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(lái)的工作相匹配。幫助學(xué)生尋找就業(yè)機(jī)會(huì)，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(gè)步驟組成旨在回答特定的問(wèn)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(huì)，學(xué)生在高校的時(shí)

3、候就知道以后就業(yè)很困難，大學(xué)所選的專(zhuān)業(yè)并不是符合自己特長(zhǎng)和興趣的專(zhuān)業(yè)，畢業(yè)后找工作，競(jìng)爭(zhēng)很大，并不容易成功，尤其是對(duì)那些求職者很多、但市場(chǎng)需求少，薪酬高、福利待遇好，工作時(shí)間安排合理，能夠給雇主帶來(lái)效益，并且自己發(fā)展空間很大的工作，競(jìng)爭(zhēng)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(lái)的就業(yè)及更好的發(fā)展。根據(jù)美國(guó)商會(huì)的統(tǒng)計(jì)，失業(yè)問(wèn)題里個(gè)人職業(yè)規(guī)劃不科學(xué)的百分?jǐn)?shù)是很驚人的一個(gè)比值，即62%?？四镜貐^(qū)教育機(jī)構(gòu)(GWAEA)，一個(gè)中

4、間機(jī)構(gòu)服務(wù)荷華州中部以東33個(gè)東中央愛(ài)荷華州學(xué)區(qū)學(xué)生，2000年以來(lái)主要研究職業(yè)規(guī)劃不科學(xué)的人在工作困難時(shí)期怎樣克服困難，以及提出個(gè)人職業(yè)規(guī)劃的制定應(yīng)該是學(xué)生在高校時(shí)就應(yīng)該制定。</p><p>　　GWAEA對(duì)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?chē)?yán)重，很多學(xué)生在不斷地努力地找工作并沒(méi)有保持良好的工作。超過(guò)40%的畢業(yè)生屬于失業(yè)人員，超過(guò)20%的為高中沒(méi)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(méi)有相關(guān)的知識(shí)與技能，也沒(méi)有制定科學(xué)的職業(yè)規(guī)劃，沒(méi)有工作經(jīng)驗(yàn)，另外，他們也沒(méi)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(zhǎng)、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(lái)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(guó)教育部門(mén)的辦公室，關(guān)注教育計(jì)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(duì)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(gè)步驟組成旨在回答特定的問(wèn)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(guò)去這一年的工作，主要是在農(nóng)場(chǎng)工作。雖然他有興趣做汽車(chē)銷(xiāo)售員，因?yàn)樗赣H的職業(yè)是汽車(chē)銷(xiāo)售員，但是他在過(guò)去三年沒(méi)有明確的想法，沒(méi)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(duì)韋斯利杜沙姆進(jìn)行職業(yè)興趣測(cè)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(duì)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(shí)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(guó)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(gè)性化、專(zhuān)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(shí)習(xí)的機(jī)會(huì)，有時(shí)候這些指導(dǎo)超過(guò)了在高校四年的學(xué)習(xí)，因?yàn)樗塬@得更多的經(jīng)驗(yàn)。職業(yè)生涯規(guī)劃指導(dǎo)機(jī)構(gòu)是一個(gè)專(zhuān)門(mén)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(duì)一的指導(dǎo)機(jī)構(gòu)，給予學(xué)生個(gè)性化的培訓(xùn)與指導(dǎo)，以及咨詢。能夠?qū)W(xué)生進(jìn)行專(zhuān)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