Skill-driven recommendations for job transition pathways.

Job security can never be taken for granted, especially in times of rapid, widespread and unexpected social and economic change. These changes can force workers to transition to new jobs. This may be because new technologies emerge or production is moved abroad. Perhaps it is a global crisis, such as COVID-19, which shutters industries and displaces labor en masse. Regardless of the impetus, people are faced with the challenge of moving between jobs to find new work. Successful transitions typically occur when workers leverage their existing skills in the new occupation. Here, we propose a novel method to measure the similarity between occupations using their underlying skills. We then build a recommender system for identifying optimal transition pathways between occupations using job advertisements (ads) data and a longitudinal household survey. Our results show that not only can we accurately predict occupational transitions (Accuracy = 76%), but we account for the asymmetric difficulties of moving between jobs (it is easier to move in one direction than the other). We also build an early warning indicator for new technology adoption (showcasing Artificial Intelligence), a major driver of rising job transitions. By using real-time data, our systems can respond to labor demand shifts as they occur (such as those caused by COVID-19). They can be leveraged by policy-makers, educators, and job seekers who are forced to confront the often distressing challenges of finding new jobs.

Restructuring career counselling ventures of a mentoring program for medical students in the course of the COVID-19 pandemic.

Objectives: Due to the COVID-19 pandemic, medical curricula face major challenges. This also applies to mentoring programs, where face-to-face meetings are considered essential. Methods: The LMU Munich medical faculty mentoring program (MeCuM-Mentor) adapted to counteract the unforeseen pause of conventional course formats and associated uncertainty of many students. We here present an approach to transform the established large scale or group mentoring events of our program into online formats. Three projects are presented as examples: 1. HowTo Klink (HK), mainly informative in nature and with peer-mentoring character, 2. FacharztDuell (FAD) and 3. "Auf ein Gespräch mit... (AEGM)", both with a focus on career counseling. Results: Initial evaluations show a similarly high participation rate and a high level of satisfaction among the participating students. Students' evaluation of whether the projects presented should take place in presence or in online format has so far shown no clear trend. Conclusion: Prospective studies are necessary to investigate the effectiveness of these online formats and analyse differences in participant behaviour. The extent to which online mentoring can replace classic mentoring functions has to be discussed anew.

Professional development perspectives across gender and age groups of under-qualified rural NEETs.

Our study explored how self-efficacy perceptions are associated with Perceived Barriers (PB), meaning beliefs about constraints on current/future vocational development, and Professional Expectations (PE) among rural, under-qualified youths Not in Employment, nor in Education or Training (NEET). We also analyzed how the connections between these factors varied across gender and age groups. One hundred and eighty-eight NEETs participated in this study (58.20% female; (M = 23.05; standard deviation = 1.96). Through linear regression analysis using PROCESS macros, we found that higher self-efficacy was associated with stronger PB, after accounting for the effects of training offers and income. Moreover, men showing stronger self-efficacy also displayed stronger PB, while men depicting weaker self-efficacy presented weaker PB, compared with women in similar conditions. Being offered more training opportunities resulted in stronger perceptions of professional barriers for these NEETs. Thus, rural, under-qualified NEETs require person-centered approaches from employment services, to support their transition to employment/training.

Effects of a two-generation human capital program on low-income parents' education, employment, and psychological wellbeing.

Two-generation human capital programs for families provide education and workforce training for parents simultaneously with education for children. This study uses a quasi-experimental design to examine the effects of a model two-generation program, CareerAdvance, which recruits parents of children enrolled in Head Start into a health care workforce training program. After 1 year, CareerAdvance parents demonstrated higher rates of certification and employment in the health care sector than did matched-comparison parents whose children were also in Head Start. More important, there was no effect on parents' short-term levels of income or employment across all sectors. CareerAdvance parents also experienced psychological benefits, reporting higher levels of self-efficacy and optimism, in addition to stronger career identity compared with the matched-comparison group. Notably, even as CareerAdvance parents juggled the demands of school, family, and employment, they did not report higher levels of material hardship or stress compared with the matched-comparison group. These findings are discussed in terms of the implications of a family perspective for human capital programs. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Canadian National Guidelines and Recommendations for Integrating Career Advising Into Medical School Curricula.

Career planning, decision making about specialty choice, and preparation for residency matching are significant sources of stress for medical students. Attempts have been made to structure and formalize career advising by including it in accreditation standards. There is an expressed need for national guidelines on career advising for medical students. The Future of Medical Education in Canada Postgraduate (FMEC PG) Implementation Project was created to ensure Canadian medical trainees receive the best education possible. From this, a diverse sub-working group (SWG), representing different Canadian regions, was formed to review career advising processes across the country. The SWG developed, through a modified formal consensus methodology, a strategy for medical student career advising that is adaptable to all schools in alignment with existing accreditation standards. The SWG outlined five guiding principles and five essential elements for Canadian universities offering an MD degree with recommendations on how to integrate the elements into each school's career advising system. The five essential elements are a structured approach to career advising, information about available career options, elective guidance, preparation for residency applications, and social accountability. This Perspective endorses the view of the FMEC PG Implementation Project that national guidelines are important to ensure Canadian medical schools are consistently meeting accreditation standards by providing reliable and quality career advising to all medical students. The SWG's position, based on national and provincial feedback, is that these guidelines will stimulate discourse and action regarding the requirements and processes to carry out these recommendations nationwide and share across borders.

Ateneo General de la Residencia de Psicopedagogía: ¿Quién ser y qué hacer en el Siglo XXI? Adolescentes en el espacio de Orientación Vocacional Ocupacional / General athenaeum of the Psychopedagogy Residence: Who to be and what to do in the 21st century? Adolescents in the occupational vocational guidance space

Ateneo del equipo de residentes de Psicopedagogía del Hospital D. Vélez Sarsfield de la Ciudad de Buenos Aires. Ante la disminución en las demandas de adolescentes por un proceso de Orientación Vocacional Ocupacional, surgieron interrogantes como eje de este trabajo: ¿Por qué son cada vez menos los adolescentes que se acercan al Área Programática del hospital en busca de un proceso de Orientación Vocacional Ocupacional? ¿Cuánta influencia tiene el contexto, los pares y la familia a la hora de elegir una vocación / ocupación? ¿Cuál es el rol de la escuela? ¿Guarda todo esto alguna relación con los tiempos actuales? ¿De qué manera? Incluye bibliografía y los anexos: Compendio de técnicas para Orientación Vocacional, y Encuestas realizadas a jóvenes que se encuentran finalizado o ya han finalizado la escuela secundaria.

Career advising in family medicine: a theoretical framework for structuring the medical student/faculty advisor interview.

BACKGROUND: There are unique challenges to recruiting students into the specialty of family medicine within academic medical centers. METHODS: At Virginia Commonwealth University, we developed an advising framework to help students address institutional and personal obstacles to choosing family medicine as a career. RESULTS: The role of a faculty advisor is not to direct the student to a career choice but rather to foster a mentor relationship and help the student come to his or her own realizations regarding career choice. The faculty advisor/medical student interview is conceptualized as five discussion topics: self-knowledge, perception, organizational voice, cognitive dissonance, and anticipatory counseling. CONCLUSION: This framework is intended to assist faculty in their efforts to encourage students to consider a career in family medicine.

Building learning communities: evolution of the colleges at Vanderbilt University School of Medicine.

Learning communities, which are an emerging trend in medical education, create a foundation for professional and academic development through the establishment of longitudinal relationships between students and faculty. In this article, the authors describe the robust learning community system at Vanderbilt University School of Medicine, which encompasses wellness, career planning, professional development, and academics.The Vanderbilt Advisory Colleges Program introduced in 2006 initially focused on two goals: promoting wellness and providing career advising. In the 2011-2012 academic year, the focus of the colleges expanded to incorporate an enhanced level of personal career advising and an academic component. In the four-year College Colloquium course, faculty selected as college mentors teach the medical humanities and lead sessions dedicated to student professional development in the areas of leadership, research, and service-learning. This academic and professional development program builds on the existing strengths of the colleges and has transformed the colleges into learning communities.The authors reflect on lessons learned and discuss future plans. They report that internal data and data from the Association of American Medical Colleges Medical School Graduation Questionnaire support consistently high and increasing satisfaction among Vanderbilt medical students, across the metrics of personal counseling, faculty mentoring, and career planning.

No more "fumbling alone": effect of a nurse-led academic advising service in a Magnet(®) hospital.

BACKGROUND: A nurse-led, hospital-based academic advising service (AAS) was developed at a large Magnet(®) hospital. The AAS aided nurses and aspiring nurses as they considered advancing education. This research project was developed to evaluate the AAS. METHODS: This qualitative study used a web-based survey to gather information from those who had accessed the service; there were 80 participants. Satisfaction was determined quantitatively, and qualitative data analysis was completed with naturalistic inquiry approaches and standards of rigor. RESULTS: A total of 347 codes were isolated from the data and collapsed into nine categories. One comment, "I did not have to fumble through this alone," suggested the idea of coaching within a context of football as the overarching metaphor. Quantitative results indicated that advises were satisfied, with 61 of 80 respondents taking specific action after the session. CONCLUSION: Nurses and aspiring nurses found academic advising at work helpful, and the AAS facilitated a return to formal education for some of the participants.

The not-so-lazy days of summer: experimental interventions to increase college entry among low-income high school graduates.

Despite decades of policy intervention to increase college entry among low-income students, substantial inequalities in college going by family income remain. Policy makers have largely overlooked the summer after high school as an important time period in students' transition to college. During the post-high school summer, however, students must complete a range of financial and informational tasks prior to college enrollment, yet no longer have access to high school counselors and have not engaged yet with their college community. Moreover, many come from families with little college-going experience. Recent research documents summer attrition rates ranging from 10 to 40 percent among students who had been accepted to college and declared an intention to enroll in college as of high school graduation. Encouragingly, several experimental interventions demonstrate that students' postsecondary plans are quite responsive to additional outreach during the summer months. Questions nonetheless remain about how to maximize the impact and cost effectiveness of summer support. This chapter reports on several randomized trials to investigate the impact of summer counselor outreach and support as well as the potential roles for technology and peer mentoring in mitigating summer attrition and helping students enroll and succeed in college. The authors conclude with implications for policy and practice.

Programa de orientación vocacional laboral para personas con discapacidad de la fundación de adaptación laboral-IDEAL / Vocational work orientation program me for disabled people from the IDEAL foundation

Objetivo Optimizar el programa de Orientación Vocacional de la Fundación IDEAL dirigido a los beneficiarios en condición de discapacidad con el fin de favorecer un desempeño satisfactorio en la labor productiva del taller institucional y en el cotidiano de sus vidas para una futura reinserción laboral. Material y Métodos Estudio de tipo descriptivo transversal. Se seleccionaron a conveniencia 20 personas del proceso de orientación vocacional-laboral de la Fundación que desarrollaban una actividad laboral en el taller productivo. Se efectuó la caracterización de esta muestra mediante la batería basada en el formato institucional de Habilidades y Destrezas, se analizaron los puestos laborales de los talleres y se realizó la evaluación ocupacional de estos trabajadores adoptando las categorías propuestas por la Metodología Integral de Evaluación Ocupacional (MIEO). Partiendo de las categorías del formato institucional se establece una comparación entre las habilidades individuales de los beneficiarios y las demandas de su puesto laboral. Resultados La metodología de evaluación derivada del formato institucional de Habilidades y Destrezas ostenta limitaciones en su implementación. La mayoría de los beneficiarios despliegan buen rendimiento laboral en las actividades del taller, respondiendo a los requerimientos de percepción sensorial, motricidad y procesos mentales pero asumen malas prácticas de cuidado de la salud. Discusión Se debe favorecer la diversificación de actividades a las que tienen acceso los beneficiarios, prevaleciendo la realización individual con opciones que trasciendan lo laboral. Las consideraciones de orden productivo han llevado a los usuarios de la Fundación a adoptar prácticas que ponen en riesgo su salud y bienestar.

Objective Optimizing the IDEAL foundation's vocational guidance program for its disabled beneficiaries to promote their satisfactory performance in the institutional workshop and in their daily lives, aimed at their future re insertion into the labor market. Methods This was a cross-sectional descriptive study involving 20 handicapped people from the IDEAL foundation's vocational guidance program who had been assigned a workshop activity. This sample was characterized by using a battery of tests based on IDEAL's institutional format called Abilities and Skills. Workplace in IDEAL's workshop and occupational evaluation of the workers was analyzed using the integral occupational evaluation methodology (MIEO) categories proposed by the Latin-American Professional Rehabilitation Group (GLARP) as part of their Handicapped Disabled People's Standardized Integration Project. Users' individual abilities were compared to the requirements of their workplaces, based on the institutional format's categories. Results The evaluation methodology based on the institutional Abilities and Skills format had limitations, thereby hampering its implementation. Most users performed well regarding their assigned work shop activities, responding well to sensory-perception, motor function and mental processing requirements; however, they engaged in poor healthcare habits. Discussion Diversification of the activities to which the users/beneficiaries have access should be encouraged, promoting individual performance by providing options offering a wider scope than just that of the labor market/workplace. Production-related considerations have led the workshop's users to adopt practices endangering their health and putting their welfare at risk.

Careers in medicine at Vanderbilt University School of Medicine: an innovative approach to specialty exploration and selection.

Research on resident attrition rates suggests that medical students would benefit from more comprehensive career advising programs during medical school. Responding to this need, students and administrators at the Vanderbilt University School of Medicine (Vanderbilt) introduced a broad Careers in Medicine (CiM) program in 2005 to complement the CiM resources offered by the Association of American Medical Colleges (AAMC). In this article, the authors detail the Vanderbilt CiM program's four core components: career-related events, an elective course, specialty interest groups, and career advising. The authors discuss the program's implementation and its student-led organizational structure, and they provide a critical assessment of important lessons learned. Using data from internal satisfaction surveys and the AAMC's Medical School Graduation Questionnaire (GQ), they demonstrate the success of Vanderbilt's career counseling efforts. According to recent GQ data, Vanderbilt ranks above the U.S. medical school average on graduating students' ratings of overall satisfaction with career services and of the usefulness of key programming. The authors present this description of the Vanderbilt CiM model as a framework for other medical schools to consider adopting or adapting as they explore options for expanding their own career counseling services.

[Vocational work orientation program for disabled people from the IDEAL foundation]. / Programa de orientación vocacional laboral para personas con discapacidad de la fundación de adaptación laboral-IDEAL.

OBJECTIVE: Optimizing the IDEAL foundation's vocational guidance program for its disabled beneficiaries to promote their satisfactory performance in the institutional workshop and in their daily lives, aimed at their future re insertion into the labor market. METHODS: This was a cross-sectional descriptive study involving 20 handicapped people from the IDEAL foundation's vocational guidance program who had been assigned a workshop activity. This sample was characterized by using a battery of tests based on IDEAL's institutional format called Abilities and Skills. Workplace in IDEAL's workshop and occupational evaluation of the workers was analyzed using the integral occupational evaluation methodology (MIEO) categories proposed by the Latin-American Professional Rehabilitation Group (GLARP) as part of their Handicapped Disabled People's Standardized Integration Project. Users' individual abilities were compared to the requirements of their workplaces, based on the institutional format's categories. RESULTS: The evaluation methodology based on the institutional Abilities and Skills format had limitations, thereby hampering its implementation. Most users performed well regarding their assigned work shop activities, responding well to sensory-perception, motor function and mental processing requirements; however, they engaged in poor healthcare habits. DISCUSSION: Diversification of the activities to which the users/beneficiaries have access should be encouraged, promoting individual performance by providing options offering a wider scope than just that of the labor market/workplace. Production-related considerations have led the workshop's users to adopt practices endangering their health and putting their welfare at risk.

The effectiveness of the JOBS program among the long-term unemployed: a randomized experiment in the Netherlands.

Given the adverse effects of long-term unemployment, it is of major concern that evidence-based interventions are available for the long-term unemployed. Therefore, we examined the effectiveness of the JOBS program, a group training for the unemployed [Caplan, R. D., Vinokur, A. D., Price, R. H. and Van Ryn, M. (1989). Journal of Applied Psychology, 74, 759-769], among long-term unemployed individuals. In a randomly controlled trial, JOBS was compared with a control condition and a voucher intervention, in which individuals were given the opportunity to spend a certain budget on services that could help them reintegrate. After 6 months JOBS participants had more often found a job and were more satisfied with the intervention. After 12 months effects were still visible, but less pronounced.