What is Career Guidance

Answer: Career guidance consists of services that help people successfully

manage theircareer development. Although this aspect of human development
occurs on its own as we mature, everyone can benefit from assistance navigating
through this process.

Services
Since career guidance is intended to support an individual through his or her
entire career, it includes the following components:
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Career Counselling

Career Path

Career Choice Assistance: Career guidance often involves assisting

students and adults who are trying to choose a career. Career development
professionalsmay administer self assessment instruments or teach their clients
how to use self-administered tools, to help them learn about their interests,
values, skills and personality type. They can educate individuals about how
to explore occupations that are most suitable based on that information and
then ultimately teach them how to decide which one is the best choice.

Job Search Help: Helping you choose a career would be pointless if you
didn't know how to find a job in your field of choice. Therefore career guidance
also consists of providing job search assistance. We generally don't learn
these things in the classroom, so most people don't have these necessary
skills when they begin to look for employment.

Advancement Advice: While most people seek help with issues that
occur very early in career development, such as choosing a career or securing
a first job, career guidance services also include providing advice about career
advancement. Individuals can also get assistance in dealing with workplace
issues.

Job Loss Recovery: Losing a job is devastating both financially and

emotionally. Assisting those who are dealing with this is a component of career
guidance. Clients can find out how to cope with practical issues like applying
for unemployment benefitsand finding a new job. They can also get
encouragement and advice from professionals and, through support groups,
from others who are in the same situation.
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Motivatation: Dealing with career-related issues can be difficult. Career

guidance services can push you to not give up whether you are stuck in an
unsuccessful job search campaign or having trouble deciding whether to
change careers.

Career Change: Many people do not stay in the same occupation for their
entire working lives and, in fact, some change careersmultiple times. For that
reason, career guidance also includes advising those who are making this kind
of transition about topics such as job retraining and transferable skills.

Career Guidance Providers

Professionals who provide career guidance include career counselors and career
development facilitators. School guidance counselors provide these services to
middle and high school students . A college student can seek career guidance
from the career services office at his or her institution.
Career centers in public libraries are a good source of free career information. All
have a multitude of free resources and tools that librarians can teach you to use
and many also have counseling services available. In addition many community
agencies provide free orlow cost vocational assistance, including occupational
training programs and workshops on job search skills. One-Stop Career Centers,
which are sponsored by the US Department of Labor and located throughout the
country, offer tools and services to helpjob seekers and students.

Move from a general understanding of life and work to a specific understanding of the
realistic life, learning and work options that are open to them e.g Swaswa + educ.
Career counseling
Is an intensive activity and is most often conducted in one to one or small group settings.
Its concerned with assisting individuals to identify, own, and manage their personal
career concerns (Pathon and McMahon 2001).
Career counseling focuses on the interaction between an individual/ small group and a
professional career counselor.
It helps individuals to explorer personal issues related to life and work decisions; it
facilitates the integration and application and skills in developing individual life and work
plans and assists in the management of transitions.
Career education
Is one part of a comprehensive career development strategy
Is the development of knowledge skills and attitudes through a planned programme of
learning, experience, in education and training settings it will assist standards to make
informed decisions about their study and work options an enable effective participation in
working life.
The need for career guidance and counseling
The results of several surveys show an overwhelming
counseling/guidance at all educational levels (Hally 1982).

need

for

career

In elementary P.1-5 schools, programmes are designed to provide standards with an

awareness of occupational roles, the work in society, social behavior and responsible
actions e.g sitting in girls, boys not in the kitchen children heading families.

In junior P.6 S.2 middle school, career guidance programmes are designed to help
standard develop concepts of basic skills learn decision making, and (to discover skills)
and relate to the world of work.
Continuing career exploration, exploring contingencies of occupation preference and
prepare for entry into work or further training, are some f the major goals of senior high
school career guidance programmes. (courses at university in prep for jobs).
In institutions of higher learning, standard needs are met through programmes that help
them reaffirm occupational choices, develop specific career skills, re-evaluate interests
and plan for entry into career field.
People join institutions when they are not yet decided they later get bored when working
in areas that trained in. they can leave any time e.g my self.
Extensive evidence also suggests that there is a need for adult career guidance
programmes. The number of adults in career tradition has significantly increased over in
the last 3 decades (Abeifer 1978) e.g a layer decides to go for another course. The
universities have also become flexible of post graduate.
As they search for meaningful work, some adults have experienced a change in needs
between current work content act and reformulated goals. A lack of conformity between
personal goals and employer goals, a feeling of isolation, in the work environment,
despair about the future and more recently a slow economy and down sizing of
organizations. The new needs support the notion of career guidance programmes over
life span working with teenagers who need counseling, no funding in NGOs
SOME FUTURE PERSPECTIVE OF CURRENT INDUSTRIES
The 1990s are often referred to as an age of transition, significant change in organization
structure and operation procedures in the work environment. Advances in technology will
encourage a greater use of computers, robots that will change work conditions to
accommodate the new technologies.
Work it self will change, many new jobs will be created and others will become absolet or
scarce at all. This forecasts has tremendous application for career guidance and
counseling.
COMPUTERS AND DATA PROCESSING
This industry employs about 2.5 million Americans and many millions in the whole
world (Carton and Devies 1988).
Its predicted that some computer will be capable of taking dictation transcribing and
translating into foreign languages.

All robots will be able to do many manual jobs such as cooking, shaval show and clean
houses specific jobs in this industry that will be in demand are computers and equipment
operators, computer programmes, computer service, technicians and computer analysts.
TELECOMMUNICATION
The marketing is a major industry springing up from innovations to telecommunication
field. People can now shop for goods by new television and telephoning for their orders.
BIO-TECHNOLOGY
This field will have its greater impact on medicine and agriculture. Synthetic version of
chemicals will revolutionalise medical testing and treatment.
In agric, bacteria have been developed to protect crops from frost damage and many
newly developed plants will be able to grow where formally they couldnt. As a result,
agric will become more productive on a world wide scale.

HAZARDOUS WASTE DISPOSAL

This field is predictable to be one of the largest new industries in America in 1990s. The
need for satisfactory hazardous waste disposal processes will create a tremendous
demand for jobs such as hazardous waste technicians (Carton and Devies 1988).
Robots will continue to increase in the work force, workers displaced by robots will need
training and relocation assistance. People in the future work force will continue to need
counseling advocates and special assistance in educational planning and upgrading their
career expectations. There will be an increase in demand for worker generally no one can
adopt to the different work environment and tasks rather than specialists who have been
prominent in the past.
ALTERNATIVE WORK PATTERNS
Future organizations are expected to provide greater flexibility in the hours employees
will work. The 9-5 schedule will probably exist in the future but there will be
considerable variations. Alternative work patterns include:1- Flex time (choose blocks of hours when they will work)
This provides employees with their choices fo daily work hours e.g the day is
extended from 6.30am to 5:30am and employees choose blocks of hours they will
work in. this period workers may split the day into 2 or 3 hour work periods and they
may choose a straight eight hour shift. Most flextime schedule have designated cord
terms when most employees are required to be present.
2- Construct hours This is another form of an alternative work pattern. In this plan,
the individual contract with the organization for specific number of hours per
month.

3- Floating day. In this plan, the worker negotiates the time he will arrive at work.
The flexibility in this plan lies in the workers choice of hour of staring the work
day because the worker is required to put in an eight hour shift after arriving at
work.
4- Variable hours. The work hours in this plan are determined by demand of the job
assignment. The plan is usually added in industries that have seasonal demand
loads.
5- Job sharing is an arrangement in 2 individuals have responsibility for one job
and wages are shared according to the time each individual works. Job sharing has
district organization benefits such as reduced absenteeism and turn over increased
productivity and flexible option for older workers
6- Home telecommunication using personal computers or terminal connected to an
employees central computer. The workers performs assigned tasks at home.
Organizations refer to this as home work. The obvious benefits for the workers is
that they are in more control of time and the worker can be combined with child
care. And this form of work can provide jobs for the disabled and elderly and can
eliminate costs of transport to work place (Kingston 1983).
Alternative work patterns provide flexible schedule to suit individual needs. Individual
career families house hold responsibilities are more shared and individuals given
opportunities and more appropriate time to spend with their families and participate in
leisure activities. Alternative work patterns also provide flexible work patterns for single
parents (Godon and Cohen 1981) reported that the opportunity to make choices in various
alternative work patterns has mental health benefits. Workers given more autonomy tend
to be happier and to have self concepts. The future nature of work will be greatly
influenced by advances in technology, more will change their career as much jobs have
become scarce, new ones need to be mastered. More than likely work will be
accomplished by changes in values.
VOCATIONAL GUIDANCE
Is a process of helping an individual to choose an occupation, prepare for it, enter into it
and process in it.
Vocational guidance was originally thought to be provided only prior to training and
employment, however, its a life-long process for many individuals at various levels of
merging needs. At such stages individuals reconsider and rediagonise their capabilities
and match them against opportunities available.
In this way, vocational guidance is aimed at helping standards not only to make specific
choices and also good decisions. It recognizes that flexibility and willingness to change
may be as critical to each standard as the ability to commit ones self to a particular goal.
FUNCTIONS
IMPORTANCE OF VOCATIONAL GUIDANCE

The provision of vocational guidance in our educational institutions has been necessitated
by great changes in our society and the world at large that have become more complex
than ever before.
Automation and recessation e.g have forced many people to early retirement and
retrenchment resulting in unemployment.
The rate of technology change e.g robots and the isolation of young people from the
majority of places of employment have created probs in occupational choices. Most
standards are not able to obtain informal exposure to a variety of occupations nor can
they obtain relevant data about occupations.
The standards have limited knowledge of the occupations and limited range of
alternatives available to them. This ignorance leads them to have an realistic career
aspiration therefore there is a need to assist the standards to have realistic career
expectation.
Standards dont know the routine feature that x-tise work in industries for instance the
mental heath hazards of alienating work include a great increase in drug use, alcoholism,
absenteeism, accident on the job, depression, withdrawal and forms of mental
disturbances. The standards should be assisted to be aware of such hazards and as well as
working conditions.
Our society places certain values on some jobs. Certain jobs are believed to be
exclusively for males why others are regarded as feminine (for females). E.g mid wifery
is traditionally meant for females only while architecture is thought to be masculine (for
males). Hence there is a need to address the agenda issues in order to leave out
stereotyping our society e.g mechanic ladies and special hire drivers who are leaders who
are plumbers.
The students should be aware of options to wage or gainful employment e.g they should
be aware of preparing a business plan and eventually make concerted efforts to enter into
self employment, (volunteer own examples) write proposals.
Moreover there is a craving for in our society to knowledge accumulation. Although
specialization can be a blessing in to the society, the same society may feel the
individuals are over trained, they might be under used. Therefore the standards need to be
aware of such problems and how to adjust to situations of this type. (if they advertise a
job of lower qualification, dont sit).
Also vocational guidance, aids in placing talents where its supposed to be. The standard
is assisted to make the best possible vocational choice.
It helps in strengthening the educational system, providing motivations and meaning.
This means ensuring that the standards education curricular and extra-curricular activities
are useful and will culminate into something worth while some day. The standards are

encouraged to make maximum use of all educational opportunities since these lead to
things that will be beneficial to their future.
It adds security to the national, schools and standards in that all these look to the future
with confidence. The standard is helped to develop the ability to have control over his or
her future (even when I lose a job, I will get another instead of ending in frustration).
It provides information about occupational opportunities that exits in the environment.
Standards become aware of world of work and the range of the available opportunities.
It encourages standards in decision making process. Decisions on what type of life, a
standards would lie to lead depend on his/her interest, values, abilities, skills and
motivation to learn.
It assists standards to know themselves and their environment. Each stranded is helped to
understand him/herself in terms of interests, potential skills and abilities in relation to the
world of work.
It helps standards to cope with a variety of probs in their environment. Since the society
in which the society is constantly changing, they have to be in line with the change.
It helps standards to understand the probs of unemployment and some of its causes
competition, drugs, technology.
It assists standards to understand the process of making choices and of the possible
consequences of their choices occupational hazard for doctors, drivers.
It enables students to acquire knowledge of the practical procedures of getting a job and
progressing in it.
COMPONENTS OF VOCATIONAL GUIDANCE
The main components of vocation guidance induced the following.
1. Analysis of the individual
Self appraisal of a standard is a necessity. The standard should have an extensive
knowledge about him/her self and match these info with such things as home
background, school progress, work experience, personality, health values, interests,
attitudes and achievements.
This should assist the standard to collect, analyse and use variety of objective and
subjective personal and social data about the standard so that he/she achieves the
better understanding of him/herself. The counselor can administer interests and
aptitude tests and provide occupational information.

2. Occupational info its the publication and dissemination of fact from the nature
and prospects of employment in different occupation.
The data derived from self appraisal enable the standard to make the occupational
search. For the standard to have an intelligent matering between him/herself and the
jobs, he/she needs such information as knowledge in occupational, industrial and
labour structures of a country, classifications of the occupations, occupational
requirement, entrance procedures, occupational distribution training opportunities and
employment prospects.
3. Consultation
The Counselor should give the technical assistance to trs, administrators and parents
to help them become more effective in their roles. Consultants from a variety
occupational classes e.g medical, industrial fields and be invited to speak to standard.
4. Vocational counseling
The major objective of vocational counseling is to assist standards in integrating the
info about him/herself and the occupational world to design a plan for career
development. This involves face to face encounter between a counselor and client.
The stranded is assisted before any occupational selection and adjustment to the
occupation and intelligently and satisfactorily made.
Thus the standard must possess self understanding and self acceptance of his/her
personality, interest, aptitudes and background.
5. Placements
Is a cooperative enterprise engaging the services of th school, community and the
standard. The term placement refers to helping the standard to get part/full time
employment nevertheless, the term includes giving the standards exploratory and
working experiences
6. Community Occupational survey and follow up studies
The counselor must conduct community occupational survey and follow-up studies of
school leavers to provide data on local training and employment conditions, labour
turn-over and such surveys should be conducted because in most cases the majory of
workers environment or community follow-up studies should be done to see what the
graduates are doing.
7. Evaluation
The Counsellor should determine the effectiveness of vocational guidance programme
to the individual standard, school and society and how to improve upon the
programme deficiencies.
PRINCIPALS OF VOCATIONAL GUIDANCE
The provision of an effective vocational guidance services is based on the following
principles:-

1. Vocational guidance is concerned primarily and systematically with the

personality development of an individual.
2. Humans have capacity for self development which is best encouraged through
active involvement (practice makes perfect).
3. The 1st mode by which guidance is conducted lies in the individuals behaviour
process.
4. Guidance is orientated towards cooperation between the counselor and the client
and not by compulsion. In other words, is activity based on mutual consent (dont
imitate or not made compulsory)
5. Guidance is based upon recognizing the dignity and worth of individual as well as
their right to choose.
6. Guidance demands that he counselor shouldnt be emotionally involved in the
process e.g dont cry when a client cries)
7. Guidance is continuous and sequential educational process.

EXCEPTIONS OF THE RULES

The counselor can apply to the above principals as he/she works with his/her clients.
However Miller (1982) gives exceptions to the rule. He is more specific in distinguishing
different guidance activities and the are defined as follows.
1. Taking action or sponsorship
In some cases, its appropriate to direct action to help some one rather than leaving an
individual to act.
2. Advice giving
Occasionally it would be appropriate to make suggestions to the client.
3. Structured learning experiences
At times clients may need the opportunity to learn through some form of instructions
such as role play.
4. Giving information
The provision of reliable info without expression of any evaluation or judgements on
the part of the helper is an important part of guidance (e.g someone whom you have
talked to not to believe but to learn.)
5. Counseling
This enables the client to explore thoughts and feelings in a safe setting provided by
the helper.
OCCUPATIONAL INFORMATION IN GUIDANCE

Dissemination of occupational into in guidance is carried out in the following ways:1. General group guidance A Counsellor collects the infor and makes it available
to the groups of standards.
2. Teaching of occupations the Counselor meets the class and teachers them about
different occupations.
3. Career day/week activities. Lectures on different careers, career demonstrations,
debts, film shows should be made available to the school.
4. Trips and excursions to individual establishments. Standards go out of school,
colleges, to work environment to see things for themselves.
5. Career clubs The club can organize films relating to career or organize career
quiz competition, career conferences, drama and also invite lectures/employers to
give the club information on various careers.
6. Vocational jobs and work study the school can assist students to obtain
vocational jobs during long vocation or work study programmes especially for
needy standards. It exposes one to the working conditions.
7. Bulletin boards The school can display on bulletin boards vocational,
educational and social information to students.
8. School subjects Trs can relate their subjects to career for which they are useful
applicable.
KINDS OF OCCUPATIONAL INFORMATION WHICH STUDENTS SHOULD
KNOW.
1- Employment prospects
Whether the occupation is contracting or expanding (opportunities, e.g Tr and
counseling compared)
2- Nature of work
What pleasant/unpleasant workers have to do, what tools, equipment or materials are
used, hours of work or if there are any materials used, hours of work of if there are
shifts for example registering with U.C.A
3- Work environment
It is hot, cold, humid, dry, wet, dirty, noisy etc e.g water, doctors, emptiers.
4- Qualifications
Are they academic or physical e.g army doctor, vision empire.
5- Interest
Interests of people who succeed in a particular occupation.
6- Legal and professional
Is licence or certificate required e.g for lawyers, engineers, counselors.
7- Preparation
What kind of education and training is required e.g to play a role in Northern rehab,
what is needed.
8- Entrance
Is it by exam, appln and interview or by acquiring capital . eg. Those who obtain
assets. The construction schools, roads, etc
9- Likes and dislikes

What are the likes and dislikes of the job (code of conduct/terms and conditions of
work.
10- Advancement
What proportion of workers advance? And to what positions? If one starts as a
receptionist will it be promoted, is there provision for further studies?
11- Earnings
The earnings per month and year? How are wages paid somebody is paid a peanut

VOCATIONAL CHOICE/DECISION MAKING

Job demands for entry into the world of work. A student makes a vocational choice if
she/he expresses an intention to enter a particular occupation vocational choice results
from a combination of factors and these include:-

Students opportunities to explore activities in the early school years, success in

these activities and encouragement by others. Namasagali DJs, good students in
debating.

GENERAL PRINCIPALS OF VOCATIONAL CHOICE

The following are general principals on vocational choice s based.
1. There are limits on your career options qualifications, money, lack of time,
market. Entry into a particular occupation is not only a mater of choosing what
you want to do but you also have to persuade schools, colleges, employers to
choose you. Therefore your career options would be limited to some extend by
your personality, abilities and financial sources, fluctuation in the economy and
the jobs market.
2. Do you have the potential for success in a variety of occupation. People have
multiple potentials. There are thousands of different occupation to choose from,
therefore dont expect to find one job that fits you perfectly and provides you with
total satisfaction least you spend your entire life time searching for it.
3. Vocational choice is a developmental process extending throughout life. It
involves not a single decision but a series of decisions of the entire life span.
A retired officer for example may be contemplating on the next vocational
decision e.g CA, Zimbeiha.
4. Some vocational decision is not easily reversed. Once you invest time, money add
effort in moving along a particular career path, it may not be easy to change
direction. This problem highlights why its very important for one to devote
systematic thought and planning the issue of vocational choice.
5. Vocational choice is an expression of your personality Holland (1973) asserts
that we search for a work environment that will fit our personality, he has
identified the following personality types in he calls personal orientations.

(RIASEC) i.e realistic investigative artistic enterprising, social and conventional.

Thus in the final analysis, vocational choice in the mattering process between
your personal x-tics and that of an occupation. Hence the 1st step in systematic
career planning is self examination for your abilities and personalities.
DECISION MAKING IN GUIDANCE
Tieclman and Ohare (1963) developed a vocational decision making (VDM) model
which they named paradigm of differentiation and integration in attempts rational solns to
the problems of ones vocational situation.
The problem solving process is divided into 2 periods called: Anticipation and
implementation adjustment that distinguishes btn behavior prior to and following
instrumental action on the decision.
In anticipatory period, the problem solving process is initiated by experiencing a
vocational problem thus a std must have a planning orientation of lie.
- He/she must be aware of the need to make a decision before he/she consciously
makes it.
- He/she should be aware of factors to be considered t make a decision e.g if you
decide to marry.
- He/she should also have knowledge of sources of infor and resources which
should be helpful.
The anticipatory period is sub divided into 4 stages : e.g
1. Exploration
2. Crystallization
3. Specification / Choice
4. Clarification
Thus that are five major steps counselors shd consider in the VDM model.
EXPLORATION
It accounts for trial and error efforts where by a number of different alternatives or
possible goals are considered.
A std e.g may be engaged in exploratory behaviors like taking part in activities, reading
and working during vacation or after school and these activities often have a vocational
implication and help to crystallize vocational preferences.
CRYSTALISATION
Describes attempts to clarify the order and patterns of goals and their field. The goals are
compared on basis of competing demands, costs and returns, advantages and
disadvantages crystallization results from exploration.
CLARIFICATION
Is brought by doubt, experienced during waiting period btn choice and action. It involves
attempts to perfect the image of self in the latter situation.

In thinking and talking about info in the std has acquired, the consequences of decision
becomes clearer to him/her in this way, decision are then confirmed or contradicted.
SPECIFICATION/CHOICE
The choice stage involves commitment to one goal and its field in turn orients the person
to act. The confirmatory experiences leads the std to a definite choice which can be a
preference and an implemented choice which can be easily changed. E.g the university
allows a std to change course in the first semester.
IMPLEMENTATION
The implementation of a decision turns a preference into a choice. Some implementation
acts a tentative and others are definitive. Tentative achieve to qualification and later do
something else.
Definitive end up doing what you are studied.
THEORIES OF VOCATIONAL DEVT
The following 4 major theories of vocational choice will be briefly presented to illustrate
their significance.
1. GINZBERG, GINZBERG, ALEXRAD AND TERMAL THEORY
Ginzberg and his associate (1951) divided the total span of vocational choice process
into three stages.
2. Fantasy stage which ends approx at the age of 11
Tentative stage btn the ages of 11-18
3. Realistic stage from 18 into the early 20s
FANTASY STAGE (0-11)
The individual is concerned with day dreams and the desire to grow. The child emulates
adult role models in a variety of occupation without regard for his/her own talents and
interests.
TENTATIVE STAGE (11-18)
During the tentative stage the child tries to come to grips with the tasks of selecting an
occupation and establishing it as a goal for future attainment.
Finally the adolescent enters the realistic stage of devt where he/she explores the variety
of occupational alternatives, reaches a compromise btn his/her needs and reality and
lastly resolves the problem of vocational choice.
According to Ginzberg and his associates (1951), maturatn of the critical ego process
underlines and accompanies this stage specific progression. The ego process is
considered critical in vocational devt.
2. Supers self concept theory (1957)

Where as Ginzberg focuses of ego devt super (1957), highlights the importance of the
devt of a persons self concept.
As a result of childhood experiences, persons develop a view of themselves in they can
test out in a variety of role playing, experiences as they progress thru childhood and
adolescent.
As the self concept becomes more highly differentiated, a specific aspect of that self
concept, the vocational self concept becomes critical. In making occupational choices,
people attempt to implement their self concept i.e to choose occupation in they perceive
to be congruent to themselves.
PREPOSITIONS IN SUPERS THEORY
(a) People defer in their abilities, interests and personalities.
(b) They are qualified by virtue of their x-tics for a number of occupations
(c) Vocational preferences and competencies, the situations in which people live and
work, and their self concepts change with time and experiences making choice and
adjustment a continuous process.
(d) This process may be summed up in a series of life stages x-terised as those of
growth, explorations, establishment, maintenance and decline.
These stages may in turn be sub-divided into
1. Fantasy, tentative and realistic phases of establishment stage
2. Trial and stable phases of the establishment stage
e. Devt thru life stages can be guided partly, facilitating the process of matural of
abilities and interest.
f. Work and life satisfaction depends upon the extent to which the individual finds, outlets
for his/her interest, personality trial and values.
HOLLANDS THEORY (1966)
Holland (1966) has proposed that there 6 basic personality types and occupational
environment i.e realistic, intellectual, artistic, social, enterprising and conventional. He
contends that people search for environment and vocation that will permit them to
exercise their skills and abilities, to express their attitudes and values to take on agreeable
problems and roles and to avoid disagreeable ones. (RIASEC)
According to this theory, a persons behavior can be explained by the interaction of
his/her personality pattern and his/her environment. Holland postulates that 2
mechanisms are involved in the process of occupational choice.
-

first people choose occupational fields which they perceive as similar to their
predominant types.
Second the choice of level within the field is based on combined influence of
actual intelligence and a persons own self evaluation of his/her ability.

Although Hollands theory has generated substantial support, it provides little expln of
the devt of types and doesnt account for the ways which change might occur over time
its therefore relatively static.
4. ACCIDENT THEORY
Career choice can also be influenced by chance events. Typical examples of chance
events are:- ethnic grouping some tribes dominating army
- disease and e.g a blind man cant drive
- economic situation poor stds rested (bright goes for diploma, adult degree)
HOW TO GET A JOB
The following job seeking behaviors will help you find and secure a job.
a) Get information on job openings, in the public services and other business
organizations.
b) Ask your friends for info on job openings
c) Read the classified adverts periodical,
d) Write a business plan and try to generate self employment
e) Writing job seeking applns
f) Feeling job appln forms
g) Attending job interviews
h) Preparing for an interview
i) Traveling to and arriving at the premises of the job interview
j) Copying jobitnerview qns
k) What to do after the interview dont talk much
l) How to adjust to the demands of the job.
PREP FOR AN INTERVIEW
Here are some steps to help you prep for an interview.
1. Know where you want to figure out exactly what you want to do. Be specific,
make list of what you want and what you dont want. If you are having trouble
deciding on a direction, look at your past for clues i.e edun, vac jobs, clubs,
hobbies, all this can suggest possibilities.
Without a firm career direction to talk about, you interview will not succeed.
2. Know all you can about the orgn.
First of all recruiters will be impressed if you show some basic knowledge about
their company what they are like, fields they are involved in etc. the more it
knows, the more youll have to talk about in an interview and more you can
connect your skills with the companys specific needs.
3. Know the routine of an interview

Speak to fiends or relatives who have had interviews and find out what they are
like. Try role playing, some questions with a friend, or find a careers counselor
who can conduct mock interviews with you.
4. Make sure the interviewer knows all about you. Some people dont think filling
out an appln form is very important. They give incomplete answers or refer the
reader to the other documents by way of an answer. E.g see CV but they only
haunting themselves, because the keep the interviewer from learning everything
about the past achievements and interests. Take time to fill in the companys appln
form, if one is not available, take a CV along the interview the same time.
TYPICAL INTERVIEW QUESTIONS
Every interview is different but often the same types of qns come up. There are some
qns that regularly come up in interviews. By going through the list below and preparing
real answers each of the qns you will be ready to face some of the more common qns.
If there are any trouble spots in your career path like the fact you failed a couple of years,
or charged ur degree or career direction, then think about what you would say to an
interview about these.
Remember when prep yr answers to these interview qns, that the more specific you are,
the better.
Rather than saying I have excellent computer skills say I have used computers
regularly since my first year at the university and am confident in Microsoft word, excel,
PowerPoint etc.
1. Why did you decide to get his degree and attend this university.
2. How will your degree help you succeed.
-

What would make someone successful in our business.

What motivates you in a job or in a personal life
What role do you take in a group std
What research have you done on our firm or industry
How have you developed your interpersonal skills
Are they good
Described yr problem solving skill
Give me an example of a computer problem that you solved.
What do look for in a job? And why do you look for those things?
Why shd we hire u?
Can you work under pressure?
What type of salary are you worth? And why do you think so, survey the payment
scale
What are the five biggest accomplishments of your life
How long would you stay with us
If you could change something in the course of your life, what wd you change.

Describe your ideal picture of success

What goals have set for yourself? Why do u choose these?
What was the last book you read?
Are you a reader, give some examples.
Describe your personality
Describe your study habits
What skills do you bring to us and how can you put them to work
What are your strength
What are your weaknesses when am doing work I cant stop ie
I noticed you failed year 2 initially
I see you took a year out of the university, what did you do during that time.

WHAT AN INTERVIEWER LOOK FOR

- A lot of facts in a short time
Because an interview takes place in a such short period of time, the basic purpose of
the interview is to exchange enough information, to make a screening decision to
determine whether the company shd talk with to a candidate further.
- They want to see what you are like
Good interviewers usually note their first impression of a candidate. Because the
ability to make a good first impression can be an asset then during the interview the
look at factors like ability to communicate basic social skills and personality.
-

They want to see what you have done. An interview wd be interested in yr studies,
qualification, special training, hobbies and extra-curricular. They are not just
looking how well rounded you are, but specifically whether you declared work
interest match your talents.
Open up. The interviewer asks qns to get you talking about your self. Dont just
ans yes or no to every question but take th opportunity to tell the interviewer yr
goals and strong pts.
Be yourself and dont try to act for the interviewer. 1st of all you must find a
company where you can be ur self and secondly the interviewer probably wont be
fooled.
Always be completely honest. A lie will only lead to probs in job later on e.g if
you have no interest in finance, then say so. Remember the interview is not only
screening it but its also yr chance to access, whether you are interested in the
company.

HOW TO HANDLE JOB INTERVIEWS

(PREP FOR INTERVIEW)
The following hints will be helpful as we prep for and progress in interview
1- Study the adverts, noting the title of the post and professional requirements.
2- Study ur appln thoroughly so that whatever you will say in the interview shdnt
contradict the content of ur appln.
3- Think out a convincing and honest answer why you want the job before hand
because nearly all the interviewers have a habit of asking the same qn.

4- Ask people doing the job, what hey like least about the job so that you can
demonstrate to the employer your determined despite the difficulties,.
5- Be able to describe how and why you came to apply to the employer. This info
will show that u made careful planning for the career.
6- Revise your school subjects / special area of study and try to keep with the current
affairs by reading newspapers, listening to the radio and viewing the TV.
7- Aim at being punctual for the interview, remember to bring with you an invitation
letter, original school certificates and pens.
8- Decide what you are going to wear as a principle of decency will be demanded of
you.
9- Groom your self for the occasion because your face chin and even the hair will
have some impact on the interviewer.
10- Plan how you intend to prefect yourself to interview board in order to make a
good impression. Oral communication, human relations, creativity, leadership
independence, judgment, honesty and flexibility.

DAY OF THE INTERVIEW

- Groom urself for the occasion as our appearance would be accessed.
- Demonstrate some of ur good habits like punctuality and respect
- Upon ur arrival at the correct building, contact the sec or clerk and announce yr
initial presence.
- When the interview board is ready, the clerk will alert you for yr own turn. He/she
will escort u into the interview room.
- After you have entered into the room, stand next to the chair where you are most
likely going to sit.
- When the clerk is introducing each member of the board to you, you should
respond accordingly however, if there is no clerk to escort you, you may greet the
board and introduce yourself or the chairperson of the board will break the ice. If
the board consists of one or 2 members, you can be the first one to great them.
- You should sit on the chair only when asked to do so.
- You must look sound as though you are interested and keen about the job and the
interview itself.
- Show some sense of humour but guard against forced humour out of the context
of smiling.
- Speak in a clear, audible and as confident a voice as possible
- Listen carefully to each qn before attempting to answer it.
- Think fast before you reply and try to foresee the consequences of your lest you
are asked whey.
- Try to avoid a heated confrontation with your prospective employers. Remain
cool, defend your part of view in a agreeable way, and be willing to acknowledge
to accept some sense in opposing view without actually accepting them.
- Whatever qns asked would be asked to you close or open, hypothetical, multiple,
leading or an expecting qns, you should try to understand the argument or qn
before answering it.

Sift sieve the info to enable you find out where to begin, what to put in and what
to leave out when asked to produce your certificates, unwrap them before
presenting them to the board.
If the chairperson inquiries if you have any qn, ask the board you may politely ask
to clear out any doubts about conditions of service. However, its not impressive to
take out a list of questions and read them nor is it wise to ask questions whose
answers where indicated in the vacancy advert. The interviewer will indicate
when the interview is over and he/she may be informed of the results of the
interview by post, this is the time when you collect your certificates before you
quietly leave the room say a word of thanks to the interview board.
Leave the interview premises in an orderly manner, bearing in mind that any one
can easily communicate to the employers whatever remarks you might say about
them.

CAREER DEVT OF ADULTS IN ORGN

Organizations are social systems combining people and technology in a working
environment.
ISSUES FCING ADULTS IN CAREER TRANSITION
1. Practical one the availability of career counseling prog.
Adults are generally unaware of available job and lack direction in making satisfactory
career changes.
2. Many adults have not developed career exploration skills like decision making and
dont know about resources that give job descriptions, requirements etc. In essence
many adults are generally confused about further direction and where to find
assistance.
3. The important components of career counseling are not addressed in original career
decisions (like values, needs, goals and developed skills) are major targets of career
counseling for adults. The issue here involves helping one to reassess contributing
factors that lead to the desire for a career change. The complex nature of arriving at a
career decision underscores the need for career counseling progs at all age levels and
in a variety of settings.
4. One other problem, many adults face in their devt is that they have not kept pace with
changing job technologies, procedures and practices that characterise their
occupational field. When one doesnt stay awake of changing demands he/she
become obsolescent. Obsolescent is the degree to which original professional lack up
to date knowledge, skills necessary to maintain effective performance in either their
current or further work roles.
BASIC COPPING SKILLS FOR MANAGING TRANSITION
- Dramma and Abrego (1981) developed a model for basic copping skills that
assists adults in managing transitions.

1. The first set of copping skills relates to perceiving and responding to transitions
like developing self control and a style for responding to change. How do you
perceive loss of a job.
2. The second set of skills relates to assessing, developing, utilizing external support
systems. By developing a personal support system network, the individual can use
friends and professionals in crisis situations (endevour to make friends).
3. The 3rd set is related to assessing, developing and utilizing an internal support
system like assessing positive and negative attitudes and personal strength and
activating these strength when needed.
4. The 4th set involves reducing emotional and distress through relation, exercises
and the verbal expression of feeling associated with distress.
5. The 5th set involves planning and implementing change, promotes planning
various courses of action and formulating strategies for implementing them. One
e.g of applying these skills is a man whos given the news that his job is to be
terminated because of economic conditions. He can use self condition skills to
perceive the current situation realistically by recognizing that he has time to make
future plans before termination turns into a financial crisis. He can call on friends
for emotional support and suggestion on how to conduct a job search.

COUNSELLING IN EDUC SETTING

Most of us first encounter professional counseling at school levels. School counseling is a
corner stone of the field of counseling. Its therefore very important counseling in
educational settings be developed to encompass elementary schools, high school, colleges
and universities.
TYPES OF PROGRAMME INTERVENTION IN HGH SCHOOLS AND
ELEMENARY SCH.
There are 2 major categories of intervention that can be carried out in educational
institutions of his level. They are.
1. Indirect
2. Direct interventions
Its recommended that a counselor at elementary level spends 75% of his time on
direct interventions and 25% on indirect intervention. At high school, a counselor
should spend 70% of his time on direct interventions and 30% on indirect
intervention.
DIRECT INTERVENTION / SERVICES
Are the ones to deal with one to one or btn counselor and affected std or staff member.
Direct services include.
1. Individual group (small grps) and educ which occurs at C/r level.
2. Individual

This basic purpose of this counseling services is to promote personal and social
growth and to enhance their educational career and self development. Individual
counseling issues that mainly come up are:a) Peer v/s greeting, abusing, fighting
b) Career planning in combination
c) Study skills way of reading, dont want to discuss
d) Sexuality abuse my own experience.
e) Substance abuse my own experience
f) Grief could have lost a parent/dear one
g) Family issues like abuse, divorce etc fights
3. Small group counseling
Is the art of bringing together stds who share common concerns and are willing to
provide support for each other. They give and receive feedback from each other, thy
also challenge each other to make changes and they can easily monior without bias.
E.g AA- Christ the King on Tuesday.
In educ. The main goal is related to preventing problems or enhancing the
developmental needs of the stds.
INDIRECT SERVVICES
They include services that dont need to presence of the stds but which have the
interests of the stds at heart.
a)
Consultation, e.g SESEMAT, MAV
It includes working with trs, staff and parents so that they improve their interactions.
This done through seminars, conferences, workshops and sometimes individuals.
b)
Co-ordination
Is a counselor initiated leadership process where the counselor helps to organize and
mange the counseling prog and any other related services. The specific activities here
include organizing progs like orientation, std advice, special events like career wk etc.
General qualifies of a counselor
NB
The coordinator has to avoid the trap of becoming the only honour of the counseling
services. He/she must involve others and delegate duties to achieve the best results.
INTERVENTION IN HIGHER EDUCATIONAL INST.
- Issues of the clients in high institutions of learning
a) There are nos, with disabilities e.g blind
b) There are many returning university drop outs. Those who come back to
study after many years of drop out .e.g 00 breast feeding.
c) All stds beginning their first degree .eg one who is almost retiring.
d) Increased ethnic and racial diversity e.g people from all parts of Uganda
and the world therefore different cultures.

e) There are old persons pursuing advanced degrees like masters, PHD
f) Large commuter ppln e.g weekend stds.
g) Young adults who are at cross roads regarding lifes decisions.
SERVICES THAT CAN BE OFFERED
-

Prevention programmes absence, anti-acls, outreaches in halls of residences,

class units, dealing with dating issues, public lectures, Christian unions, stress
management.
Stds services which are often called stds affairs and are in different forms e.g adm
forms is where activities related to admission, health issues, financial aid, food
and accommodation are dealt with.
Devt services e.g craft, training for red cross for a certificate, first aid, leadership
skills, decision making.
Group counseling
Individual counseling.

RATIONAL FOR ELEMENARY COUNSELING

1. Further Studies
2. Respect Of Bosses
3. Keep Time
4. Work Environment
5. Dislikes And Likes
6. Guide Lines
7. Punctuality
8. Like your
9. Go an extra minute
10. Innovative
11. Self Motivation
12. Business plan
Vital principles in career
1. Personal growth
2. Practice
3. Not Emotional
4. Co-op
5. Respect of the client
6. Continuous
7. Individual behavior