Should University Students Be Treated As Adults?

Is there a career assessment for college students?

This question determines what kind of career planning services should be provided for university students.

There are many contents in the concept of career planning when embodied in the actual service method. The core includes three links: "cognition", "decision making" and "action". There are four aspects of the tool system.

1, recognize their own professional characteristics, completed by the occupational assessment tool system.

Trait norm:

There has been a misunderstanding in the past, that is, there should be a norm for college students.

According to the characteristics of the crowd, most college students are

Uncertain career direction will result in low achievement motivation in the power system.

But not deep in the world, the risk decision will be high.

The pformation of the roles of the members of the organization has not yet been completed, which will result in a low motivation of power and a slight decrease in the avoidance of failure related to the sense of responsibility.

All these are related to the wishes of the individual and belong to the category of internal motivation. They must be stimulated. From the perspective of development, it is of great benefit to recognize the starting point through evaluation.

Changing factors:

Because of the huge impact of environmental factors on people, and the sudden change of environment from "study" to "employment", these dimensions will undergo a significant change in the 2 years after entering the occupational environment.

This change varies from person to person, and the internal difference of the crowd is very obvious and serious.

The benign result is to inspire positive structures, and the result of failure is to create negative structures. People lose their inner motivation and lose the desire and courage to compete.

Stability factors:

Psychology reveals that the dimensions of human character factors are relatively stable, and the period of significant quantitative change is 3-5 years, and the possibility of structural change is very small.

Therefore, people will be more certain about "how to act" and "interest orientation", and action is precisely the key to bring about professional results. Organizations will not tolerate excessively because of college students being involved in the workplace. Interest also determines the internal orientation, determines the devotion, persistence and frustration tolerance in a certain direction in career process, and has a direct impact on career outcomes.

Ability factors:

Core competence is the core of competency in a career. It directly affects the actual performance of learning, thinking, judging and solving problems, and determines the ability support for high-end career goals.

After college students enter the workplace, apart from their professional knowledge and skills, there is a gap between the professional knowledge and the working people. The core competencies of the students are all in the occupation rather than the same year. Finding gaps and setting up goals is precisely the purpose of carrying out the evaluation, and there is no reason to use separate norms.

Necessary improvements:

The version of the report on career orientation assessment should be revised to enhance professional characteristics and career direction, and avoid career change.

As far as the assessment itself is concerned, we should take into account the changing factors, guide and weaken the conclusion of individual performance in the process of interpretation.

2, the cognitive organizational environment refers to the measurement tools and methods around the maturity of the profession.

Career maturity directly determines the performance in the workplace. It is the behind the scenes factor of standards, responsibility and motivation.

The so-called workplace rules, hidden rules, actions for people, atmosphere, effort and so on, all refer to career maturity.

This is one of the most crucial links in the preparation for university students' employment.

In terms of assessment methods, career maturity is more often used in scenario simulation to examine the coping styles of subjects.

Career maturity is a comprehensive embodiment of social experience, thinking methods and values. Therefore, it is impossible to avoid the lack of social experience for college students.

Another design idea of career maturity assessment is "teaching in testing" and "teaching" is the purpose.

To this end, the interpretation of the typical events in five aspects of career maturity is a real job for college students, with the effect of case education.

Therefore, taking career maturity as a warm-up in workplace simulation, finding problems and establishing a personal training model is of great significance for improving the professionalism of college students, accelerating the integration into the organizational environment and adapting to the workplace life.

Today, many professional people who refuse to grow up, after 3-5 years of work, their career maturity level is not as good as that of some college students who have foresight. If they can be treated as adults, there is no reason to define college students with childish groups.

3. Career information library supporting career decision making.

The design of the occupational information base is mainly to support customer decision seeking career change.

Therefore, they attach great importance to "cognition" and "entry" and related practical information aggregation.

At present, the way of College Students' cognition of occupation is very indirect. Hearsay and media orientation often make this cognition biased.

Many social occupations, public service occupations, new industries, and celebrities are recognized as the mainstream professional concepts. However, careers that are truly promising and have "money" career, such as manufacturing, commodity circulation, and sales positions, are ignored or even misunderstood, and they have gone wrong.