Introduction
Most people require preparations before deciding on their career path and readiness to join the workforce. Some preparations include career guidance, coaching, and short courses in high school or higher learning institutions that offer training and guidance toward career choices. Understanding one’s strengths, interests, and perceived future begin with life coach lessons at an early stage. In today’s competitive environment, career guidance remains a practical approach that connects students to the right career opportunities.
Guidance programs explore individual potential, interests, and significant assets required for pursuing particular careers. Career guidance and development programs have become essential in identifying students’ decision-making problems and guiding them toward the appropriate career choice. This paper analyzes Grow Skills, Australian career guidance, and development program as a suitable counseling program for high school students by exploring its portfolio and the challenges career guidance programs face during service provision.
Context of the Program
Grow Skills is a career counseling and development program based in Australia. The program was established in 2005 to improve career choices and competencies among students in readiness to join the job market. Grow Skills’ vision is to enhance productivity by advocating for active participation in career choice activities and connecting individual interests and strengths to the right career path. As a guidance and development service provider, the organization has professional counselors that guide students to find the most suitable career options and develop interest and skills in students lacking enough confidence in a promising future. Grow Skills has proved to be a thriving, prosperous, and life-changing service for many students. The program has strengthened the link between education systems and the job market over the years by improving students’ transition from high school to higher learning and joining the labor market. Following Australia’s OECD educational goals to achieve economic boost and stability, the organization aims to create a positive impact by increasing competent individuals in the labor force and uplifting the economic situation of communities all over the country.
The program offers career guidance and counseling in various approaches and phases. The first approach involves taking learners into the self-realization process. Students can spend time in various activities to explore different skills that portray their abilities, strengths, and task preferences. The second approach focuses on exploring career options and encouraging students to use self-actualization ideas to guide their career choices. The entire program involves five career guidance and development stages. The first two stages focus on self-actualization, including learning and understanding individual skills, interests, and strengths. The process ensures career education and awareness of career values, perceptions, and societal ideologies that may hinder one from pursuing the career of choice. The fourth phase deals with exploring career options after self-realization and regarding career choice.
Finally, the last stage is reserved for teachers’ and parents’ participation in the career choice and development of the learners. Students can identify at least three career choices and involve their parents and tutors in decision-making. By the end of the program, the learners should have a strong sense of self and an in-depth understanding of careers to enable them in decision-making according to individual profiles. Students should be able to connect their academic work and career path and understand the future. Ultimately, the students should better understand the importance of choosing the right career and working towards achieving their goals for self-development and financial stability.
Intended Recipients and their Career Development Needs
This career guidance and development program is designed for students in high school and higher learning institutions. The target population, in this case, is senior secondary school students in years 11 and 12, which links the students to higher learning institutions. The purpose of designing the program for senior secondary students is twofold. The first reason is the age appropriateness of the target group. Most high senior high school students are aged between 17 to 19 years old, marking the beginning of social, cognitive, and mental development and awareness (Chen et al., 2021). Therefore, they need self-understanding, understanding diverse life values, the workforce environment, and planning for the future.
The second aspect considered in targeting students in the senior secondary is timing. At the 11 and 12 levels of education, students begin planning for higher learning courses which are crucial in determining an individual’s career. Focusing on self-awareness and career exploration can better prepare students to decide on the courses to pursue in higher education, such as vocational centers and universities (Oreopoulos et al., 2017). Malin et al. (2017) state that most individuals make career choices based on interest but with insufficient knowledge of the way forward. Thus, career guidance, counseling, and development are essential in preparing them to explore their identities, interests, cognitive abilities, and expert knowledge.
High school students require enhanced transition assistance to prepare them for higher learning, professional training, and connection to the employment sector. Among the Australian OECD review in career choices is a career guidance and development among the youth to fill the gap in high school student transition to higher learning institutions (Patton, 2019). Likewise, the education committee suggests that career guidance should be compulsory in secondary education to enhance academic achievement and career choice, leading to financial stability and economic boost (Hine, 2019). According to Malin et al. (2017), young people with inadequate career guidance and counseling have a high rate of dropping out of school at the adolescent stage. The resulting impact includes low-income wages, unsatisfied lifestyles, few employment opportunities, and living below the poverty level. Green et al. (2020) state that individuals receiving minimum wage experience the most cases of poor health and mental issues. At the same time, they are more prone to criminal activities to fill the economic deficiencies and sustain their lifestyles.
Early intervention by career guidance and counseling programs can be the solution to eradicating poverty towards community and national growth. A 2017 survey estimated that more than 10% of Australian youths fail to transition from school to the labor market (Patton, 2019). In other findings, disadvantaged groups and indigenous communities experience the most cases of dropping out of school at senior secondary or failing to transition to higher education (Sosnowy et al., 2017). Li and Xie (2020) attribute this finding to psychological issues and societal misconceptions regarding career opportunities. To that end, Grow Skill supports OECD’s initiative by helping learners in senior secondary make the right choices at a crucial stage in their lives for a better and fulfilling future.
The Rationale for the Provision of a Career Development Service
Career Development
Career guidance and development have become a necessity for young learners due to multiple career options, increasing demand for skills in the labor market, and societal pressure to reach one’s career pinnacle quickly (Buser et al., 2017). An individual’s occupation portrays their sense of self and identity in society, and choosing a suitable career is satisfying personally and professionally. Brown et al. (2019) argue that a career path determines a person’s role, value, and self-concept, which requires proper guidance to integrate the various areas. The guidance service is designed to assist students in increasing their potential in diverse skills to have better career options. High school learners require guidance tailored to their unique developmental and cognitive interests, skills, and abilities, which form the foundation of a suitable career (Sosnowy et al., 2017). Understanding one’s skills, values, and abilities are core to career development. Therefore, with the most appropriate career guidance and development program, the learners can achieve these goals effectively by finding insight from their strengths, weaknesses, and abilities to pursue the career of choice.
The program utilizes Holland’s six personality traits to match personal interests to careers, enhancing the development of personal attributes. Holland’s personality traits are well-researched, suggesting that individuals choose careers in an environment that can enhance their creative abilities and values (Whiston et al., 2017). According to Sharif et al. (2019), students get attracted to career activities that match their interests and other background variables, such as academic capability. Consequently, individuals perform better in environments consistent with their interests and variables (Sharif et al., 2019; Galassi, 2017). Based on the theoretical framework, Grow Skills has an assessment program that gauges student behavior in different environments. The approach enables the program counselors to understand individual preferences, interests, and background variables that may impact a student’s career choice for appropriate guidance.
Career Information and Exploration
Students preparing for final exams to join higher learning institutions have a common goal to excel and pursue significant courses. However, academic achievement without a clear vision may lead to future disappointments if the students embark on the wrong career path. Aside from matching individual interests to career choices, students need information about existing opportunities that may significantly influence decision-making (Passmore& Tee, 2021). Holland’s theory of personality traits insists that adequate information is necessary to enable individuals inaccurately match personal interests to a career (Gati et al., 2019). Career information is crucial in decision-making because it enables students to explore diverse options depending on career qualifications, course duration, training courses, occupational characteristics, and job demand in the labor market.
The organization has a model which helps students narrow down their career preferences. The program aims to foster critical thinking and options from diverse career options. The program provides guidelines that enable students to research careers in-depth and find subject areas that match their academic performance, abilities, and interests. Consequently, students understand more the relationship between academic achievement and career options. Once the list of options gets manageable, the counselors can provide information about the options giving recommendations and related careers for consideration. The related careers may be on the list or previously unknown, challenging the students’ minds to weigh the options critically.
Career Education and Participation
Education is a tool for acquiring knowledge and skills which give individuals the potential to pursue excellent careers and secure futures. Students must engage in diverse career options to determine the most appropriate choice at the end of the career intervention program. Passmore and Teem (2021) argue that student participation in career guidance and counseling activities is essential for gaining relevant and updated information about trending issues in the employment sector locally, nationally, and internationally. Student participation in career guidance links academic capabilities and career options, enhancing career preparation and management (Brown et al., 2019). Likewise, educating students about career-related issues foster a better understanding and real-life projection of the future a particular career offers.
Grow Skills encourages students to actively participate in career intervention activities to gain necessary knowledge about their career options. Studies conducted in various countries to determine the impact of career guidance education and active student participation as an integral aspect of accurate decision-making and development of existing potential found that active participation results in positive academic achievement and good career choices (Gati et al., 2019). A meta-analysis confirms that students who participate in career intervention guidance and education services showed a more positive gain in academic achievement than those who do not participate in the activity (Whiston et al., 2017). Similarly, those who actively participated in career guidance and development activities reported gaining knowledge and increased potential in their areas of interest, leading to informed decision-making (Gati et al., 2019). Thus, participation could increase student perception of career options and accuracy in making informed decisions.
Activities included in career education involve occupational orientation, which informs students about the skills and competencies required to match their career preferences. Occupational orientation is significant in career development because it offers knowledge regarding the job market, enabling students to balance their academic qualifications and interest with the available opportunities (Carrico et al., 2017; Li & Xie, 2020). At the same time, the program aims at addressing external factors that may influence decision-making, such as societal pressure and gender issues. Studies show that individual development initiative gender, career self-efficacy and identity, and societal perceptions are primary factors affecting career exploration and decision-making (Reuben et al., 2017 Akosah-Twumasi et al., 2018). For instance, girls face more societal pressure in exploring and choosing careers due to gender stereotyping and gender roles dictated by society (Akosah-Twumasi et al., 2018). Therefore, early intervention from the organization’s career guidance and development services can effectively enhance the teenager’s understanding of diverse careers and the future implication of pursuing each career which will help them make informed decisions.
Improve Parent and Teacher Participation
Grow Skills has a relationship-strengthening program to engage and encourage teachers’ and parents’ participation in the student’s career activities and decision-making. According to Li and Xie’s (2020) research, many students would like their parent’s support and assistance in deciding their future professionally and personally. However, parents require additional support from an efficient career guidance program to help them assist their children in the challenges of making a suitable career choice. The organization offers support through career workshops and initiatives programs that facilitate career awareness and information on various courses. Chen et al. (2021) state that parental influence is significant in teenagers’ career exploration and decision-making. A parent’s work experience, occupational environment, and employment status determine a child’s knowledge about career opportunities and influence lifestyle and aspiration (Tungodden & Willén, 2020; Li & Xie, 2020). Alternatively, parental support, attachment, and parenting style are significant determinants of a child’s future (Passmore& Tee, 2021). With adequate information and guidance, the parents can help match students’ interests to their career choice since they have more knowledge of their children’s personalities and future aspirations that can guide decision-making.
Many teachers lack adequate knowledge in giving career advice and supporting students in career decision-making. Facilitating teachers’ participation in career activities can effectively enhance the teacher’s ability to give career advice and potential development to their students (Coleman, 2021). Teachers’ career guidance intervention program has proved to be an effective strategy in numerous institutions where the administration reported to be more equipped with career guidance and support approaches (Green et al., 2020). Significantly, enabling teachers to participate in career guidance and development activities with their students enhance in-service professional development leading to long-term benefits for the institution.
Benefits And Challenges of The Development and Provision of The Proposed Career Development Services Provision to Students, Staff, and The Administration
Benefits
Career Opportunities
Career guidance and development are vital in any institution, particularly senior secondary education. Counseling promotes academic achievement and the development of student potential fostering excellent career choices and bright futures (Malin et al., 2017). Through support, collaboration and leadership, the program offers educational experiences for students, teachers, and parents concerning career opportunities and choice (Passmore& Tee, 2021). With adequate guidance, students can make excellent choices and successfully transition to higher education and the employment market. Therefore, career guidance and service provision allow students to understand their abilities and interest, which they can relate to future employment and long-term plans in adulthood.
Professional Training
Training is vital in providing high school students with guidance and career development services. Inadequate training hinders service delivery and the organization’s success in enabling students to discover, understand and match their interests and academic capabilities to the most suitable career (Green et al., 2020). Most teachers in secondary schools have little training in the counseling field, leading to career misconceptions. As service providers in career guidance and development, providing services in the school enhances professionalism in career guidance and development among students. In Germany, Hutterer et al. (2022) report that teachers lack enough counseling skills resulting in setbacks during career guidance and development since students are unaware of career options, opportunities, and educational transitions to enter the workforce. Similarly, inadequate training and service provision is the primary factor affecting global counseling programs in secondary schools (Passmore & Tee, 2021). Thus, the program offers professional training in career guidance and counseling skills to facilitate effective integration with career opportunities and development.
Additionally, the guidance program provides the design, implementation, and evaluation of comprehensive guidance programs to teachers and the administration, enhancing the long-term efficacy of career development in the institution. Research by Coleman (2021) indicates that teachers were more prepared to manage and guide students through career preparation after going through career guidance and provision service. Likewise, Grow Skills career guidance services have an effective and lasting impact on teachers and the administration’s effectiveness in guiding and promoting students’ academic transition and future endeavors.
Challenges
Negative Attitudes towards Career Counseling Provision Services
Some secondary schools may have negative perceptions and beliefs toward career guidance programs. Negative attitudes affect the implementation and effective delivery of career guidance and development activities, affecting student outcomes. For instance, Coleman (2021) and (Hine, 2019) argue that most secondary school students experience career development problems due to personality perception influenced by their teacher’s or school counselors’ attitudes. Others studies show that students believe any career is attainable and do not require services from career guidance organizations to make decisions and achieve the desired goal. Galassi (2017) attributes the attitudes to school administrators’ ignorance and negativity, who regard career counseling as a low-priority factor in schools. In line with that, career guidance and development service provision may be ineffective, leading to unsuccessful outcomes.
Conclusion
Career guidance and development are imperative in individual lives, particularly in the early stages of education. Today, society has become competitive in employment, with numerous upcoming careers and others becoming outdated. Thus, students need to be updated on trends in career qualifications, available opportunities, and the long-term implications of each career option. Career guidance services ensure students choose a career according to their interests and narrow them down to the most suitable choices given the multiple and diverse opportunities which may cause a dilemma. Career guidance is essential in the development of individuals socially and economically. Students who go through counseling and development have better education transitions and career choices, lead good lives, and are financially stable. Despite the effectiveness of career programs in providing a better future to students, the organizations may face numerous challenges during service delivery from the school management. Secondary schools should strive to promote career guidance and development to enhance integration with career provision services and promote healthy career decision-making
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