10 Key ‘Facts Careers Specialists Know for Sure’*

1. Childhood socialisation influences adult work performance and job satisfaction.

We know that attitudes towards work are formed early in life, so career education, information, advice
and guidance policies and programmes should begin at an early stage.

2. The transition from school to work can be smoothed.

We also know that effective school leadership and investment in the development of staff and students
acts as a catalyst for unleashing potential.

3. Knowing how the world of work is organised eases vocational decision making and job
transitions.
We know that when individuals face an initial occupational choice or change jobs it helps tremendously to
have a compact view of the world of work.
We also know that vocational exploration and information-gathering increases self-knowledge and
awareness of suitable educational and occupational options.

4. Individuals who have a high level of decision-making capability and a low level of life
complexity generally experience less difficulty in making choices.
We know that the assessment of career decision-making readiness involves considering individuals’
decidedness, as well as their capability to make decisions given the complexity of the life they lead.
We also know that public policymakers expect careers services to deliver the right level of service, to the
right person at the right time and at the lowest possible cost. This has resulted in a differentiated service
delivery model emerging in youth policy and adult guidance systems throughout Western society.

5. Career interventions support occupational choice and enhance transitions into learning and
work.
We know that effective career interventions help individuals gain self-knowledge and improved self-
esteem that can inform where they can be satisfactory and satisfied workers.

6. Congruence between the worker and the job improves performance.

We know that the goal of career interventions is to help individuals move to increasing congruence with
the work environment, defined by job satisfaction, commitment, and productivity as opposed to turnover,
absence, tardiness and interpersonal conflicts.

7. Workers can learn to cope more effectively with occupational stress.

We know that role overload, insufficient resources to do tasks, excessive responsibility, and noxious
physical environments are elements which cause stress, but how much of the occupational stress
becomes personal strain depends on a worker’s coping resources.

8. Conflicts between career aspirations, work responsibilities and family obligations can cause
personal tensions and can result in lower productivity in the workplace.
We know that competing priorities can cause significant personal strain and that this can have an impact
on performance in the workplace.
We also know that problems can be bi-directional, with work problems contaminating family life and
family responsibilities (e.g. child care, care of elders) distracting work concentration.

9. Occupational segregation and skill shortages are major inhibitors to individual and workforce
development.
We know that individuals with low expectations often take what they can get rather than follow their
dreams and aspirations.
We also know that occupational segregation by gender has shown a stubborn resistance to change
despite many women entering the labour market more highly qualified.

10. Part-time and temporary work affects the socialisation and development of
adolescents.
We know that along with family, school and peer group, work can be a key social context affecting the
development of youth. In particular, appropriate part-time work opportunities can help improve
motivation and self-confidence as well as addressing feelings of low self-esteem and limited aspiration.
10 Key ‘Facts Careers Specialists Know for Sure’*
Source: Hughes & Savickas, 2009
*Identified from literature reviews and longitudinal studies