職業(yè)規(guī)劃外文文獻(xiàn)翻譯---關(guān)于高校學(xué)生的職業(yè)生涯規(guī)劃

1、<p>　　外文文獻(xiàn)翻譯（附原文）</p><p><b>　　譯文一：</b></p><p>　　關(guān)于高校學(xué)生的職業(yè)生涯規(guī)劃</p><p>　　John A Nietupski </p><p>　　Techniques [J]．2008，(2)：26-29．</p><p>　　

2、摘要：本文主要研究的是關(guān)于幫助高校學(xué)生找出他們的不正確的職業(yè)規(guī)劃目標(biāo)，制定科學(xué)的職業(yè)規(guī)劃目標(biāo)，以能夠與將來的工作相匹配。幫助學(xué)生尋找就業(yè)機(jī)會，達(dá)到所找的工作與他們的技能和興趣相符合。職業(yè)生涯規(guī)劃是由相關(guān)元素的六個步驟組成旨在回答特定的問題，引導(dǎo)學(xué)生制定適合自己的職業(yè)發(fā)展規(guī)劃。</p><p>　　關(guān)鍵詞：高校學(xué)生；職業(yè)生涯規(guī)劃</p><p>　　年輕人經(jīng)常尋找新的就業(yè)機(jī)會，學(xué)生在高校的時

3、候就知道以后就業(yè)很困難，大學(xué)所選的專業(yè)并不是符合自己特長和興趣的專業(yè)，畢業(yè)后找工作，競爭很大，并不容易成功，尤其是對那些求職者很多、但市場需求少，薪酬高、福利待遇好，工作時間安排合理，能夠給雇主帶來效益，并且自己發(fā)展空間很大的工作，競爭壓力更大，但是目前很多學(xué)生的職業(yè)規(guī)劃不科學(xué)，這不利于學(xué)生將來的就業(yè)及更好的發(fā)展。根據(jù)美國商會的統(tǒng)計，失業(yè)問題里個人職業(yè)規(guī)劃不科學(xué)的百分?jǐn)?shù)是很驚人的一個比值，即62%?？四镜貐^(qū)教育機(jī)構(gòu)(GWAEA)，一個中

4、間機(jī)構(gòu)服務(wù)荷華州中部以東33個東中央愛荷華州學(xué)區(qū)學(xué)生，2000年以來主要研究職業(yè)規(guī)劃不科學(xué)的人在工作困難時期怎樣克服困難，以及提出個人職業(yè)規(guī)劃的制定應(yīng)該是學(xué)生在高校時就應(yīng)該制定。</p><p>　　GWAEA對學(xué)生畢業(yè)后就業(yè)情況的調(diào)查結(jié)果感到十分不滿意，學(xué)生處于待業(yè)的情況很嚴(yán)重，很多學(xué)生在不斷地努力地找工作并沒有保持良好的工作。超過40%的畢業(yè)生屬于失業(yè)人員，超過20%的為高中沒有畢業(yè)就輟學(xué)的學(xué)生。他們想早點(diǎn)找

5、工作，可是沒有相關(guān)的知識與技能，也沒有制定科學(xué)的職業(yè)規(guī)劃，沒有工作經(jīng)驗，另外，他們也沒有在相關(guān)職業(yè)規(guī)劃指導(dǎo)機(jī)構(gòu)進(jìn)行咨詢職業(yè)規(guī)劃，他們應(yīng)該在職業(yè)規(guī)劃指導(dǎo)機(jī)構(gòu)的指導(dǎo)下制定適合自己的職業(yè)規(guī)劃，與他們的特長、興趣相匹配。</p><p><b>　　職業(yè)生涯規(guī)劃</b></p><p>　　職業(yè)生涯規(guī)劃是用來幫助職業(yè)規(guī)劃不科學(xué)的高校學(xué)生確定自己的職業(yè)目標(biāo), 然后找到與學(xué)習(xí)和保

6、持這些目標(biāo)相匹配的工作。創(chuàng)立于2001年,以接受美國教育部門的辦公室，關(guān)注教育計劃，涉及到學(xué)生、家庭、學(xué)校工作人員的職業(yè)生涯規(guī)劃。對職業(yè)規(guī)劃不科學(xué)的人進(jìn)行培訓(xùn)和指導(dǎo)，幫助他們制定適合自己的、科學(xué)的職業(yè)生涯規(guī)劃，讓他們能成功就業(yè)。職業(yè)生涯規(guī)劃是由相關(guān)元素的六個步驟組成旨在回答特定的問題，引導(dǎo)學(xué)生制定適合自己的職業(yè)發(fā)展規(guī)劃。</p><p><b>　　職業(yè)生涯規(guī)劃的結(jié)果</b></p&g

7、t;<p>　　韋斯利杜沙姆提到過去這一年的工作，主要是在農(nóng)場工作。雖然他有興趣做汽車銷售員，因為他父親的職業(yè)是汽車銷售員，但是他在過去三年沒有明確的想法，沒有他很想做的事。</p><p>　　他不知道,如何進(jìn)一步確定自己的職業(yè)生涯規(guī)劃。職業(yè)生涯規(guī)劃的指導(dǎo)人員對韋斯利杜沙姆進(jìn)行職業(yè)興趣測試，幫助他制定了適合自己的職業(yè)生涯規(guī)劃。韋斯利杜沙姆根據(jù)職業(yè)生涯規(guī)劃，找到了與自己技能、興趣相匹配的工作，讓自己

8、更好的發(fā)展。職業(yè)生涯規(guī)劃指導(dǎo)人員應(yīng)該對學(xué)生進(jìn)行更多的職業(yè)生涯規(guī)劃指導(dǎo)，幫助他們制定適合自己的職業(yè)生涯規(guī)劃，讓他們畢業(yè)后能找到適合自己的工作，減少高校學(xué)生就業(yè)時的失業(yè)率。</p><p>　　職業(yè)生涯規(guī)劃指導(dǎo)機(jī)構(gòu)的意義</p><p>　　國家就業(yè)指導(dǎo)中心，注意到成功就業(yè)的學(xué)生獲得高薪酬，高待遇的成果，這不只是“偶然”，他們之所以成功，取決于個性化、專業(yè)化的職業(yè)生涯規(guī)劃課程的學(xué)習(xí)，以及職業(yè)生

9、涯規(guī)劃指導(dǎo)機(jī)構(gòu)的指導(dǎo)，實習(xí)的機(jī)會，有時候這些指導(dǎo)超過了在高校四年的學(xué)習(xí)，因為它能獲得更多的經(jīng)驗。職業(yè)生涯規(guī)劃指導(dǎo)機(jī)構(gòu)是一個專門的機(jī)構(gòu)，它能夠幫助學(xué)生制定有效的職業(yè)生涯規(guī)劃，它是一對一的指導(dǎo)機(jī)構(gòu)，給予學(xué)生個性化的培訓(xùn)與指導(dǎo)，以及咨詢。能夠?qū)W(xué)生進(jìn)行專業(yè)化指導(dǎo)，幫助、指導(dǎo)他們制定適合自己的職業(yè)生涯規(guī)劃。</p><p><b>　　附：原文一</b></p><p>　　

10、Connecting Students To Careers</p><p>　　John A Nietupski </p><p>　　Techniques [J]．2008，(2)：26-29．</p><p>　　The article reports on the Career Connections program which is developed t

11、o help highschool students with disabilities identify their career goals, and keep the jobs that match those goals. The program helps the special needs students search for employment opportunities that conforms with thei

12、r skills and interests. Career Connections is comprised of six program elements which are designed to answer specific question that can guide the student's career path.</p><p>　　Key words: College studen

13、ts; Career planning</p><p>　　Young people searching for employment opportunities fresh our ofhigh school know how difficult it can be to find openings that Hetheir skills and interests. It isn't easy suc

14、cessfully competing withother jobseekers for those all too rare positions that pay a goodwage, have reasonable hours, and offer employer benefits andprospects for advancement. This is a daunting undertaking for many indi

15、vidu-als—and even more so for a young person who happens to have a disability.According to the United Stat</p><p>　　Career ConnectionsCareer Connections was created to help high school students with disabili

16、tiesidentify career goals and then find, learn and keep jobs that match those goals.Founded in 2001 with grants from the U.S, Department of Education's Officeof Special Education Programs, Career Connections is a col

17、laborative effortinvolving students, families, school staff. GWAEA and community rehabilita-tion agencies such as Goodwill Industries of the Heartland and AdvancementServices of Jones County, T</p><p>　　Care

18、er Connections' Outcomes</p><p>　　Wesley lUiCharme was rclerred to the program this past year fromone of the rural districts participating. Although he had an interestin automobiles because of his father

19、's occupation as a car salesper-son, he approached the end of his senior year with no clear idea asto what he wanted to do. He did know for sure though that furtherschoolwork was not in his plans. Career Connections&

20、#39; staff startedworking with DuCharme by going through the YES ("Your Employ-ment Selections"—Morgan, 2003) CD-ROM-ba</p><p>　　Implications</p><p>　　The National Secondary Transition

21、 Technical Assistance Centernotes that desirable employment outcomes for students with dis-abilities don't "just happen." Rather, success is dependent uponstrong school programs that provide personalized, i

22、ntensive careerexploration opportunities and customized supports. Sometimesthose services need to extend beyond the typical four-year highschool experience. Career Connections is one program that hasdemonstrated the effe