Blog 7 - Chapter 8

After reading chapter eight of Brown’s (2012) text, I was able to make connections between the content of the chapter and class on October 9^th. Chapter eight discussed the major sources of occupational information and where these sources could be located. Chapter eight also explained how to utilize this information at all stages of development, spanning from children to retirees (Brown, 2012). Because traditional printed sources are less preferred, the production of online occupational resource networking is favored, streaming at the finger tips of any information-seeking web surfer (Brown, 2012). O*NET and The Occupational Outlook Handbook are two of the most comprehensive and helpful sources (Brown, 2012). O*NET, The Occupational Information Network, consists of a comprehensive database including information in six areas including worker characteristics, worker requirements, experience requirements, occupational requirements, occupation-specific requirements, and occupation characteristics (Brown, 2012). O*NET also encompasses a Holland Type assessment component (Brown, 2012). The Occupational Outlook Handbook analyzes occupation fields and individual occupations in order to make predictions and projections about growth in the given area, while also providing brief narratives of duties, conditions of work, average salary, and educational/ experiential requirements (Brown, 2012).

While these are the two main sources of occupational information, there are many other ways in which to gain knowledge about various career fields, including simulations, games, interviews with experts, direct observations, job shadowing, career days, career conferences, work experience programs, and career fairs (Brown, 2012). As stated in class on Wednesday, Krumboltz explained (through his learning theory) that people’s personalities and behavioral repertoires can be explained most usefully on the basis of their personal, unique learning experiences, while also acknowledging the roles of innate and developmental processes (Brown, 2012). Krumboltz described two different types of these learning experiences, including instrumental learning (or active learning, in which the individual participates in producing results in a given environment) and associative learning (or passive learning, in which the individual reacts to external stimuli, by comprehending observations or by pairing events in a given time or place) (Brown, 2012).  Some individuals in the career development process may favor active instrumental learning experiences, while others may seek passive associative learning approaches. An instrumental learner would most likely benefit from interactive career simulations, career games (like Jeopardy!), internships, and apprenticeships (Brown, 2012). An associative learner would most likely benefit from interviews with experts, direct observation of desired occupations, and job shadowing (Brown, 2012). Both instrumental and associative learners may benefit from career days, career conferences, work experience programs, and career fairs as they incorporate both active and passive learning encounters (Brown, 2012).

These resources for occupational information not only provide information about occupations of interest, but also many resources utilize the P-E structure to connect the individual to their desired field of work by providing the availability and growth projections of the sought job in the individual’s environment (Brown, 2012). This helps career-seekers develop a realistic path to a career in demand.    

Brown, D. (2012).  Career information, career counseling, and career development (10^th ed.). New York: Pearson Education, Inc.