职业规划 外文翻译 外文文献 英文文献 两篇.doc

附：原文一connecting students to careersjohn a nietupski techniques j2008，(2)：26-29the article reports on the career connections program which is developed to 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 their skills and interests. career connections is comprised of six program elements which are designed to answer specific question that can guide the students career path.key words: college students; career planningyoung people searching for employment opportunities fresh our ofhigh school know how difficult it can be to find openings that hetheir skills and interests. it isnt easy successfully 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 individu-alsand even more so for a young person who happens to have a disability.according to the united states chamber of commerce, the unemploymentrate for individuals with disabilities is a staggering 62 percent. the gramwood area education agency (gwaea), an intermediate agency that serves33 east central iowa school districts, began working in 2000 to determine why young people with disabilities were having a difficult time transitioning fromhigh school to the world of work.gwaea was particularly disturbed by its follow-up survey findings whichshowed that students in the middle range of the severity continuum werestruggling to find and keep good jobs. more than 40 percent of graduatesserved in what were called self-contained with integration programs andwere unemployed, and more than 20 percent only worked pan time within 18months of leaving high school. the agency determined that one explanationfor the numbers is the fact chat students had insufficient career explorationand work experiences in high school. as a result, most graduated with no realidea of what they wanted to do. compounding the problem was the iact thatmany students either did not seek or did not qualify for adult services thatmight have helped them enter a career that matched their talents and interests.career connectionscareer connections was created to help high school students with disabilitiesidentify career goals and then find, learn and keep jobs that match those goals.founded in 2001 with grants from the u.s, department of educations officeof special education programs, career connections is a collaborative effortinvolving students, families, school staff. gwaea and community rehabilita-tion agencies such as goodwill industries of the heartland and advancementservices of jones county, the program has expanded to serve 60 to 70 stu-dents annually from 21 iowa high schools, with districts paying for programservices. the progratn was developed on the premise that students withdisabilities need extra training and support to be successful in the workforce.it has six program elements, each designed to answer a specific question that will help guide the students career path.career connectionsprogram element question addressed by elementestablish a relationship withand get to knoa/ the student: record review teacher, parent, student interviews school-community observations career interest inventorieswhat are the students career dreams,general skill levels and areas in need oftraining and support?person-centered careerplanning sessions: team of students choosing review work history, skills and interests identify ideal job elements andoccupations to investigate identify barriers to an ideal job next steps and action planning what career options should beexplored? what are must-have and must-avoidelements of students ideal job? what is our plan for helping studentsobtain their ideal job? who can help implement the plan?fifth-year communitywork exploration: job shadows short-term work experiences and tryouts six to eight weeks of work experiences what career area is of greatest interestto the student? what are the students support ortraining needs?fifth-year internships: six- to 12-week paid internships coaching or co-worker supportdevelopment internship meets student career goals? is student qualified for suchemployment or is another internshipwarranted? will employer hire or provide a referral?additional skill trainingand support as needed: community college coursework resume, job application and interviewskill training transportation training behavioral and social skill teachingand support community service linkage what related skills or services does thestudent need for employment success?paid employment and program exit: convert internship into paid employmentor develop job that matches career goal provide training and support untilstudent is employed for 60 daysshould the student: exit special education and the program? continue to receive career connectionssupport on the job? exit to adult system long-term supports?career connections outcomeswesley luicharme was rclerred to the program this past year fromone of the rural districts participating. although he had an interestin automobiles because of his fathers 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 staff startedworking with ducharme by going through the yes (your employ-ment selectionsmorgan, 2003) cd-rom-based career interestinventory. this program shows short clips of various jobs, withstudents indicating preferences among the choices presented anddescribing the appealing or unappealing job elements.implicationsthe national secondary transition technical assistance centernotes that desirable employment outcomes for students with dis-abilities dont just happen. rather, success is dependent uponstrong school programs that provide personalized, intensive 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 effectiveness of such an approach. one-on-onecounseling, training and personalized involvement with eachstudent are what make the program such a success. the dedicationof our staff, students determination and support, and families andemployers are key to making things click.外文文献翻译（附原文）译文一：关于高校学生的职业生涯规划john a nietupski techniques j2008，(2)：26-29摘要：本文主要研究的是关于帮助高校学生找出他们的不正确的职业规划目标，制定科学的职业规划目标，以能够与将来的工作相匹配。帮助学生寻找就业机会，达到所找的工作与他们的技能和兴趣相符合。职业生涯规划是由相关元素的六个步骤组成旨在回答特定的问题，引导学生制定适合自己的职业发展规划。关键词：高校学生；职业生涯规划年轻人经常寻找新的就业机会，学生在高校的时候就知道以后就业很困难，大学所选的专业并不是符合自己特长和兴趣的专业，毕业后找工作，竞争很大，并不容易成功，尤其是对那些求职者很多、但市场需求少，薪酬高、福利待遇好，工作时间安排合理，能够给雇主带来效益，并且自己发展空间很大的工作，竞争压力更大，但是目前很多学生的职业规划不科学，这不利于学生将来的就业及更好的发展。根据美国商会的统计，失业问题里个人职业规划不科学的百分数是很惊人的一个比值，即62%。克木地区教育机构(gwaea)，一个中间机构服务荷华州中部以东33个东中央爱荷华州学区学生，2000年以来主要研究职业规划不科学的人在工作困难时期怎样克服困难，以及提出个人职业规划的制定应该是学生在高校时就应该制定。gwaea对学生毕业后就业情况的调查结果感到十分不满意，学生处于待业的情况很严重，很多学生在不断地努力地找工作并没有保持良好的工作。超过40%的毕业生属于失业人员，超过20%的为高中没有毕业就辍学的学生。他们想早点找工作，可是没有相关的知识与技能，也没有制定科学的职业规划，没有工作经验，另外，他们也没有在相关职业规划指导机构进行咨询职业规划，他们应该在职业规划指导机构的指导下制定适合自己的职业规划，与他们的特长、兴趣相匹配。职业生涯规划职业生涯规划是用来帮助职业规划不科学的高校学生确定自己的职业目标, 然后找到与学习和保持这些目标相匹配的工作。创立于2001年,以接受美国教育部门的办公室，关注教育计划，涉及到学生、家庭、学校工作人员的职业生涯规划。对职业规划不科学的人进行培训和指导，帮助他们制定适合自己的、科学的职业生涯规划，让他们能成功就业。职业生涯规划是由相关元素的六个步骤组成旨在回答特定的问题，引导学生制定适合自己的职业发展规划。职业生涯规划的要素相关问题建立一个关系去了解学生记录审查采访老师、家长、学生职业规划指导机构指导职业兴趣实现学生职业梦想需要什么技能和培训与指导？以人为本的职业生涯规划要点:学生团队的选择确定工作的内容、所需技能和工资确定理想的职业职业调查确定一份理想的工作的壁垒下一个步骤和行动计划职业选择应该探讨什么？什么是必须拥有的和必须避免的元素对于学生理想的工作？我们帮助学生获得理想工作的计划是什么？谁能帮助实施这项计划？五年制社区的勘探工作 工作阴影 工作经验和试用期 六到八周的工作经验 学生制定职业生涯的最大好处是什么？ 对学生进行哪些培训和指导？ 五年实习 六到十二周的实习 上司与同事的支持发展 实习能满足学生的职业目标吗？ 实习是为了更好地就业，这样值得吗？ 将会得到雇主的雇佣和提拔吗？额外的技巧训练和根据需要的指导 校内的课程 简历、求职、面试的培训 组织管理能力、团队协作能力等的培训 学生成功就业需要哪些技能和技巧？带薪实习 将无薪的实习转化为带薪实习或寻找与职业目标相匹配的工作 学生实习期60天应该提供培训和指导学生应该怎样做： 退出特殊教育和机构？ 继续接受职业生涯指导？ 接受相关职业规划指导机构的长期支持？职业生涯规划的结果韦斯利杜沙姆提到过去这一年的工作，主要是在农场工作。虽然他有兴趣做汽车销售员，因为他父亲的职业是汽车销售员，但是他在过去三年没有明确的想法，没有他很想做的事。他不知道,如何进一步确定自己的职业生涯规划。职业生涯规划的指导人员对韦斯利杜沙姆进行职业兴趣测试，帮助他制定了适合自己的职业生涯规划。韦斯利杜沙姆根据职业生涯规划，找到了与自己技能、兴趣相匹配的工作，让自己更好的发展。职业生涯规划指导人员应该对学生进行更多的职业生涯规划指导，帮助他们制定适合自己的职业生涯规划，让他们毕业后能找到适合自己的工作，减少高校学生就业时的失业率。职业生涯规划指导机构的意义 国家就业指导中心，注意到成功就业的学生获得高薪酬，高待遇的成果，这不只是“偶然”，他们之所以成功，取决于个性化、专业化的职业生涯规划课程的学习，以及职业生涯规划指导机构的指导，实习的机会，有时候这些指导超过了在高校四年的学习，因为它能获得更多的经验。职业生涯规划指导机构是一个专门的机构，它能够帮助学生制定有效的职业生涯规划，它是一对一的指导机构，给予学生个性化的培训与指导，以及咨询。能够对学生进行专业化指导，帮助、指导他们制定适合自己的职业生涯规划。 附原文二：long-range planning motivates students & personalizes instruction.dedmond,rebecca m.techniques: connecting education and careersj2009，(3)：20-22the article discusses the importance in establishing a long-term career and educational plan to motivate students to value education amidst the pressures and trials that they face in their adolescent years. it notes that students who engage in the plan get a better understanding of the great payoffs for exerting effort in education and can have confidence for their future. it states that the plan offers educators a glimpse of their students ambitions and can guide them on their way through.key words: educational planning; studentsmany high school stu-dents, whether at risk or college-bound, faceihe same challenge:maintaining the personal drive to stay academically focused and disciplined through the tribulations and pressures of the teenage years and early 20s. when young people are confronted with any of the myriad problems (academic, financial, personal) they are likely to meet on the path to adulthood, giving up or back- scaling their goals is extremely tempting. how can educators help ignite drive and enthusiasm in /students? how can a busy classroom teacher hope to con-nect with students and understand their unique motivators when asked to take on an advisory role? one proven strategy that speaks to both questions is to facili- tate the development of a comprehensive10-year career and education plan. this sure-fire approach gets students to value education and make the most of their time in school while providing educa-tions with insights into what sparks each students interest.the process of long-range planningincreased student motivation begins when students can articulate why completing postsecond-ary education or training is necessary for entry into a productive and sclf-.sufficient adulthood. students who are actively engaged in creating 10-year plans in a course dedicated to this processand in updating their plans with teachers or advisers throughout high school and collegedevelop an intrinsic understanding of the payotts for exerting the educational eftor t necessary and, just as important, the lifelong consequences of not getting a good education. the biggest payoff for students is the planning process itself. once young people can visualize and then create the detailed roadmap of their plan, confidence builds and fear of an unknown future lessens. when teachers and advisers guide students through a planning process built on personal contemplation and the ilioughtfiil deliberation of cherished dreams and goals, students are less likely to give up their plans when roadblocks pre.sent themselves. this recommendation is in contrast to the four-year high school graduation plans popular uiday. a plan limited to high school completion does not provide the motivational ingredient required to make the necessary shift in at- titudes, particularly for high-risk students, when graduation from high school is seen as an end rather than a means, students who question the value of education will see no reason to apply themselves to their studies, much less pursue postsecondary educational options. to have the impact necessary, young people need to envision and then jilaii for a career beyond school.reaping the rewards the biggrst payoh for educators striv-ing to personalize their insi ruction is a formalized plan that proviclc. glimpses of who their students arc, and, more impor- tantly, who they want to become. educa-tors who can help young people create a visi(tn ol aproductie aduitliood that matches their lilcstyle expectations and the plan to aecomplish their goals willsuccessfully motivate students to step out- side their academic comfort zone, apply themselves to their studies, and acquirethe education necessary to realize their career and life aspirations. as the country seeks to curb an alarming high school and college dropout problem, career and technology educators are in a unique position to assume a leadership role in this effort. their experience and sensibilities make them ideal candidates to deliver the courses that culminate with the develop- ment of quantitative and meaningful 10- year plans and to participate in the review and updating of student plans throughoul their course of study. by advocating for the implementation of a 10-year plan for all students, educators can alter their students relationship with education, which in uirn will impact their schools dropout rates. the result; students who can internalize the connection betwe