knowledge of gender, psychology, listening skills, empathy to advise and share with students. However, it is difficult for a school counselor to master all of the above knowledge, so it is best to have a group of counselors working together to complete the task of counseling session well. For example, there should be a career counselor, a labor recruitment specialist (TDLĐ) and a student recruitment counselor. This will be a very good group of counselors for large group counseling sessions.
Class teachers are very important people in counseling work. The responsibilities of the class teachers are to guide students in doing tests, collect self-assessment questions, career guidance and admission questions to prepare for the counseling session, and prepare reports on students' learning outcomes, encourage and motivate students to participate fully, actively and seriously, maintain order during the counseling session and help teachers conduct the counseling session.
4. Professional Network
The school's professional network is understood as organizations and individuals that have relationships with the school to support career guidance. Professional networks can be parents, alumni, businesses, business associations... providing information about careers, recruiting, organizing career guidance activities...
Any educational institution has formed and exists a "professional network" officially (named and has a plan to operate with the professional network) or unofficially (not named and activities with members of the professional network are only random). In case the school has not yet built a "professional network" officially, the school can invite representatives of parents of students working in organizations, former students of the school studying at training institutions or working after graduating, businesses, business and production establishments, or local craft villages to participate in sharing in the consultation session.
During the counseling session, parent representatives can provide information to help students with career guidance, such as career information, experience sharing in the process of choosing a major and developing a career, admission information, and other information. If parents cannot participate in direct sharing, they can act as a bridge between the school and local businesses to invite business representatives as guest interviewers for the counseling session.
Similarly, alumni of the school can return to the school to share their experiences in the admissions and career guidance process such as choosing a major, school and career that they have gone through.
In a consultation session, the guests can be representatives of parents of students or alumni or business staff or a combination of the above with the number of 3 - 4 guests. It is possible to invite four guests to prevent one or two guests from canceling at the last minute, but it is not advisable to invite more than four guests because if too many guests are invited and all the guests come, there will not be enough time for all the guests to share in depth about careers and admission information... This will cause the guests to feel like they have wasted their time and create an unprofessional impression of the consultation, making it difficult to invite them back for the next consultation.
In case the counseling session is conducted in a classroom with enough space, the organizer should also invite a few parents to participate if possible. At this age, children are most influenced by their family, friends and teachers. Therefore, it is best if parents can accompany the students in TVHN and TVTS.
Note: Using professional networking for a consultation should be done with caution, because if the consultation is done well, the guest will return in the future or refer you.
recommend friends to join. But if they fail, they will never return and may even negatively affect the school's future career guidance and recruitment activities.
5. Students
Students need to be interested and enthusiastic in participating in the counseling session, demonstrated through actively and voluntarily implementing the requirements of the counseling session. Therefore, before the counseling session, students need to:
Be informed about the purpose and significance of the consultation
Complete preparation steps such as completing the test and memorizing the test results; Reviewing career knowledge learned (if any); Finding admission information from the internet or newspapers
Reflect on these questions about yourself: What do you like to do for a living? Why do you like this? What are your abilities in and out of school? Do you know what you want to be in the future? What is your family’s current financial situation? Who currently influences you the most in the way you think and make decisions?
IV. REQUIREMENTS TO BE MET WHEN CONDUCTING A CONSULTATION SESSION
1. Preparation phase (before consultation)
Clearly define the goals and objectives of the consultation
There is a clear and appropriate assignment of tasks to the staff and teachers participating in the counseling session, especially the TVV group in introducing LTHN, hosting the program and answering students' questions;
Synthesize information about students participating in the counseling session such as block, class, number, male to female ratio...
Preliminary report on student's ability and learning outcomes
Divide students into four groups according to ability and academic performance
Summary of career guidance and admission questions from students (information from survey form, appendix 2)
Guide students to take interest and career ability tests according to theory
Holland cipher theory (appendix 1)
There are full facilities such as consulting location (hall or outdoors), projector, tables and chairs, place to hang LTHN paintings...
Agree on the program and content of the consultation, prepare answers to questions students may ask or relevant content needed to present when students do not have many questions.
Ideally, students should have a basic understanding of career guidance and admissions before the counseling session. Therefore, the school needs to:
Guide and support students to search for information about careers (currently being trained, labor demand) and training facilities. If the school has the conditions, it should print a set of career information for students to refer to. This information is available on the website http://www.moet.gov.vn ; The book "Things to know about university, college and vocational training admissions" published annually by the Ministry of Education and Training, the magazines of the Education Times and the Vocational Training Newspapers" published annually by the Ministry of Education and Training, the magazines of the Education Times, Tuoi Tre, Thanh Nien newspapers... This will help students in the counseling session ask specific questions and quickly understand the content of the counseling session.
Guide and support students to have basic understanding of career orientation such as interests, personality, abilities and career values... by organizing career education activities, guiding students to refer to career guidance documents compiled by VVOB (www.vvob.be/vietnam)... to have more time to delve into LTHN and answer many questions of students during the consultation session.
2. Consulting session implementation phase
Students understand basic LTHNs and initially identify their own interest groups and career abilities.
Use different forms of activities to attract students' attention and students focus on listening to advice
Answering students' questions is only suggestive and provides many options for students to choose the option that best suits them.
If the TVV group can answer and discuss further after the consultation session, give the student a phone number, email, Facebook... so that the student and their parents can contact and discuss later.
3. Post-consultation phase
The TVV team will continue to answer questions that were not answered during the consultation session via social media (Facebook), the school website, and by sending emails to students. The TVV team can also post questions and answers on the school bulletin board or post them in the career guidance corner (if available).
School administrators, homeroom teachers and career advisors discuss and summarize the results of the counseling session and determine/adjust (if necessary) the plan to continue supporting students in developing clearer career plans.
The parent representative attending the consultation session continues to coordinate with the school in the CTHN as well as discuss the results of the consultation session with other parents.
QUESTION
Question 1. What is the significance of career counseling?
Question 2. What are the scopes of a consultation session? What size consultation session can you organize that is most suitable for the assigned task?
Question 3. What are the conditions required to organize a career counseling session?
Question 4. What requirements must be met when conducting a career counseling session?
Appendix 2.3. Form 1. Career interest test :
(For high school students)
Mark an X in the box before each question that you think is appropriate for you. Don't think too much when choosing an answer. Each marked O will count for points, not high scores mean good work but you must choose according to your own thoughts. Completion time: 20 minutes
Based on this test, if you mark honestly and accurately, you can completely determine which career group you are inclined towards. Based on this, the consultant will have appropriate support and orientation, and organize the following career education content in the right direction.
Take the Career Test in the following order:
Step 1 : The items listed in each table are aimed at personal qualities and abilities. Each item will have many levels of suitability, and for each level of suitability, a corresponding score will be assigned. This corresponding score is assessed by the test taker and self-scored according to the following regulations.
1. That idea never applies to you – 0 points.
2. That is only true in some cases – 1 point
3. That statement is only half true for you – 2 points.
4. That idea is almost true for you in most cases, only a few cases are not quite true – 3 points respectively
5. That idea is absolutely true for you, it cannot be otherwise – 4 points respectively.
Step 2 : Read the criteria in each table carefully, give equivalent points as instructed to each idea in each table, add up the total points of each table, then determine the tables with the highest scores.
STT
TABLE A (R, Realistic, Realist) | NUMBER POINT | |
1 | I am independent | |
2 | I think practically | |
3 | I am a person who adapts to new environments. | |
4 | I can operate and control machinery and equipment. | |
5 | I do crafts like folding, cutting, gluing, knitting, crocheting. | |
6 | I like to be in contact with nature, animals and plants. | |
7 | I prefer working with my hands to working with my brain. | |
8 | I like to do work that can see immediate results. | |
9 | I prefer to do work outdoors than in a classroom or office. | |
Total score of table A (add up and fill in the result here) | ||
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STT
TABLE B (I, Investigate, The Researcher) | NUMBER POINT | |
1 | I have researched and explored many new issues. | |
2 | I have the ability to analyze problems. | |
3 | I know how to think clearly and concisely. | |
4 | I enjoy doing experiments or research. | |
5 | I have the ability to synthesize, generalize, and speculate on problems. | |
6 | I enjoy investigating, classifying, testing, and evaluating activities. | |
7 | I organize the work I have to do. |
8
I like thinking about complex problems, doing complex work. | ||
9 | I have the ability to solve problems | |
Total score of group B | ||
STT
TABLE C (A, Artisic, People with artistic nature) | SCORE | |
I am an emotional person. | ||
I have a rich imagination. | ||
I like freedom, not following rules and regulations. | ||
I have presentation and acting skills. | ||
I can take pictures or draw, decorate, sculpt | ||
I have musical talent | ||
I have the ability to write and present my ideas. | ||
I like doing new jobs, jobs that require creativity. create | ||
I feel free to express my preferences. | ||
Total score of group C | ||
STT
TABLE D (S, Social, Social person) | SCORE | |
I am a friendly person who helps others. | ||
I enjoy meeting and working with people. | ||
I am a polite and kind person | ||
I enjoy advising, coaching or lecturing others. | ||
I am a good listener | ||
I enjoy activities that take care of my health and the health of others. | ||
I like activities for the common goals of the community and society. | ||
I wish I could contribute to a better society. | ||
I have the ability to reconcile and resolve conflicts. | ||
Total score of group D | ||
STT
TABLE E (E, Enterprise, Entrepreneurship) | SCORE | |
I am an adventurous person. | ||
I am decisive | ||
I am an active person. | ||
I have the ability to express, argue and persuade others. | ||
I like management and evaluation work. | ||
I often set goals and plans in life. | ||
I like to influence others | ||
I am a competitive person and want to be better than others. | ||
I want others to respect and admire me. | ||
Total score of group E | ||
STT
TABLE F (C, Conventional, Civil Servant) | SCORE | |
I have an organized mind. | ||
I am careful | ||
I am attentive, accurate and reliable. | ||
I like calculation, bookkeeping, and document writing. | ||
I enjoy the work of storing, classifying, and updating information. | ||
I often set goals and plans in life. | ||
I like to forecast income and expenses. | ||
I like to make schedules and organize my work schedule. | ||
I like working with numbers, working with instructions, processes | ||
Total score of group F | ||
Step 3: Find the table with the highest score, the highest score is the table with the type of person
highly compatible with you. If you score the same on the two tests (above) , you can see your results for both types in the explanation table below.
Type R (Realistic): (total score of group A is the highest compared to
other tables)
People in this career interest group often have technical, technological, and system abilities; enjoy working with objects, machines, animals, and plants; and enjoy doing outdoor work. Suitable occupations for this group include those in architecture, labor safety, carpentry, construction, aquaculture, engineering, marine machinery, driving, coaching, agriculture - forestry (farm management, fish breeding, forestry...), mechanics (machine manufacturing, equipment maintenance and repair, metallurgy, applied mechanics, automation...), electricity - electronics, geography - geology (surveying, cadastral mapping), oil and gas, oceanography, industrial management... |
Type I (Investigative - Researcher ): (total score of group B is the highest) compared to other tables) |
Ability to observe, explore, analyze, evaluate and solve problems. Suitable careers for this group include: Natural sciences (math, physics, chemistry, biology, geography, geology, statistics, etc.); social sciences (anthropology, psychology, geography, etc.); medicine and pharmacy (anesthetists, resuscitators, surgeons, dentists, etc.); science and technology (information technology, environment, electricity, technical physics, construction, etc.); agriculture and forestry (agronomy, veterinary...). |
Type A (Artistic): (the total score of group C is the highest compared to the other groups) other) |
Artistic ability, intuitive ability, highly imaginative, likes to do things work in spontaneous, unstructured environments. |
Suitable occupations for this group include: Literature; journalism (commentators, MCs...); cinema, theater, fine arts, music, dance, architecture, fashion...
page, painting, history/english teacher, museum, conservation...
Type S (Social): (total score of group D is the highest compared to other groups) other) |
Have language skills, interpret, enjoy doing things like explaining, providing information, caring, helping, or training others. Suitable occupations for this group include: teacher; lecturer; athletic coach; career counselor; social worker, public health, captain, librarian, specialist doctor, price appraiser, urban planning research, family economics, human resource recruitment, police, sociologist, midwife, radiologist, nutritionist care |
Type E (Enterprise - Leadership talent): (total score of group E is the highest) compared to other tables) |
Having business ability, bold, daring to think and act, able to influence and persuade others, and having management ability. Suitable occupations for this group include: Business administration (hotel management, human resource management...), commerce, marketing, accounting - finance, lawyer, customer service, flight attendant, interpreter, bartender, industrial engineer (industrial systems engineering), doctor emergency, urban planning, chef (cook), journalism (reporter, editor...)... |
Type C (Conventional - Civil servant type) : (total score of table F is high) most compared to other tables) |
Have an aptitude for numbers, enjoy doing detailed work, enjoy working with numbers, following instructions from others or doing office work. Suitable careers for this group include: Administrative, statistical, industry inspector, babysitter, telephone operator... |
CAREER ORIENTATION AND ADMISSION SURVEY
1. What are your plans after graduation?
- What school and where?..........................................................
................................................................ ................................................................ .....
- What and where to study?......................................................................
................................................................ ................................................................ ....
- What do you do and where do you live?......................................................................
................................................................ ................................................................ .....
- Other direction...................................................................................
................................................................ ................................................................ ....
................................................................ ................................................................ ....
2. With your abilities, interests, personality and career values, how confident are you that the above plan is suitable?
100% 60-80% <60%
3. Do you have any questions or concerns about the above plan to make the right decision for yourself: Issues related to enrollment and career guidance?