Total Career Capability for All. A Career-Development Program Model.

Autor/inn/en	Baugh, Douglas S.; Martin, William E.
Institution	Fort Wayne Community Schools, IN.
Titel	Total Career Capability for All. A Career-Development Program Model.
Quelle	(1970), (64 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Choice; Career Counseling; Career Development; Career Opportunities; Career Planning; Decision Making; Educational Objectives; Elementary School Students; Guidance; Guidance Objectives; Guidance Programs; High School Students; Human Development; Individual Development; Information Utilization; Job Satisfaction; Junior High School Students; Models; Program Development; Self Actualization; Work Attitudes + Suchen Sie Ihr Suchwort? Berufsentwicklung; Karriereplanung; Decision-making; Entscheidungsfindung; Educational objective; Bildungsziel; Erziehungsziel; Beratung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Individuelle Entwicklung; Informationsnutzung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Junior High Schools; Sekundarstufe I; Analogiemodell; Programmplanung; Self actualisation; Selbstverwirklichung; Work attitude; Arbeitshaltung
Abstract	A comprehensive career development program model is presented. It attempts to provide total career capability for all and has the following process objectives: (1) provide students with experiences and information that present occupational dimensions accurately; (2) provide appropriate situations at different levels so that all youth may have an opportunity to make decisions, to discuss and examine the decision-making process, and to understand the basis for judging the quality of one's decision; (3) manage and modify environmental factors to insure maximizing the impact on accomplishing career development objectives; (4) use both direct and indirect contacts with students in multiplying the students' perception of present and potential alternatives; (5) coordinate a comprehensive placement service; and (6) communicate to the student a respect for all work and of the importance of all work to society. The model is divided into four parts - elementary, junior high, secondary, and post secondary - and a career development model is given for each level and a flow chart. (RSM/Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01