Print syllabusDiagnostic of occupational guidance – classes
General data
| Course ID: | WNP-PE-DPZ |
| Erasmus code / ISCED: | (unknown) / (unknown) |
| Course title: | Diagnostic of occupational guidance – classes |
| Name in Polish: | Diagnostyka poradnictwa zawodowego |
| Organizational unit: | Faculty of Education |
| Course groups: | |
| ECTS credit allocation (and other scores): |
(not available)
|
| Language: | Polish |
| Subject level: | elementary |
| Learning outcome code/codes: | enter learning outcome code/codes EK -1 P_WD1_03/S1A_W02, EK -2 P_UD1_04; S1A_W05, EK - 3 P_UD1_09/ H1A_U05 EK -4 P_UD1_09/ H1A_U05 EK -5 P_UD1_05/ HA_U07 EK-6 P_KD1_04/ / S1A_K02, EK - 7 K_U01_02/ S1A_U02, |
| Short description: |
1.Diagnostics as process of getting to know and help human in educational decisions and preferences which are leading to getting qualifications as basic to occupationalwork. 2. Theoretical basics of diagnosing – term, object and diagnosing process as well as typology and diagnosing tools. 3. Diagnosing models. 4. Criteria of making diagnostic tools for counselingneeds. 5. Tools needed in occupationalcounseling diagnostic. |
| Full description: |
Programme/educational objectives 1. diagnosis of counseling theory in the context of diagnostic test 2. knowledge of the essence and meaning diadnostyki in vocational guidance, 3. clarify the meaning of diagonstyki for the period of professional preorientacji 4. characterize the types of diagnoses, models and diagnostic tools, 5. clarify the diagnosis as a lifelong process Programme/educational contents 1.Diagnostics as process of getting to know and help human in educational decisions and preferences which are leading to getting qualifications as basic to occupationalwork. 2. Theoretical basics of diagnosing – term, object and diagnosing process as well as typology and diagnosing tools. 3. Diagnosing models. 4. Criteria of making diagnostic tools for counselingneeds. 5. Tools needed in occupationalcounseling diagnostic. Methos didactic: Introductory lecture illustrated by slides, presentations, workshops. |
| Bibliography: |
A. Basic Bibliography 1.Baraniak B., Edukacja zawodowa w przygotowaniu człowieka do współczesnej pracy zawodowej Warszawa 2008 2.Baraniak B., Metody badania pracy Warszawa 2009 3.BaraniakB.,/red/Współczesne problemy poradnictwa i edukacji zawodowej Warszawa 2007 5. Szumigraj M., Poradnictwo kariery. Warszawa 2011 Additional Bibliography 1.Bańka A., Zawodoznawstwo, doradztwo zawodowe, pośrednictwo pracy. Poznań 1995 2.Baraniak B., Edukacja zawodowa w przygotowaniu człowieka do współczesnej pracy zawodowej Warszawa 2008 3.Baraniak B., Metody badania pracy Warszawa 2009 4.BaraniakB.,/red/Współczesne problemy poradnictwa i edukacji zawodowej Warszawa 2007 5.Kargulowa A., Poradnictwo jako wiedza i system działań. Warszawa 1996 6.Nowacki T., Zawodoznawstwo Radom 2001 7.Piorunek M., Projektowanie przyszłości edukacyjno-zawodowej. Poznań 2004 8.Wojtasik B., Warsztat doradcy zawodowego. Aspekty pedagogiczno-psychologiczne Wrocław 1997 9.,Wołk Z. Poradnictwo zawodowe w edukacji szkolnej Zielona Góra 2006 w edukacji szkolnej Zielona Góra 2006 10.Wołk Z, Całożyciowe poradnictwo zawodowe Zielona Góra 2007 |
| Efekty kształcenia i opis ECTS: |
Has elementary knowledge about various social structures, social life institutions and interactions between them. Have competencesto manage human resources Has elementary knowledge about interpersonal and social communicating process, theirs regularities and disorders. Is ready to social work, occupational self-improvement and to undertake managerial positions inworkplaces connected with educational outposts or job market. Can individually get knowledge and improve skills using different sources (in more than one language) and modern technologies (ICT). Is able to use Information Technology to actualise and share educational and occupational knowledge/information Has developed interpersonal communication skills, is able to use specialist language and communicate in precisely and consistent way using different communication channels and techniques to communicate with specialists and people, who are not specialists in this field. Knows methods and techniques of work in adult educational outposts and is able to diagnose theirs requirements. Is convinced that taking up pedagogical actions in society is valuable, and makes sense. Is ready to take up occupational challenges, activities. Is active, hard-working and assiduous. Is realising actions connected to educational and occupational counseling individually and collectively. |
| Assessment methods and assessment criteria: |
Introductory lecture illustrated by slides, presentations, workshops. Project Evaluation of comprehensive work preparation, according to appointed rules and requirements, involves all the effects of education included in the subject card. Comprehensive accomplishment of project is evaluated as bardzo dobry (very good). Student presents diagnostic abilities involving: 1/ diagnosing documents, 2/ diagnosing personality characteristics 3/ diagnosing work process on 3 optional occupations of different character concerning its specificity and time of education. Not achieving all the elements of project results in decreasing the grade. Student gets grade dobry (good) for preparing project concerning 2 or 3 occupations, but not in full range. Student gets grade dostateczny (satisfactory) for diagnosing only one occupation, diagnosing 3 occupations discounting important diagnostic elements as work process/documents research or for returning project containing serious shortcomings |
Copyright by Cardinal Stefan Wyszynski University in Warsaw.
