Fall 2012

By Lawrence Murphy and Dawn Schell

A recent international research report, commissioned by the UK Commission for Employment and Skills, suggests that “changes in technology have the potential to increase the efficiency of service delivery within the career support market, to enhance existing services, and to develop new paradigms of career support”.¹ This report cites a plethora of research supporting the idea that the whole range of career services can be effectively offered in an online format.

By Rob Straby

I have a passion for continuous learning in order to provide better career outcomes for the clients and students I serve. It was never my intention to become a “cybercounsellor” (e.g. work that I do with others that involves being in separate locations using some form of Internet communications), I have evolved in this direction while pursuing my passion.

By Amanda Harrington

I used to think that e-coaching was coaching by email, and back in 1999, I wrote about use of email for mentoring and coaching.¹ There was not much research then about this use of email, and not much has changed. However, there is an increased and increasing use of email in practice, as any Google search will evidence.

By Alexi Thomas

Career development has evolved with technology at the Neil Squire Society. The Neil Squire Society is the only national not-for-profit organization in Canada that has for over 25 years empowered Canadians with physical disabilities through the use of computer-based technologies, research and development, and various employment programs.

By Blessie Mathew

Over the past few years, CAPS: Your U of A Career Centre, the central career services office at the University of Alberta, has entered the world of online learning. The process involved continued thought and effort around issues like determining the demand for online services and structuring and positioning online learning to balance with and, in some cases, enhance in-person services. We were also compelled to find ways for staff with varying technological expertise to learn new technology, create high-quality career education and translate their advising and facilitation skills to a new environment, all while maintaining previously existing responsibilities.

By Allison Rosemond

As a Middle School (Grades 6 to 8) Career Specialist, it is difficult to find ways to enhance the career exploration process for students. At our school, however, virtual job shadowing has become a great way to incorporate technology and provide a unique extended learning opportunity (ELO).

By Anne-Marie Lefebvre

When children learn how to speak or use a toothbrush, they first observe the models around them and then imitate these models. For adolescents to learn the language of trades and occupations, they must also have access to models to find about their daily work and see how they fit in before deciding what to choose. They must discover their own values, interests, capabilities and limits, cherish dreams, set goals for themselves, and imagine a world in which the future belongs to them. They must confront their expectations with reality, dare and attempt to push back the limits of the unattainable.