Should I use a computer-assisted career guidance system? It depends on where your career decision-making difficulties lie

2001 ◽  
Vol 29 (3) ◽  
pp. 301-321 ◽  
Author(s):  
Itamar Gati ◽  
Noa Saka ◽  
Mina Krausz
Keyword(s):  
Decision Making ◽  
Career Guidance ◽  
Career Decision ◽  
Guidance System ◽  
Computer Assisted ◽  
Career Decision Making ◽  
Career Guidance System

Styles of Career Decision-Making

2007 ◽  
Vol 16 (2) ◽  
pp. 20-28 ◽  
Author(s):  
Jenny Bimrose ◽  
Sally-Anne Barnes
Keyword(s):  
Decision Making ◽  
Longitudinal Study ◽  
Career Guidance ◽  
Case Study Research ◽  
Career Decision ◽  
Time Frame ◽  
Career Decision Making ◽  
The Third ◽  
Decision Making Styles

Distinctive styles of client decision-making have emerged from case study research into the effectiveness of career guidance. This paper explores some findings from the third year of a longitudinal study currently underway in England, which relate to the ways clients approach transitionpoints in their careers and make the decisions that move them on. Data analysis reveals four career decision-making styles: evaluative, strategic, aspirational and opportunistic. Overall, it is evident that the choices and decisions made as individuals progress towards longer-term career destinations are multi-dimensional, complex, sometimes being implemented over an extended time frame and not always rational. For practice, implications of these findings include the need for practitioners to place less emphasis on planning for certainty and more tolerance of undecidedness.

scholarly journals A Theory for Everything? Is a Knowledge of Career Development Theory Necessary to Understand Career Decision Making?

2017 ◽  
Vol 13 (7) ◽  
pp. 320 ◽  
Author(s):  
Robert J. Matthews
Keyword(s):  
Decision Making ◽  
Career Development ◽  
Career Guidance ◽  
Career Decisions ◽  
Informed Choice ◽  
Career Decision ◽  
Rational Approach ◽  
Development Theory ◽  
Career Decision Making ◽  
Past Experiences

Career decisions are complex ones. Whether clients plan their career in a systematic way, carefully considering their options and making an informed choice or build their careers their own way seizing opportunities, taking chances and profiting from chance and serendipity, career guidance professionals need a least a cursory knowledge of career development theory to adequately understand these decisions. As practitioners, we do not work with homogenised groups, we work with individuals with varying levels of internal and external constraints on career choice. Career decisions are not always made in a considered and informed way. Evidence from Brimrose (2006) suggest that only 25% of the population use a strategic or rational approach to career decision making. In fact, Gladwell (2005) suggests intuitive decision making may be more effective. As Mitchell (2003) attests careers are seldom planned but are often developed by being aware of and acting on the landmarks that appear on the way (Mitchell, 2003, p.4). This dichotomy has led to certain amount of ambivalence to career theory from practitioners. Kidd, et al, (1994) found that practitioners were virtually unanimous in their dismissal of the value of theories of guidanceit was frequently described as airy-fairy or wooly (Kidd, et al, 1994, p.391). Closs (2001) argues that practitioners should focus on meeting the needs of clients and not concern themselves with theory. While development theory can attempt to explain the past experiences, quantifying chance and clients ability to profit from it, is more difficult. However, an understanding of career development theory can help us adapt our professional practice to individual need.

scholarly journals Parental Control and Career Decision-making Among Arab Women in the United Arab Emirates

2021 ◽  
Author(s):  
Nada Labib
Keyword(s):  
Decision Making ◽  
United Arab Emirates ◽  
Young Women ◽  
Career Guidance ◽  
Career Decision ◽  
Constructivist Grounded Theory ◽  
Career Goals ◽  
Career Decision Making ◽  
Guidance Programs ◽  
Cultural Conformity

This article draws on an analysis of interviews with a group of young women from diverse Arab backgrounds in the United Arab Emirates (UAE) to examine the roles their parents played in their higher education and career decision-making (CDM). A constructivist grounded theory (CGT) methodology guided the study and enabled the examination of the career decision-making experiences of these women within their wider sociocultural context. Parents were found to play significant roles in co-constructing career decisions with their daughters. These decisions were joint and interactive where career goals and the means of attaining them were shared and negotiated, however, generally under the control and direction of parents. This article aims to demonstrate the implicit and explicit ways in which parents controlled their daughters’ CDM, and how this occurred within the parameters of gendered and cultural conformity. The article concludes with recommendations for education policymakers in the UAE, particularly in regard to involving parents in career guidance programs in order to help young women actualize their career goals.

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