,30), tanto no grupo feminino da amostra quanto no grupo masculino. Assim, aponta-se para a convergência dos resultados dos instrumentos avaliados. Sobre os índices de consistência interna da AIP, indica-se a necessidade de aprimoramento do instrumento. Por fim, assinala-se a importância de ampliação de estudos que avaliem as características de estudantes de ensino médio técnico / Career Guidance and Career Processes aim to assist people in reflecting on their own life plans and decisions related to career. Applied in a dynamic and integrative perspective, psychological assessment instruments can contribute to clarify inclinations and dispositions to career choice for those who seek help for such undertaking. Among several psychological variables that can influence occupational choices, the professional interests stand out in this study, measured by two instruments: the Assessment of Professional Interests (AIP) and the Test of pictures of Occupations (Berufsbilder Test, BBT-Br). This research aims to describe the structures of professional interests of students in regular secondary and technical education schools by gender and school of origin. To assess the internal consistency (reliability) of the chosen instrument, the results have been correlated to the AIP BBT-Br. The research sample consisted of 231 participants, aged from 16 to 55 years; 75 (32.5%) male and 156 (67.5%) female patients; 121 (52.4%) and 110 (47.6%) from technical schools and regular high schools, respectively. Students in technical schools were distributed in courses on administration, secretarial, machine design, mechatronics, electrical engineering, and buildings. The results indicated significant differences in career choices depending on the sex of the participants. This agrees with similar studies already reported in the area, indicating the existence of patterns of differentiated choices between men and women. Also, for the school of origin, it was found significant differences between students from technical and regular schools only in the male sample group. Regarding to internal consistency of the AIP (Cronbach\'s alpha), values ranged from 0.529 to 0.746 , which can be considered reasonable rates; for the BBT -Br were found internal consistency values between 0.418 to 0.753, indicators also classified as reasonable levels of reliability. With respect to the analysis of correlation coefficients (Pearson correlation) between the AIP and the BBT, several significant correlations ( 0.30) were obtained in both female and male sample groups. Therefore, it is noted for the convergence of the results of both instruments; on the internal consistency of the AIP, it indicates the need for improving the instrument. Finally, we point out the importance of expanding studies to evaluate the characteristics of students from technical high schools

Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Neste trabalho, problematizamos as práticas de escolha profissional dos jovens e suas articulações com o mundo do trabalho, a educação e os processos de produção de subjetividade na cena contemporânea. Adotamos o referencial teórico da Análise Institucional, as ferramentas conceituais de Foucault e a Filosofia da Diferença e, como ferramenta metodológica da Filosofia da Diferença, a Cartografia. Sendo esta puro processo, sem começo nem fim, cartografamos, de forma parcial e provisória, os caminhos em que vida e trabalho foram se constituindo nas práticas localizadas e cotidianas dos jovens. A Cartografia permitiu-nos acompanhar a invenção de um percurso de pesquisa ditado pelos deslocamentos e práticas de contágio com jovens, pesquisadora e pesquisa. A radicalidade da experiência foi tanta que afetou o próprio corpo da escrita, produzindo o reverso, um outro lado do texto. Com o conceito de prática de Foucault, seguimos a formação discursiva do conceito de vocação e as suas articulações com as transformações do capital e os efeitos da lógica do mercado na vida dos jovens na atualidade. Diante das intricadas articulações, passamos a questionar a escolha como uma possibilidade, já que esse tema adquire um lugar central nas investigações atuais, pois a máquina capitalista se reinventa na própria produção de desejo. Em outra vertente, analisamos as práticas educacionais que produzem o Homo Economicus e outras práticas inventivas que questionam e se reinventam na composição com um Homo Politicus, numa intervenção em que as escolhas seguem com o outro e não sobre o outro. Trabalhamos com as oficinas como dispositivos de pesquisa que nos permitiram seguir os múltiplos atravessamentos nos jovens e em seus processos de vida, primeiramente em um colégio de uma área semirrural do município de Petrópolis RJ, e depois em Lisboa, Portugal, numa escola secundária pública, numa organização de apoio a migrantes e numa ONG que trabalha com a cultura hip-hop. Esses caminhos nos levaram a um modo de orientação profissional como processo, ao deslocar de uma orientação responsiva, linear, que orienta para um lugar no mundo, para uma orientação intensiva, que acolhe as dúvidas e que se abre a multiplicidades de práticas inventivas com o outro. Uma aprendizagem que pede tempo e corpo e potencializa novos modos de fazer vida, quiçá mais dignos, interessantes e solidários. / In this work we discuss the practices of career choice for young people and their linkages with work, education and production of subjectivity processes, in contemporary society. The theoretical framework adopted includes Institutional Analysis, conceptual tools of Foucault and the Philosophy of Difference. The methodological tool of the Philosophy of Difference chosen was Cartography. Being Cartography pure process, without a beginning or an end, by way of it we determined the paths through which life and work were being constituted in localized and day-to- day practices of young people, yet in a partial and provisional form. Cartography helped to follow the invention of a course of investigation that was dictated by the shifts and mutual influence among youngsters, researcher and the research itself. The experience was radical to the point of affecting the writing itself, thus producing a reverse, another side of the text. With Foucaults concept of practice in hand, we followed the discursive formation of the concept of vocation and its links with the transformations of capital and the effects of market forces in the lives of todays youngsters. Given the intricate links, we began to question choice as a possibility, as it plays a central role in current investigations, since Capitalism reinvents itself in the production of desire. In another aspect, we analyze the educational practices that produce the Homo Economicus and other creative practices that may question and self-reinvent the composition with a Homo Politicus, in an intervention in which the choices may follow with the other and not over the other. We used workshops as research devices. They allowed us to follow the multiple crossings through young people and their life processes, first in a school of a semi-rural area in the city of Petrópolis - RJ, and then in Lisbon, Portugal, in a public high school, in an organization that supports migrants and in an NGO that works with the hip-hop culture. These paths led us to see professional guidance as a process, as we moved from a responsive, linear guidance, that points out to a given place in the world, to an intensive guidance, which hosts doubts and opens to a multiplicity of inventive practices with the other. A learning process that requires time and presence and enhances new ways of making life, perhaps more worthy, interesting and supportive.

The thesis aims at exploring what the role of career guidance services for CEMS students in their job search is, and at proposing a number of recommendations for further development of CEMS career services. First part of this thesis will provide us with a necessary theoretical background on career choice, career management and development, and career guidance. Then, CEMS and its current career services offer will be presented in brief. Finally, an analysis of a research that we have conducted within CEMS graduates community will enable us to formulate a number of recommendations for CEMS career services improvement.

A necessidade de ampliar a formação dos alunos de Engenharia visando também desenvolver novas competências não técnicas tem sido anunciada de forma enfática por vários segmentos da sociedade, como entidades de classe, órgãos governamentais, educadores, pesquisadores e pelos próprios egressos quando se deparam com o mercado de trabalho. Essa, contudo, não é uma missão trivial para as escolas de Engenharia basta comparar volume de declarações e apelos sobre a importância dessa missão com o volume de ações institucionais efetivas. Trata-se, na verdade, de um grande desafio que implica mudança de paradigma e do projeto pedagógico, conforme se pode observar nos diversos trabalhos apresentados em congressos de ensino de Engenharia. Tendo em vista esse contexto, esta tese tem como objeto de estudo uma atividade complementar que pode contribuir para o desenvolvimento de algumas das novas competências requeridas do engenheiro: o programa de Gestão de Carreira & Mentoring, desenvolvido, desde 2002, no âmbito da Escola Politécnica da Universidade de São Paulo como um serviço gratuito para formandos, egressos e novos docentes. Essa atividade complementar extracurricular serve de eixo a partir do qual se orienta e incentiva o aluno a refletir e agir em relação a questões como empregabilidade, autoconhecimento, desenvolvimento de competências, visão de futuro, projeto de carreira, alternativas de ocupações e educação continuada. Trabalho dessa natureza, pouco comum na grade curricular dos cursos de Engenharia no Brasil, pode contribuir significativamente para a formação do engenheiro com o perfil demandado pelas várias instâncias da sociedade, inclusive o mercado de trabalho. Para tal, a presente tese apresenta três estudos de casos com experimentos educacionais concernentes à referida atividade complementar e visa responder à seguinte pergunta de pesquisa: Que fatores impactam a eficácia de aprendizagem de atividades complementares desenvolvidas para preparar os alunos de engenharia para uma transição satisfatória para o mundo profissional?. Partindo de uma investigação teórica pautada nas teorias da Orientação Profissional e outras correntes teóricas e em uma análise qualitativa desses estudos de casos, identificaram-se três grupos de fatores, quais sejam: (1) fatores identificados empiricamente a partir dos estudos de casos; (2) Fatores teóricos baseados nas teorias da Orientação Profissional e (3) fatores teóricos baseados nas outras referências teóricas. Este estudo oferece às escolas de Engenharia um conjunto de conceitos, técnicas, processos e lições aprendidas que podem servir de referência para a incorporação dessas atividades, de forma transversal, em disciplinas afins (e.g. Introdução à Engenharia e Estágios). / Comprehensive engineering education aiming at the development of soft competences has been called for by several sections of society, including professional boards, governmental bodies, educators, researchers and newly graduated professionals facing unexpected work market demands. Most schools of engineering, however, have not managed to deliver on this mission, as we can easily see by comparing the number calls for this mission with the number of effective institutional actions. This is in fact a great challenge that implies paradigm change and development of a new pedagogical project, as reported in several talks in engineering education congresses. Against this background, this dissertation investigates an extracurricular activity that can contribute to the development of some of the new competences required of engineers nowadays: The Career Management & Mentoring program developed since 2002 as a free service provided by Escola Politécnica (University of São Paulo) to senior students, newly graduated engineers and new professors. This extracurricular activity focuses on guiding and encouraging the students to reflect on and take attitude about such issues as employability, self-knowledge, competence development, vision of future, career project, job alternatives, and continued education. This sort of activity, still unusual in the engineering syllabuses in Brazil, can contribute significantly to the development of engineers with the profile required by several sections of society, including the job market. More specifically, this dissertation reports on three case studies involving educational experiments drawing on the above mentioned extracurricular activity and aims to answer the following research question: Which factors impact on the learning efficacy of extracurricular activities designed to prepare engineering students for a satisfactory transition from college to the professional world? Drawing on professional orientation theories and other related theoretical underpinnings as well as on a qualitative analysis of the three case studies, this study identifies several factors impacting on learning efficacy, herein gathered in the categories students, service structure, supporters, and environment. This thesis provides schools of engineering with a number of concepts, techniques, processes and learnt lessons that serve as reference for transversally introducing activities of this nature in related disciplines such as Introduction to Engineering, and Curricular Internship.

A necessidade de ampliar a formação dos alunos de Engenharia visando também desenvolver novas competências não técnicas tem sido anunciada de forma enfática por vários segmentos da sociedade, como entidades de classe, órgãos governamentais, educadores, pesquisadores e pelos próprios egressos quando se deparam com o mercado de trabalho. Essa, contudo, não é uma missão trivial para as escolas de Engenharia basta comparar volume de declarações e apelos sobre a importância dessa missão com o volume de ações institucionais efetivas. Trata-se, na verdade, de um grande desafio que implica mudança de paradigma e do projeto pedagógico, conforme se pode observar nos diversos trabalhos apresentados em congressos de ensino de Engenharia. Tendo em vista esse contexto, esta tese tem como objeto de estudo uma atividade complementar que pode contribuir para o desenvolvimento de algumas das novas competências requeridas do engenheiro: o programa de Gestão de Carreira & Mentoring, desenvolvido, desde 2002, no âmbito da Escola Politécnica da Universidade de São Paulo como um serviço gratuito para formandos, egressos e novos docentes. Essa atividade complementar extracurricular serve de eixo a partir do qual se orienta e incentiva o aluno a refletir e agir em relação a questões como empregabilidade, autoconhecimento, desenvolvimento de competências, visão de futuro, projeto de carreira, alternativas de ocupações e educação continuada. Trabalho dessa natureza, pouco comum na grade curricular dos cursos de Engenharia no Brasil, pode contribuir significativamente para a formação do engenheiro com o perfil demandado pelas várias instâncias da sociedade, inclusive o mercado de trabalho. Para tal, a presente tese apresenta três estudos de casos com experimentos educacionais concernentes à referida atividade complementar e visa responder à seguinte pergunta de pesquisa: Que fatores impactam a eficácia de aprendizagem de atividades complementares desenvolvidas para preparar os alunos de engenharia para uma transição satisfatória para o mundo profissional?. Partindo de uma investigação teórica pautada nas teorias da Orientação Profissional e outras correntes teóricas e em uma análise qualitativa desses estudos de casos, identificaram-se três grupos de fatores, quais sejam: (1) fatores identificados empiricamente a partir dos estudos de casos; (2) Fatores teóricos baseados nas teorias da Orientação Profissional e (3) fatores teóricos baseados nas outras referências teóricas. Este estudo oferece às escolas de Engenharia um conjunto de conceitos, técnicas, processos e lições aprendidas que podem servir de referência para a incorporação dessas atividades, de forma transversal, em disciplinas afins (e.g. Introdução à Engenharia e Estágios). / Comprehensive engineering education aiming at the development of soft competences has been called for by several sections of society, including professional boards, governmental bodies, educators, researchers and newly graduated professionals facing unexpected work market demands. Most schools of engineering, however, have not managed to deliver on this mission, as we can easily see by comparing the number calls for this mission with the number of effective institutional actions. This is in fact a great challenge that implies paradigm change and development of a new pedagogical project, as reported in several talks in engineering education congresses. Against this background, this dissertation investigates an extracurricular activity that can contribute to the development of some of the new competences required of engineers nowadays: The Career Management & Mentoring program developed since 2002 as a free service provided by Escola Politécnica (University of São Paulo) to senior students, newly graduated engineers and new professors. This extracurricular activity focuses on guiding and encouraging the students to reflect on and take attitude about such issues as employability, self-knowledge, competence development, vision of future, career project, job alternatives, and continued education. This sort of activity, still unusual in the engineering syllabuses in Brazil, can contribute significantly to the development of engineers with the profile required by several sections of society, including the job market. More specifically, this dissertation reports on three case studies involving educational experiments drawing on the above mentioned extracurricular activity and aims to answer the following research question: Which factors impact on the learning efficacy of extracurricular activities designed to prepare engineering students for a satisfactory transition from college to the professional world? Drawing on professional orientation theories and other related theoretical underpinnings as well as on a qualitative analysis of the three case studies, this study identifies several factors impacting on learning efficacy, herein gathered in the categories students, service structure, supporters, and environment. This thesis provides schools of engineering with a number of concepts, techniques, processes and learnt lessons that serve as reference for transversally introducing activities of this nature in related disciplines such as Introduction to Engineering, and Curricular Internship.

Thesis (M.Dev.) --University of Limpopo, 2016 / Refer to document

<p>Undersökningen syftar till att belysa hur en individ i en rehabiliteringsprocess kan gynnas av karriärvägledning. Forskningsfrågorna som ställts har gällt vilket inslag av karriärvägledning som ingår i den aktuella stressrehabiliteringen, vilka behov som av karriärvägledning som finns samt vilken funktion karriärvägledning kan fylla inom en arbetslivsinriktad stressrehabiliteringsverksamhet. För undersökningen valdes en kvalitativ forskningsmetod med forskningsfrågorna som grund. Resultatet av de öppna intervjufrågorna visade att det inte gavs karriärvägledning av någon anställd person inom stressrehabiliteringen, men att det var något som önskades. Inslag av karrärvägledning gavs begränsat av Arbetsförmedlingen och resultaten visade att det fanns behov av karriärvägledning samt att vägledning kan fylla en funktion inom arbetslivsinriktad stressrehabilitering. Antagandet att karriärvägledning inte fanns representerad inom den valda stressrehabiliteringsverksamheten, att det fanns behov av sådan samt att karriärvägledning kan fylla en funktion visade sig stämma.</p> / <p>The survey aims to highlight how an individual in a rehabilitation process can benefit from career guidance. Research questions have been raised as part of career guidance at the current stress rehabilitation, the needs of career guidance available, and what function career guidance can play in vocational stress rehabilitation work. For the research one qualitative research method was choosen with the research questions as a base. The result of the open interview questions revealed that there were no career guidance available in form of any person employed in the stress rehabilitation, but that it was preferred. Elements of career guidance was limited by Employment Service and the results showed that there is a need for career guidance and that guidance can play a role in vocational stress rehabilitation . The assumption that career guidance was not represented in the chosen stress rehabilitation activities, the existence of such needs and that vocational career guidance can play a role turned out to be true.</p>

Undersökningen syftar till att belysa hur en individ i en rehabiliteringsprocess kan gynnas av karriärvägledning. Forskningsfrågorna som ställts har gällt vilket inslag av karriärvägledning som ingår i den aktuella stressrehabiliteringen, vilka behov som av karriärvägledning som finns samt vilken funktion karriärvägledning kan fylla inom en arbetslivsinriktad stressrehabiliteringsverksamhet. För undersökningen valdes en kvalitativ forskningsmetod med forskningsfrågorna som grund. Resultatet av de öppna intervjufrågorna visade att det inte gavs karriärvägledning av någon anställd person inom stressrehabiliteringen, men att det var något som önskades. Inslag av karrärvägledning gavs begränsat av Arbetsförmedlingen och resultaten visade att det fanns behov av karriärvägledning samt att vägledning kan fylla en funktion inom arbetslivsinriktad stressrehabilitering. Antagandet att karriärvägledning inte fanns representerad inom den valda stressrehabiliteringsverksamheten, att det fanns behov av sådan samt att karriärvägledning kan fylla en funktion visade sig stämma. / The survey aims to highlight how an individual in a rehabilitation process can benefit from career guidance. Research questions have been raised as part of career guidance at the current stress rehabilitation, the needs of career guidance available, and what function career guidance can play in vocational stress rehabilitation work. For the research one qualitative research method was choosen with the research questions as a base. The result of the open interview questions revealed that there were no career guidance available in form of any person employed in the stress rehabilitation, but that it was preferred. Elements of career guidance was limited by Employment Service and the results showed that there is a need for career guidance and that guidance can play a role in vocational stress rehabilitation . The assumption that career guidance was not represented in the chosen stress rehabilitation activities, the existence of such needs and that vocational career guidance can play a role turned out to be true.