– Select appropriate organizational forms to conduct career guidance and job counseling activities for students, following the motto of diversifying forms of activities. It can be organized in the form of a club, a job fair, through an annual student dialogue conference, through academic advisors, through teaching and learning subjects in class, through the school’s website, etc.
– Expand relationships with organizations and units in receiving students to practice, learn about jobs after graduation… to have a practical basis for career guidance and job counseling.
– Building information channels on human resource needs, introducing jobs for students after graduation.
– Develop a scientific working timetable to regularly organize career guidance and job counseling activities for students;
– Focusing on capacity building for staff and specialists of the Student Affairs Department in implementing career guidance and job counseling tasks for students.
– Monitoring and evaluating the effectiveness of the organization of career guidance and job counseling to help managers know if the organizational structure, assignment, task assignment and support are reasonable, scientific and effective. From there, there are timely adjustments to achieve the set goals.
1.4.3. Directing career guidance and job counseling activities for students
The Student Affairs Department directs career guidance and job counseling activities for students:
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– Guide counselors and lecturers to carry out activities according to the school plan.
– Directing professional training and consulting activities for the school’s team of consultants and lecturers.
– Motivating and encouraging the team to participate in counseling activities, professional training activities for career counseling for students.
– Encourage the spirit of self-study, initiative and experience, and the contributions of teachers, counselors, career guidance and job counseling for students.
– Monitor and supervise the team’s activities in career guidance and job counseling for students to ensure that the plans are implemented on schedule and with quality.
1.4.4. Examining and evaluating career guidance and job counseling for students
The Student Affairs Department examines and evaluates career guidance and job counseling for students:
Regularly review and evaluate the effectiveness of career guidance and job counseling activities in an appropriate manner, pointing out strengths and limitations that need to be overcome to improve the effectiveness of career guidance and counseling activities. job.
Based on the characteristics of the training profession, the quality of the student’s input, and the conditions of the school, it is possible to develop criteria to evaluate the effectiveness of career guidance and job counseling activities.
Compare and measure the achieved results of each career guidance and job counseling activity, compare them with the set evaluation criteria to evaluate the results and adjust and revise the evaluation criteria if necessary. necessary, needs.
When examining and evaluating career guidance and job counseling for students, it is important to note:
– Use a variety of assessment methods and tools to evaluate.
– Consider the time of testing and evaluation to make accurate conclusions about the effectiveness of career guidance and job counseling activities for students.
– Use the assessment form on many students to draw an objective conclusion.
– Evaluate in many areas, paying special attention to the effectiveness of career guidance and job counseling for students after graduation every year to make timely adjustments, contributing to improving training quality. .
– Monitoring and evaluating the effectiveness of the organization of career guidance and job counseling to help managers know if the organizational structure, assignment, task assignment and support are reasonable, scientific and effective. From there, there are timely adjustments to achieve the set goals.
1.4.3. Directing career guidance and job counseling activities for students
The Student Affairs Department directs career guidance and job counseling activities for students:
– Guide counselors and lecturers to carry out activities according to the school plan.
– Directing professional training and consulting activities for the school’s team of consultants and lecturers.
– Motivating and encouraging the team to participate in counseling activities, professional training activities for career counseling for students.
– Encourage the spirit of self-study, initiative and experience, and the contributions of teachers, counselors, career guidance and job counseling for students.
– Monitor and supervise the team’s activities in career guidance and job counseling for students to ensure that the plans are implemented on schedule and with quality.
1.4.4. Examining and evaluating career guidance and job counseling for students
The Student Affairs Department examines and evaluates career guidance and job counseling for students:
Regularly review and evaluate the effectiveness of career guidance and job counseling activities in an appropriate manner, pointing out strengths and limitations that need to be overcome to improve the effectiveness of career guidance and counseling activities. job.
Based on the characteristics of the training profession, the quality of the student’s input, and the conditions of the school, it is possible to develop criteria to evaluate the effectiveness of career guidance and job counseling activities.
Compare and measure the achieved results of each career guidance and job counseling activity, compare them with the set evaluation criteria to evaluate the results and adjust and revise the evaluation criteria if necessary. necessary, needs.
When examining and evaluating career guidance and job counseling for students, it is important to note:
– Use a variety of assessment methods and tools to evaluate.
– Consider the time of testing and evaluation to make accurate conclusions about the effectiveness of career guidance and job counseling activities for students.
– Use the assessment form on many students to draw an objective conclusion.
– Evaluate in many areas, paying special attention to the effectiveness of career guidance and job counseling for students after graduation every year to make timely adjustments, contributing to improving training quality. .
Another prominent psychological feature at this age is the students’ stable feelings, which must refer to professional affection – a motivation to help them study hard, creatively, when they practice. interest and passion for the chosen profession.
1.5.2.3 About social characteristics
This is the period of the most active development of moral and aesthetic feelings, the period of formation and stabilization of personality, especially when they have the social role of adults. students have their own plans for their activities and are independent in judgment and behavior, this is a period of strong and dynamic changes in the social value scale. They determine the future life path, actively master their careers and begin to experiment themselves in all areas of life.
1.5.2.4 About personality traits
The inner world of students of professional schools is extremely complicated when they have reached a certain level, personality development is a dialectical process of arising and resolving conflicts, is the process of transitioning from external requirements into their own requirements and their own self-advocacy and active activities.
The student’s personality traits are clearly shown:
– Rich and diverse development needs.
– Students’ interest from wide to deep.
– A clear outlook on life.
– Rich and complex inner life.
– Willingness and self-development ability.
Understanding the psycho-physiological characteristics of students helps managers plan, content, and organize appropriate career guidance and job counseling activities to achieve the set goals.
1.5.3. Management capacity of managers
Management is one of the factors that determine the quality of career guidance and job counseling. Career guidance and job counseling activities can only be implemented effectively when school administrators have an understanding of career guidance and job counseling activities, and duties of principals and managers in organizing career guidance and counseling activities. employment counseling. The correct awareness of the position, content and method of organizing career guidance and job counseling activities will help managers direct and guide teachers, trainees, and other participating forces to coordinate the implementation of career guidance and counseling activities. job counseling to achieve the set goals.
Capable management staff will effectively perform the functions of planning, organizing, directing, checking and evaluating career guidance and job counseling activities in accordance with regulations, appropriate to the locality and the school. , creating trust in students and the community, capable of attracting social forces to participate in career guidance and job counseling activities for students.
1.5.4. Qualification, quality, capacity and awareness of the participating forces
The qualifications, quality and capacity of the participating forces (consultants) are the direct determinants of the effectiveness of career guidance and job counseling and the management of physical education and training activities. Because if the counselors have professional qualifications, understand the student population, have knowledge about the labor market, help students understand the relationship between competence, career interests and needs. society to make the right decision in choosing a career and a sense of learning. At the same time, coordinate with the units to successfully complete the assigned tasks, helping the management staff to manage the physical labor and materials activities effectively.
The awareness of the participating forces is a very important factor to help managers perform their work effectively. If counselors and students are well aware of the importance of career guidance and job counseling for the school’s educational activities, they will be willing to cooperate and participate in activities organized by the school. and at the same time make efforts to complete the assigned tasks.
Attention and capacity building for consultants are requirements and conditions for improving the quality and effectiveness of career guidance and job counseling activities.
1.5.5. Mechanism and policy of using social labor
This is a factor that has a strong impact on the management of career guidance and job counseling activities. Because the implementation of career guidance and job consulting activities as well as the management of physical education and training activities must ensure the legality, that is, it must comply with the guidelines and policies of the State and the industry; The policies on socio-economic development; forecasting human demand, policies on human resource use of the country, region and the locality; regulations on the program of RWSS and development of staff to implement the RWSS … have a direct impact on the RWSS and the management of this activity. If specific guidelines, policies, and mechanisms are clear and transparent, it will be favorable for the implementation of physical education and training and the management of physical science and technology for students and vice versa.
CONCLUSION CHAPTER 1
On the basis of studying documents and scientific research, the author has systematized the theoretical basis of management of career guidance and job counseling for college students.
Management of career guidance and job counseling for students is part of training management and school management in general. The content and requirements of management of career guidance and job counseling for students need to comply with the general concept of management, career guidance and job counseling. Managing career guidance and job counseling for students including: