Abstract
The paper provides an explanation of computer-assisted career guidance systems (CACGSs), their characteristics, and usage. An analysis of the history of computer-assisted career guidance is also provided. A discussion of the explanations of various scholars about the progress of CACGS over the years is reviewed, along with the various types of CACGS. The writer introduces the SIGI PLUS program, as well as the "DISCOVER" system. This is followed by an explanation of the dilemmas of compute- assisted career guidance systems (CACGSs) and an analysis of the ethical issues of the system. Implementation problems relating to the Computer assisted Career Guidance system are discussed. The unique capabilities of computers in preserving and retrieving wide range of information on occupational structure and guidance are also mentioned, as well as the enhancement of the quality and quantity of counseling system with computer assistance. The current developments in the area are introduced, including what is in store for the future for computer-assisted career guidance systems. The paper concludes with a remark about computer-assisted career guidance systems.

From the Paper
"The characteristics of CACG comprises definite content and process components of career-decision making for instance distinctive work responsibilities for a vocation or the potential to observe two occupational description at the same time. Computers can for sure assist in giving the information necessary to take decisions. Through the use of computers, total and also easily retrievable data files on various vocations can be obtained. Hence, computers can give the necessary information to formulate what Parsons marked as actual reasoning. Truly, information relating to the transforming career market and resources for training might be given in a better manner by the computers because of the vast quantity of career information a career counselor will have to collect to be helpful. (Katz, & Shatkin, 1983)"

Tags:employment, training, work

Abstract
This research attempts to develop a personal theory of career and guidance counseling. In order to effectively accomplish this task, the writer feels that it is important to consider a review of pertinent career/vocational and career guidance counseling theories that have shaped the development of this field in recent years. The paper notes that through a comprehensive review of these theories, it will then be possible to integrate theory to provide a more integral understanding of one's personal orientation towards the practice. The paper reports that a critical review of theories that can be employed in this field will elucidate the wide scope of methods that are available for professional development. The paper concludes that if changes in practice are needed, a clear understanding of theory will provide a solid basis for decision making in this area.

Outline:
Introduction
Literature Review
Developmental Theories
Social Learning Theory
Social Cognitive Approaches
Other Issues that must be Addressed in Practice
Indecisiveness
Multicultural Counseling
My Personal Theory of Career and Guidance Counseling

From the Paper
"What is perhaps most important about both Holland's typology and person-environment theories in general is that they take the needs of the individual into consideration when providing service to the client. As reported by Miller, Springer and Cowger (2004) person-environment theories draw on ideas of congruence in which the unique needs of the individual must be matched with the unique needs of the environment. When congruence is achieved in this context, it will be possible for the individual to garner considerable satisfaction from his or her career choice. Thus, by applying this theory, the counselor can create a comprehensive assessment that will provide the client with a meaningful understanding of how well his or her personal needs will be met in a particular environmental context (Miller, et al., 2004). Given that counselors have a clear obligation to ensure positive outcomes for clients, this approach appears to provide a salient tool for achieving this goal."

Tags:vocational, behavioral, outcomes, integrative, approach

Abstract
Career counseling, from the outside, appears to be little more than an established network of people who maintain binders of job postings and help people with tips about interviews. At the high school level, they are seen as the people who carry binders of college materials and help students fill out applications and write essays. These misconceptions do a significant injustice to the field of career guidance, for they miss the entire point of what it is that the career counselor does. Helping a person discover what it is that they want to define their life with and helping them achieve that goal requires the analytical skills of a psychologist, the patience of a priest and the business eye of a CEO. At the core of career guidance are schools of philosophy and thought which center upon the work of scholars the like of John Holland and Donald and Ann Roe. It is the purpose of this paper to explore these two theories of career guidance and to find their common and uncommon ground.

From the Paper
"Introduction

Peterson and Nisenholz (1990) define career guidance as:
...an organized, systematic program to help the individual develop self-understanding...and knowledge of the world of work...(it)...emphasizes the process of planning, decision-making, and implementation of decisions. (p. 239)

The purpose of this paper is to describe and discuss the career guidance theory of John L. Holland and to review research applying this theory to a variety of guidance situations.

Holland's Theory of Career Guidance
Holland's (1992) theory of career guidance rests on four basic assumptions. The first assumption is that most people can be characterized as one or a combination of six measurable ..."

Abstract
This paper looks at the role of the high school career developer and explains that the main function of this role is to create a connection between a student's education and her employment future. Counselors need to make the student's academic career appealing and applicable to prepare them mentally for their life prospects. The paper specifically describes the processes that the high school career developer should follow in order to allow students to focus on a specific career path and acquire the vital skills required for their chosen occupation. The paper concludes that mentors, educators, counselors, and parents are all vital to the process of helping young people begin their career paths and that this process is not one that should begin at the exiting phase of high school, but should be integrated into every level of the child's academic career. The guidance should begin at the first bell, of each day the child attends school and continue throughout her academic career.

Table of Contents:
Abstract
Academic Real World Connections
Learning Standards
Moving Foreword in the Firm
IEP Process
Women Career Success
Conclusion

From the Paper
"Some of the strategies aiding those with disabilities in gaining self-advocacy skills are improving their listening skills, asking questions or for help when needed, being assertive and developing decision-making skills. Role-playing helps the students practice real world situations, such as scheduling events and activities, moving out of the home, requesting accommodations, meeting with a rehabilitation counselor or social service caseworker, as well as medical providers and finally conducting mock interviews."

Tags:path tests mentoring women, transferable skills

Abstract
The writer discusses the cognitive and psychosocial characteristics of ninth graders. The writer then discusses how a class could help students identify career paths that are appropriate for their aptitudes and interests. The writer presents his career education plan, explaining that it includes four units of study for ninth graders: "Demands of the Workplace", "Being Accountable and Taking Initiative", "Setting Goals and Assessing My Own Strengths and Progress", and "Self-Management and Self-Assessment". The paper then details the lesson in the first unit.

Outline:
Background Theory
My Ninth Grade Career Education Plan
Lesson Plan from Unit One

From the Paper
"Jean Piaget the noted to child development expert postulated that there were four operational stages of intellectual development. These students are just entering the fourth or "formal" operational stage meaning that they can begin to think abstractly and move beyond simple concrete ways of thinking. (Child Development Institute, 2006) Onset of this stage allows for exploration of adult roles as student thinking grows more flexible.
"According to psychologist Erik Erikson there are eight stages of social development through which individuals pass as they mature. At this age students generally are entering the fifth stage and the major developmental task is role identity. Adolescents discover who they are as members of society meaning that most students begin to think of workplace roles (Harder, 2002). Career education can assist this development."

Tags:guidance, workplace, initiative, accountability, decision-making, planning, goal-setting

Abstract
The purpose of this paper is to assess whether career education and career learning is more important in the career service profession than individual guidance. Such efforts naturally focus (although not exclusively) on the processes of the career profession within educational institutions. The paper attempts to show that whilst distinctions can be made between the two methods outlined above, there is nevertheless a considerable level of similarity and concourse between them. Furthermore, significant time is dedicated to discussing the British career profession in general with primary focus given to the career professions' processes in Scotland.

From the Paper
"Group based career education is a relatively new concept within the career profession. Moreover, for many years it was felt offering career education and guidance at the higher education level was unnecessary. The reason for this was that the focus on vocational based education would mean that students had already chosen their career path and thus would not require detailed guidance (Watts and Law, 1996). The changing nature of the British employment market over recent decades has rendered this concept largely redundant. As such, offering effective and detailed career advice to young people is deemed essential. Moreover, career guidance provided in the form of group sessions offers significant benefits. Above all, service users are able to discuss their issues and sentiments with others in the group and therefore assist one another. Such ability is not possible in a one to one structure. "

Tags:scotland, employment, market

Abstract
This paper outlines the responses of a Oklahoma high school guidance counselor to an interview regarding the methods of testing students in preparation for their decisions for the future. The paper describes the various testing methods available in the local school, and discusses the guidance counselor's opinion of these methods. The counselor's suggestions for improvement are illustrated in the paper.

From the Paper
"The school is serious in its intentions to develop high-quality standards for students. "In 1999 Priority Academic Student Skills curriculum (PASS), originally established in 1993, has been revised to clarify and provide more specific content guidelines" (NCTAF 2). This allows for different levels of performance in writing, reading, and mathematics. In some states, such as Oklahoma, if a student does not do well on the PASS, then he is not able to obtain his drivers license. Oklahoma requires that the student do well on a reading comprehension test that is given in the eighth grade or they cannot obtain their drivers license."

Tags:college, education, institution, goal, future, plan, pass, sat, nctaf, academic

Abstract
This paper begins by describing five basic qualities that are necessary for success in project management. These are especially communicative, quantitative and time management skills. The paper then describes some of the additional qualities that separate good project managers from excellent ones. According to the paper, these qualities center on being able to bring needed change to the organization. In conclusion, the paper states that the key to motivate, earn trust and credibility, and encourage others to be top contributors to the effort.

Outline:
Evaluating the Skills to Excel at Project Management
Essential Attributes for Project Management Professionals
Attributes for Exceptional Project Management Professionals
Summary

From the Paper
"First and foremost, the need to be able to communicate and empathize with others is critical for a success in project management. This skill of communication needs to include verbal, written, and during any project managers' career, also expands into public speaking as well. The ability to communicate is by far the most valuable, and essential skill for a project manager. Included in this attribute is the ability to be persuasive and empathetic as well (Morris, Crawford, Hodgson, Shepherd, Thomas, 2006).
Second, a sense of urgency is critical, in conjunction with the ability to stay focused for extended periods of time on a single task until it is completed. As project managers often must contend with potentially competing uses of resources, they must learn to be extremely efficient in making progress with those departments everyone relies on, for example engineering or product development (Whitty, Maylor, 2009).
"Because of the critical nature they play in organizations, Project Managers are often looked to as the critical links to senior management on highly complex, and critically important projects. As a result the best project managers have the ability to harness a strong sense of urgency while at the same time selectively focusing both their own attention, and the attention, resources, and support of others for intense, short periods of time to complete complex tasks that require tight coordination and synchronization of activities. This results in project managers often being promoted into senior management positions, especially in larger manufacturing and services companies, as they know the intricacies of systems, processes and people necessary to get goals accomplished (Morris, Crawford, Hodgson, Shepherd, Thomas, 2006)."

Tags:career guidance, business culture, management industry

Abstract
This paper focuses on the concept and utility of work-based learning programs, which provide a smooth transition from the educational world of theory to a work opportunity that essentially amounts to an apprenticeship. The students who participate in this kind of study often go on to continue advanced study to further their chosen careers following high school graduation. However, the paper notes, work-based learning may also be considered as a method for retaining students that may once have considered dropping out.

From the Paper
"According to Dr. Stanley E. Hopkins, Assistant State Superintendent of Schools (WV), "work-based learning involves schools and employers working together to create a structured learning program connected to the academic and technical content learned in the classroom" (West Virginia Department of Education [WVDOE] "Foreword"). These programs provide a smooth transition from the educational world of theory to a work opportunity that essentially amounts to an apprenticeship. The students who participate in this kind of study often go on to continue advanced study to further their chosen careers following high school graduation (Ontario Ministry of ..."

Tags:WBL, apprenticeship, internship, guidance