Basic research. Career guidance activities Results of attending career guidance classes

Analysis of results

MBOU "Secondary School No. 5"

1. Availability of a career guidance program

Program of MBOU "Secondary School No. 5" on career guidance: "Ways professional self-determination»

Program goal: updating the process of professional self-determination of students through the special organization of their activities, includingdisclosure and development of abilities, nurturing work motivation, promoting acceptance informed decision about choosing the direction of further education.

Program objectives:

To acquaint students with the world of professions, with the basics of professional choice in accordance with the interests, inclinations, abilities of each person, with the education system in Russia and the paths to obtaining professions.
Provide students with the opportunity to correlate their inclinations and abilities with the requirements professional activity by including them in the system of specially organized professional tests.
Provide assistance to students in choosing a further educational profile based on their individual psychological characteristics and motivation.
Develop students’ abilities to make professional choices based on their own resources and available information.
Organize monitoring of graduates’ professional and life plans and their readiness to choose a professional path.

Target groups: students, teachers, parents

2. Total number of students (from 5th to 9th grade) – 439

3. Working with students:

5 - 7 grades

No.	Main events	Class	result
	Conducting classroom hours to study the world of professions.		Done
	Meeting with specialists from the Employment Center, representatives of various professions.		Done
	Carrying out events dedicated to organizing the celebration of profession days.		Done

8 - 9 grades

No.	Main events	Class	result
	Organization of testing and questioning of students in order to identify professional orientation.		Done
	Pre-profile preparation Courses “Your compass in the labor market”		Performed
	Organizing and conducting excursions to enterprises and educational institutions of the city, meetings with specialists from the Employment Center and representatives of various professions.		Performed
	Conducting classes to study profession charts of professions.		Done
	Holding the exhibition “Choosing a profession is the first independent step that depends on you.”		Done
	Conducting an essay competition for graduates on the topic: “The profession that I have chosen is needed and in demand today.”		Done
	Conducting a drawing competition among graduates on the topic: “The profession that I like.”		Done
	Conducting individual and group consultations for students.		Performed
	Involving students in socially useful activities in accordance with cognitive and professional interests.		Performed
	Interaction with additional institutions. education (DDT, “Poisk”, Children and Youth Sports School).		Done

Forms of work with parents:

Parent meeting

Round table

Joint consultations with school specialists (teachers, psychologists)

5. Psychological support of career guidance work:

5.1. Types of work:

Acquaintance with professions, expansion of knowledge in the courses “Your compass in the labor market”;

Organizing and conducting excursions to enterprises and educational institutions of the city, meetings with specialists from the Employment Center and representatives of various professions;

Organization of testing and questioning of students in order to identify professional orientation;

Conducting individual and group consultations for students.

5.2. Methods used:

- “Map of Interests” by A.E. Golomshtok, modification by G.V. Rezapkina;

Differential diagnostic questionnaire by E.A. Klimov “I will prefer”;

J. Holland's test to determine the type of social orientation of a person;

Website: www.proforientator.ru test “Proforientator (personal block)”;

Methodology "Landmark" I.L.Solomin

Methodology “Studying the professional intentions and plans of students” A.V. Golovin;

- “Questionnaire of professional elections” by A.V. Kibirev;

Methodology for “Diagnostics of the motivational structure of personality” by V.E. Milman;

Methodology for diagnosing personality for motivation to success by T. Ehlers;

- “Personal scale of anxiety” (J. Taylor, adaptation by T.A. Nemchinov);

Determination of temperament type (Eysenck Questionnaire);

Diagnostics of the structure of signaling systems (E.F. Zeer, A.M. Pavlova);

Assessment of the level of sociability (test by V. F. Ryakhovsky);

- “Self-assessment of mental states” (Eysenck Questionnaire);

K. Thomas Test “Conflict Resolution Styles”;

Situational Anxiety Scale (Kondash Method).

6. Interaction with institutions vocational education

Interaction with enterprises and organizations

No.	Name of vocational education institution	Form of interaction	Classes
	Oil and Gas College	excursion, round table
	Nefteyugansk Corporate Institute	excursion, round table
	Nefteyugansk Professional Lyceum	excursion, round table
	SKB Bank	excursion, round table
	Fire station -114 6-OFPS	excursion, round table
	JSC "Nefteyugansk United Aviation Squad"	excursion, round table
	MUZ "Emergency Medical Aid Station"	excursion, round table
	MUZ "Blood Transfusion Station"	excursion, professional tests round table
	Department of Internal Affairs of Russia for Nefteyugansk	excursion, round table
	Travel agency "YUGRA-INTOUR"	Excursion, round table
	MU "Center for Youth Initiatives"	Conducting trainings and rope courses by specialists working with youth. Organization of professional tests.

8. List of textbooks, methodological complexes, manuals used in career guidance work:

No.	Name of the textbook, method of the manual, etc.		The year of publishing	Who is it intended for?
	Your professional career	Chistyakova S.N.	2000	students, teachers
	Your compass on the labor market	Bendyukov M.A. Solomin I.L.	2000	students, teachers
	How to choose a profession	Klimov E.A.	1990	students, teachers
	Psychology of professional self-determination	Klimov E.A.	1996	students, teachers

9. Sociological research, monitoring of professional plans and intentions of graduates conducted over the past 3 years

No.	Research topic	deadlines	Class	Number of respondents			Results (results)
				2008-2009	2009-2010	2010-2011	2008-2009	2009-2010	2010-2011
	Determination of professional interests and inclinations of students	April					Radio engineering - 7 (5%)	5 (4%)	4 (3%)
							Materials processing – 4 (3%)	3 (2%)	2 (1%)
							Transport – 20 (14%)	25 (17%)	24 (16%)
							Sociology – 27 (18%)	22 (15%)	25 (17%)
							Philology – 25 (17%)	24 (16%)	20 (13%)
							Public Relations – 8 (5%)	15 (10%)	18 (12%)
							Economics – 27 (18%)	25 (17%)	27 (18%)
							Psychology – 5 (4%)	5 (4%)	3 (2%)
							Information technology – 25 (17%)	23 (16%)	27 (18%)
	Determining the professional orientation of the student	February					Social and humanitarian – 64 (43%)	70 (48%)	72 (48%)
							Physics and mathematics – 34 (23%)	40 (27%)	35 (23%)
							Natural sciences – 18 (12%)	11(7%)	25 (17%)
							Technical – 23 (16%)	23 (16%)	12 (8%)
	Determination of life meaning orientations	March					Having a goal in the future – 45 (31%)	54 (37%)	65 (43%)

	Psychologists	Implementation of diagnostic, preventive, correctional and developmental activities
	Teacher-organizer	Organizing excursions to enterprises, holding meetings, round tables with specialists from enterprises and organizations of the city
	Classroom teacher	Conducting classes on vocational guidance
	Deputy Director for HR	Coordination of the activities of the teaching staff to conduct vocational guidance in an educational institution

When selecting material, it is necessary to be guided by the principle of humanism and avoid negative content.

For comparison:

When selecting poems, it is necessary to remember that almost all of them were created by poets of the Soviet era (that is, in the last century) and have a pronounced ideological orientation, which is not always relevant for modern students. For example, in career guidance activities, excerpts from V. Mayakovsky’s poem “Who to be?” are often used as an illustration or epigraph. To adequately use this work, the teacher must carefully read its full version, paying attention to the changed conditions, means and tools of labor of the professions named in it. Poems of this kind are appropriate to use when considering the historical aspect of the development of professions or to illustrate the difficulties of delineating the “I want” area in the formula for choosing a profession.

The goal/objective of a career guidance event may be to diagnose the professional interests, abilities, inclinations of students, and their personal characteristics. Some types of diagnostics do not require special training to perform and interpret the results (meaning psychological education) and are quite simple to process, so the teacher can carry them out and interpret the results independently. Such methods include: For example, such as:

· Methodology “Differential Diagnostic Questionnaire” (DQ);

· Methodology for diagnosing “interference” in establishing emotional contacts;

· Methodology for studying attitudes towards academic subjects;

· A modified version of the “Intellectual lability” method for adolescents and youth;

· Test questionnaire by G. Eysenck, adaptation;

· Methodology for diagnosing a person’s predisposition to conflict behavior by K. Thomas, adaptation;

· Methodology “Motives for choosing a profession.”

The methods selected by the teacher for independent implementation should be quite compact (20-40 questions/statements), easy to process, and easy to interpret the results.

Before carrying out the methods, it is necessary to explain to students the purpose of the research and show them the practical significance of future results.

It is important to remember that psychological diagnostic techniques will allow students to obtain a lot of useful information about themselves, but their results should not be regarded as a “final verdict.” For a serious assessment of the student’s personality, it is necessary to contact a specialist career consultant.

Assessing the effectiveness of career guidance activities

The conducted career guidance event must be analyzed for its effectiveness, i.e. it is necessary to understand whether the set goals and expected results have been achieved, and to determine the practical value of the event - the acquisition of knowledge and skills that contribute to conscious choice profession and effective behavior in the labor market.

The results of assessing the effectiveness of the event are important for improving its program and for further planning of career guidance work in general. The effectiveness of an individual event increases significantly if it is a logical continuation of previous work. That is why it is so important to carry out systematic career guidance work.

Evaluation methods and criteria must be developed in advance. You can evaluate both the event as a whole and its individual parts and aspects.

The effectiveness of an event can be assessed, for example, using D. Kirkpatrick’s model, according to which assessment is carried out at several levels:

Level of immediate impressions.

At this level they are fixed subjective opinions, judgments and assessments participants of the event - their emotional condition, interest, attention, their opinion about the usefulness, level of complexity of the material and tasks.

It makes sense to conduct an evaluation at this level immediately after the event.

To study the subjective assessments of event participants, the following methods are used to obtain feedback, How;

· survey. Conducted in the form of an interview, group discussion, discussion. During a group discussion, it is usually asked diagram/structure feedback – indicates what points you need to pay attention to during the assessment. For example, participants are asked to determine:

The most vivid impression of the event;

What did you learn that was useful for you?

Conclusions that you have made for yourself, etc.

· survey. Participants fill out a pre-prepared assessment questionnaire(see Appendix for a sample), which includes a standardized set of questions. Using the questionnaire, you can quickly assess the first impression of the event, the interest generated, the quality of the content, the usefulness of the acquired knowledge and skills, etc.

· collage. Participants are invited to make a collage using photographs, illustrations from old magazines, postcards and other visual materials. The topic for it is set by the teacher or the participants themselves. For example

- “I will never forget this...”;

- “This is very important for building my professional career...”;

- “What I learned and what I learned...”

In the process of working on the collage, participants independently remember the entire event and thereby consolidate the acquired knowledge, develop a conscious attitude towards it, and understand its practical value.

When working on a collage, it is better to divide a large group into several subgroups.

· target ("darts") . Good way visualize assessments (both individual and especially group). The rating scale is depicted on a board, flipchart or piece of Whatman paper in the form of concentric circles - “targets”. Each circle of the target is assigned an assessment point. The target is divided into sectors representing all the parameters under consideration: satisfaction with the form of presentation of the material, practicality of the material, accessibility to understanding, informativeness, relevance, etc. Each participant evaluates the event by marking on the target the points corresponding to his assessment of each parameter. You can use a real dart board on which participants can place colored stickers.

This rapid assessment technique is quite effective when there is little time left to sum up the results.

Level of assimilation.

At this level it is assessed how improved knowledge, have developed skills and have changed participant settings.

The changes that have occurred can only be assessed in comparison with the initial level of knowledge, skills and attitudes. Therefore, it is so important, even at the stage of preparing the event program, to simultaneously develop clear methods for measuring results.

At this stage, assessment methods such as behavioral tests, thematic questionnaires, control exercises, observation, etc. are traditionally used. It is necessary to evaluate the individual progress of the participants.

Level of behavior.

At this level, the practical results of the event are assessed: used/implemented whether the knowledge, skills and attitudes acquired by the participants in life situations (as opposed to educational ones) and how much they are used effectively.

On at this stage Methods such as structured observation, self-reporting, etc. can be used.

As you move from level to level, the assessment process becomes more difficult and time-consuming. Therefore, in practice, the assessment of an event is most often used at the level of immediate impressions (liked/disliked, was interesting/not interesting, useful/useless, etc.). Evaluation at a higher level is practically not used.

The effectiveness of the event is confirmed by the achievement of planned results.

Main results career guidance activities or career guidance work in general are:

· increasing students' awareness of the world of professions and effective behavior in the labor market. Here it is important to take into account what level of knowledge about the world of profession and the regional labor market the students had before the event/set of events and how it changed after the work. For example

Before the event, the student named 10 professions, after - 20;

Before the event he could talk about the content of 5 professions, after - 10, etc.;

· increasing the level of students’ knowledge about their professional interests, abilities and personal characteristics. Here it is important to take into account what level of ideas students had before the event/set of activities and how it changed after the work, and pay attention to the adequacy of these ideas;

· increasing the number of students who have a well-founded individual professional plan;

· increasing the number of students who have reasonable alternative options for choosing a profession;

· increasing the number of students with a specific professional goal;

In general, assessing the effectiveness of a career guidance event has an undeniable complexity caused by the fact that it is impossible to quickly and reliably get an answer to the question to what extent the choice made by a self-determining person or optant is correct and accurate, since the main evaluation criterion here is the human life, held or failed.

Conclusion

The question of professional choice arises before every person repeatedly. Belief in the myth about the only correct professional path, the choice of a professional field for life, can greatly complicate the process of professional self-determination for children, sow the fear of “not getting in,” “not getting a job,” or “losing time.” Consequently, an adult involved in career guidance activities must always remember that it is important not only to help, but also not to harm the complex process of professional self-determination of their wards through their actions. A positive effect from such activities is possible only if the adult himself is well versed in career guidance issues. Therefore, it is important to improve your own competence, devote time to self-education, self-development in the field of career guidance.

It needs to be analyzed for its effectiveness, i.e. it is necessary to understand whether the set goals and expected results have been achieved, and to determine the practical value of the event - the acquisition of knowledge and skills that contribute to an informed choice of profession and effective behavior in the labor market.

Evaluation methods and criteria must be developed in advance. You can evaluate both the event as a whole and its individual parts and aspects.

The effectiveness of an event can be assessed, for example, using D. Kirkpatrick’s model, according to which assessment is carried out at several levels:

Level of immediate impressions .

At this level they are fixed subjective opinions, judgments and assessments participants of the event - their emotional state, interest, attention, their opinion about the usefulness, level of complexity of the material and tasks.

It makes sense to conduct an evaluation at this level immediately after the event.

To study the subjective assessments of event participants, methods of obtaining feedback are used such as;

survey. Conducted in the form of an interview, group discussion, discussion. During a group discussion, it is usually asked diagram/structure feedback – indicates what points you need to pay attention to during the assessment. For example, participants are asked to determine:

- the most vivid impression of the event;

What did you learn that was useful for you?

Conclusions that you have made for yourself, etc.

survey. Participants fill out a pre-prepared assessment questionnaire(see Appendix for a sample), which includes a standardized set of questions. Using the questionnaire, you can quickly evaluate the first impression of the event, the interest generated, the quality of the content, the usefulness of the acquired knowledge and skills, etc.
collage. Participants are invited to make a collage using photographs, illustrations from old magazines, postcards and other visual materials. The topic for it is set by the teacher or the participants themselves. For example

- “I will never forget this...”;

- “This is very important for building my professional career...”;

- “What I learned and what I learned...”

When working on a collage, it is better to divide a large group into several subgroups.

target (darts) . A good way to visualize grades (both individual and especially group). The rating scale is depicted on a board, flipchart or piece of Whatman paper in the form of concentric circles - “targets”. Each circle of the target is assigned an assessment point. The target is divided into sectors representing all the parameters under consideration: satisfaction with the form of presentation of the material, practicality of the material, ease of understanding, informativeness, relevance, etc. Each participant evaluates the event by marking on the target the points corresponding to his assessment of each parameter. You can use a real dart board on which participants can place colored stickers.

This rapid assessment technique is quite effective when there is little time left to sum up the results.

Level of assimilation.

At this level it is assessed how improved knowledge, have developed skills and have changed participant settings.

Level of behavior.

At this stage, methods such as structured observation, self-reporting, etc. can be applied.

As you move from level to level, the assessment process becomes more difficult and time-consuming. Therefore, in practice, evaluation of an event is most often used at the level of immediate impressions (liked/disliked, interesting/not interesting, useful/useless, etc.). Evaluation at a higher level is practically not used.
The effectiveness of the event is confirmed by the achievement of planned results.

Main results career guidance activities or career guidance work in general are:

increasing students' awareness of the world of professions and effective behavior in the labor market. Here it is important to take into account what level of knowledge about the world of profession and the regional labor market the students had before the event/set of events and how it changed after the work. For example

- before the event the student named 10 professions, after - 20;

Before the event he could talk about the content of 5 professions, after - 10, etc.;

increasing the level of students’ knowledge about their professional interests, abilities and personal characteristics. Here it is important to take into account what level of ideas students had before the event/set of activities and how it changed after the work, and pay attention to the adequacy of these ideas;
increasing the number of students who have a well-founded individual professional plan;
increasing the number of students who have reasonable alternative options for choosing a profession;
increasing the number of students with a specific professional goal;
and etc.

Career guidance events

The career guidance system includes the following elements: vocational education(professional information, career counseling), professional diagnostics, aimed at identifying the interests and abilities of an individual for a particular profession; professional consultation, which is aimed at providing individual assistance in choosing a profession from specialist career consultants; professional selection (recruitment) in order to select individuals who are most likely to be able to successfully master this profession; socio-psychological and labor adaptation, which is carried out in educational workshops, labor associations of schoolchildren, etc. Vocational education aims to develop students’ professional important qualities.

The center of career guidance work with students is the secondary school, which creates the basis for conscious choice of profession and coordinates the activities of other parts of the career guidance system.

Vocational guidance should be considered as component of all educational work, and not as a sum of individual activities. It should be closely linked with the process of forming a comprehensively developed personality, with preparing students for life and work, and be carried out throughout their schooling.

Forms of classes: lecture, discussion, solving practical problems, gaming micro-situations, psychodiagnostic methods of personality research, reflection, career guidance games.

Sample lesson topics

1. Getting to know each other. Training exercises (games).

2. The concept of profession and specialty. General overview of the classification of professions.

3. Factors influencing the choice of profession (“I want”, “I can”, “I need”). Common mistakes when choosing a professional path. .

4. Professions with great prospects. Awareness of barriers to professional achievement.

5. Professional values - ranking methodology professional values. "Choice of profession".

6. Self-esteem and level of individual aspirations.

7. Temperament and professions Lecture, game micro-situations, discussion, solving practical problems, reflection.

8. Requirements of the profession for a person. Interests and inclinations. Activating career guidance game.

9. Activating career guidance game. Practical work to identify students’ preferred groups of professions for themselves.

10. New professions of our time. Professional character traits.

11. Characteristics modern market labor. Levels of professional education.

12. Personal and professional goals.

13. Personal professional plan. Career. Building a career vertically and horizontally. Practical work.

14. Competitive personality. Multiprofessionalism. Leadership. What modern employers value.

15. Communication skills in business constructive communication. Conflicts.

16. How to succeed when applying for a job. Job interview.

17. Drawing up an individual (personal) professional plan. Summing up, defense creative projects, reflection.

Career guidance game "Traps"

The goal of the game is to increase the level of awareness of possible obstacles (traps) on the path to professional goals and ideas about ways to overcome these obstacles.

This game exercise is carried out in a circle, the number of participants is from 6-8 to 12-15. Time—20-30 minutes.

The procedure includes the following stages:

1. Together with the group, a specific professional goal is determined (admission to a specific educational institution; graduation from a given institution, registration for a specific job or a specific professional achievement, including building a career and receiving awards, bonuses, etc.).

2. A volunteer is selected in the group who will “represent” some fictitious person (if the volunteer wishes, he can represent himself...). At the same time, for a fictional person, it is necessary to immediately determine his main characteristics: gender, age (it is desirable that the age corresponds to the age of the majority of those present, which will make the exercise more relevant: for those playing), education, marital status, etc. But such characteristics should not be too many a lot!

3. General instructions: “Now everyone, already knowing what goals our main (fictional or real) hero is striving for, will have to identify (or invent) some difficulties for him on the way to his professional goal. Special attention We draw attention to the fact that difficulties can be both external, coming from other people or from some circumstances, and internal, contained within the person himself (for example, in our main character) and it is precisely these internal difficulties that many often forget.. It is advisable to identify even two or three such trap difficulties in case other participants come up with similar difficulties (so as not to repeat themselves). When highlighting such difficulties, everyone must think about how to overcome them. The main player will also be given time to identify several of the most likely difficulties on the way to his goal and also prepare to answer how he plans to overcome them.

After this, everyone in turn will name one difficulty-trap, and the main player will immediately (without thinking) have to say how this difficulty could be overcome. The player who names this difficulty will also have to say how it could be overcome. The facilitator, with the help of the group, will determine (using voting or other procedures) whose option for overcoming this difficulty turned out to be the most optimal. The winner (the main player or group representative) will receive a prize - a plus sign. If by the end of the game the main player has more advantages, it means that he was able to overcome the main difficulties (traps) on the way to his goal.”

4. Next, the players, including the main character, highlight on their pieces of paper the main difficulties on the way to the intended goal. We remind you that difficulties are not only external, but also internal (the latter often turn out to be an even more significant obstacle-trap on the way to your goals...).

5. Everyone takes turns naming the difficulty. If it turns out that some difficulty will be clearly far-fetched (for example, a conversation with the Lord God himself on the eve of an important exam...), then the group itself must decide whether to discuss such a difficulty or not.

6. Immediately the main player says how he is going to overcome it.

7. After him, the player who named this difficulty speaks about his option for overcoming the difficulty.

8. The leader, with the help of the other players, determines whose option for overcoming the difficulty turned out to be more optimal, interesting and realistic.

9. Finally, the overall result is summed up (managed main character overcome these difficulties or not). When summing up the results in general, you can also see whether, at the preparatory stage, the main player was able to highlight those difficulties (on his piece of paper) that the other participants already offered him in the game.

Career guidance game "One day in the life"

The purpose of the game exercise is to increase the participants’ level of awareness of what is typical and specific in the professional activity of a particular specialist.

The exercise is done in a circle. The number of players is from 6-8 to 15-20. Time - from 15 to 25 minutes. The main stages of the methodology are as follows:

1. The presenter determines, together with the other players, what profession would be interesting to consider. For example, the group wanted to consider the profession of “fashion model”.

2. General instructions: “Now, together, we will try to compose a story about a typical working day Our employee is a fashion model. This will be a story made up of nouns only. For example, a story about a teacher’s work day could be like this: bell - breakfast - bell - lesson - poor students - question - answer - grade - teacher's room - director - scandal - lesson - excellent students - bell - home - bed. In this game we will see how well we imagine the work of a fashion model, and also find out whether we are capable of collective creativity, because in the game there is a serious danger of some unfortunate touch (inappropriately called “for fun” stupid noun) ruin the whole story.

An important condition: before naming a new noun, each player must repeat everything that was named before him. Then our story will be perceived as a complete work. To better remember the named nouns, I advise you to look carefully at all the speakers, as if associating the word with a specific person.”

3. The presenter can name the first word, and the other players take turns calling their nouns, always repeating everything that was called before them. If there are few players (6-8 people), then you can go through two circles, when everyone has to name two nouns.

4. When summing up the results of the game, you can ask the participants whether the story turned out to be a complete one or not? did someone spoil the overall story with their unfortunate noun? If the story turns out to be confusing and chaotic, then you can ask one of the players to tell in their own words what the story was about, what happened there (and did it happen?). You can also discuss how truthfully and typically the work day of the professional in question was represented.

Experience shows that the game is usually quite interesting. Participants are often under creative tension and may even get tired, so this game exercise should not be done more than twice.

Career guidance game "Profession - specialty"

This game technique is aimed at increasing the participants’ level of awareness of such concepts as specialization within a particular profession and at expanding awareness of the wide variety of professional work.

The game exercise can be carried out both in a circle (from 6-8 to 15-20 participants), and in work with the whole class. It takes from 10 to 15-20 minutes. The general procedure is as follows:

1. Participants are explained how the concepts of profession and specialty are related: profession is a group of related professions (for example, profession is a teacher, specialty is a physical education teacher, etc.).

2. Instructions: “Now professions will be named, and you will need to name the corresponding specialties one by one.” If one of the players names dubious specialties or is outright mistaken, you can ask him clarifying questions. Small discussions and debates are allowed. It is advisable that the presenter himself be familiar with the professions being discussed, i.e., even before the game, he himself would try to name the corresponding specialties.

You can complicate the game procedure somewhat by asking participants to name their specialties not in turn, but according to the “ping-pong” principle (the player who has just named the specialty determines who should name the next specialty, etc.). Although this complication introduces some confusion into the game, it forces many to be in creative tension.

Using a similar principle, you can construct other game exercises: PROFESSION - EDUCATIONAL INSTITUTION (the profession is called, and the participants must say where they can actually acquire it); PROFESSION - MEDICAL CONTRAINDICATIONS (for this profession); PROFESSION—REQUIRED QUALITIES (problem of professionally important qualities), etc. To increase the activating capabilities of this exercise, you can divide the group (class) into teams and arrange a competition between them to see who can name more specialties corresponding to the named profession (educational institutions, medical contraindications, professionally important qualities...).

Objective indicators of the effectiveness of career guidance for schoolchildren are: the realization by school graduates of their professional intentions; school graduates’ choice of professions needed in a given region; industrial and social activity of school graduates.

Events

When choosing the forms and methods of conducting career guidance activities, it is important not to deviate from the general goal of career guidance work - to lead the student to a balanced, independent choice of professional activity.

In this case, the most important component of the system of vocational guidance for students will be vocational education - providing students with information about the content of various professions, the methods and means of obtaining them, their importance in the economy of the region and the country; about the features of the regional labor market, personnel needs; about the requirements imposed by the profession on the psychophysiological qualities of the individual, about the level of remuneration, etc.

Therefore, the chosen forms and methods should contribute to intelligible, reliable and visual information to students about the world of professions and specialties, thereby ensuring information support process of self-determination.

There is a wide range of forms and methods of work in career guidance didactics. Classifying them according to for various reasons is not the purpose of the manual. In this case, a list of career guidance activities is provided in a unity of forms and methods.

Career guidance activities:

open days;
career fairs;
career guidance excursions (to enterprises, firms, organizations, pre-university vocational education institutions, higher vocational education institutions);
themed classroom hours;
thematic parent meetings;
meetings with specialists of various professions and employers;
career guidance lessons;
career guidance trainings;
subject weeks;
weeks of applied creativity;
fairs - exhibitions creative works, amateur performances;
business games, competitions, quizzes, sporting events;
drawing and essay competitions;
conversations (reference and informational, career guidance - preventive, professional diagnostic);
professional tests;
employment of students during the holidays;
subbotniks, general cleaning, labor landings;
summer labor and recreation camp;

as well as such areas of work as:

professional diagnostics;
individual and group career guidance consultations;
work of school and extracurricular clubs on professional interests, electives and subject clubs;
work of a career guidance club;
student research work;
operation of websites of vocational education institutions;
creation/application multimedia presentations, videos, educational films, computer information and reference systems;
publication of advertisements, image articles about educational institutions in newspapers and directories;
publication of information materials (booklets, prospectuses, information sheets, etc.);
design of career guidance corners.

Some career guidance activities can be carried out in different forms depending on the goal and age characteristics of the students. For example, Career guidance and preventive conversation is possible in individual form, and in the form class hour, and in the form of a school-wide event. In practice, a group form of events (class, study group, subgroup) is most often used, less often individual and mass.

When choosing forms and methods of an event, you should consider some general principles , regardless of the age characteristics of students.

The forms, techniques and methods used must correspond to the stated purpose.
During one event, it is necessary to alternate types of student activities.
The principle of visibility is relevant for students of all ages.
A career guidance event should be organically “woven” into the educational process, and not “stand apart” from educational activities students. Example It could be a vocabulary dictation on professions or an introduction to the historical aspect of a profession.
The principle of activity and involvement is relevant for students of all ages.

For comparison:

or

or

Students memorize a poem about a profession

And

Students write their own poem about their profession.

In most cases, career guidance information is new to students and requires clarification and time to assimilate. Therefore, it is necessary to reveal one aspect of the topic at one event and not overload it with goals and objectives.
All event material must be presented in a language accessible to students. Professional slang and complex terms should be avoided.
The assignment of information will be facilitated by students completing a previously received assignment related to the topic of the event. The older the students, the more attention needs to be paid to their independent preliminary preparation of the material.
Something that students can “take with them” will help consolidate the outcome of the event: diagnostic results, a drawing, homework, an award, a diploma, an information booklet, a business card, etc.
The use of drawing techniques requires a significant amount of time.
When conducting career guidance excursions, one should not deviate from their main goal - showing the essential characteristics of the profession and the working conditions of specialists.
When visiting public events - exhibitions, fairs, etc. – it is necessary to explain to students their general meaning and aim them at conscious perception.
All other things being equal, preference should be given to events held outside the walls of the classroom (in particular, excursions) and events with the participation of invited specialists (for example, an employee - a representative of a profession or specialty, an occupational pathologist, a specialist from the Employment Center, a specialist from the Career Guidance Center and psychological support for the population, career guidance counselors and volunteers of vocational education institutions, etc.). In such cases, the effect of novelty, the effect of clarity, the effect practical activities, the status/authority effect, which has a significant positive impact on students.
If possible, the share should be increased joint activities students. It is important to remember that the degree to which students are involved in group work is greatly influenced by their location in the room space.

With the classic arrangement of students in the classroom, each of them is able to interact primarily with the teacher; only with him can he have full-scale visual and verbal contact. This option for placing students does not involve their active interaction.

To organize full-fledged joint activities of students, it is better to resort to a different mutual arrangement.

The choice of location option that is appropriate for a particular group of students will depend on:

the purpose and nature of the event;
number of participants;

availability of necessary equipment.

Various student placement schemes have their own advantages and disadvantages, which can be found in the table below (- participants,

Leading).

Layout diagram	Benefits of use	Restrictions on use
Square	All places are perceived as equal in status. Applicable for large number of participants	It is difficult to maintain eye contact with everyone involved. Not suitable for informal interactions
"Solid" square	Increases participant involvement in the group work process	Not suitable for informal interaction. Requires large space for effective use
Rectangle	Allows you to accommodate a large number of participants	Difficulty of review. The short sides of the rectangle create a “position of power”, which can lead to a position of inequality among participants
Rows	Formality	Difficulty of review. Reduces the involvement of participants in the work process
"Herringbone"	Allows interaction to move between “tables” and “rows”. Creating a “team” feeling	Can lead to confrontation, the emergence of competitive good mood

U-shaped and V-shaped arrangement	Allows the teacher to move within the group, give individual consultations and recommendations	Suitable for small to medium groups only
"Bistro"	Suitable for informal interaction, for situations where different tasks are being solved at tables	Difficulties may arise in controlling the activities of groups. Not suitable for programs that require eye contact between all participants
Round table	Equality of all participants. Good review. High level of involvement	Lack of a clear leader. Requires large space for effective use