Occupational Information

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UNIT 7 OCCUPATIONAL INFORMATIONStructure7.1 Introduction7.2 Objectives7.3 ~ o l l e c t i n ~ccupational Information

7.3.1 Objectives7.3.2 Sources7.3.3 Types. 7.3.4 Methods

7.4 Classification and Filing7.4.1 Classifying Occupational Infoimatjon7.4.2 Characteristics of a Good Filing System7.4.3 National Classification of Occupations 19687.4.4 Guidance Code Number

7.5 Updating Occupational Information7.6 Dissemination of Occupational Information7.6.1 Tools.

7.6.2 Methods7.6.3 Activities7.6.4 Emerging Trends

7.7 Evaluation of Occupational Information Material7.7.1 Criteria7.7.2 Methods Used for Collecting Data7.7.3 Stifleand Format

7.8 , Mobilising Resources for Setting Up Occupational Information Service Programme7.9 Let Us Sum Up7.10 Unit-end Exercises

7.1 INTRODUCTION -' You have been already familiar with the term Occupational Information as one of the guidanceservices (Unit 6: Guidance Programme).

In an era of infomiation explosion in the context of present scenario it is important to knowabout occupations of different kinds. This information service forms the .core of guidanceprogramme.In this unit we will discuss about collection, compilation, updation and dissemination ofoccupational information and technicalities involved in the same. Before you go through theunit you4may refer to Wanted Advertisements in newspapers in general, and EmploymentNews (a weekly published by Department of Audio-Visual Publicity of Ministry of Informationand Broadcasting) in particular in order to get proper insight into the unit.

. -7.2 OBJECTIVESAfter going through this unit, you should be able to :

explain the term Occupational Information;describe the need for collecting, classifying, updating and disseminating OccupationalInformation;list different sources of occupational information and djfierent activities for dissemination

40 of Occupational Information;


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des'cribe different components of Occupational Information;compile, organise, revise and disseminate Occupational Information; andreview Career Literature.

Occupational 1

7.3 COLLECTING OCCUPATIONAL INFORMATIONYou may be aware that in every walk of life one need to collect information in order to carryoul (he tasks in a satisfying manner.~ ~ c o r t l i n go Maslow (1954) there are eight needs arranged in hierarchy of prepotency whichmolivate to work. These needs are:I. Th c physiological needs2. Safety needs3. Need for belongingness and love4. Need of importance, respect, self-esteem and independence5. Need for information6. Need for understanding7. Need for beauty8. Need for self-actualizationThe aforesaid paradigm implies that need for information is one of the essential needs as itc?ccupies fill11 posi tion in the hierarch y of prep otenc y. You ar e going to play a vital ro le insharin g iliformation in general and occup ational information in particular and others. look atyou always seeking assistance in this regard.Occupational InformationTh e term o ccupational infonnation is used to mean any and all kinds of information regardingany position, job or occupation provided that the information is potentially useful to a personwho is choosing an occupation.Occupational information includes accurate and usable information about industries,'processesand training facilities to the extent that such inl'or~ia tion s related to jobs. Occupationalinfoilnation also includes pertinent and usable facts about occupational trends and supply ofand denland for labour.Occupational information does not include the study of abil i t ies , apti tudes and othercharacteristics of ind ividual& workers, job seekers or students.7.3.1 Objectivesa) To develop a broad and realistic view of life's opportunities and problems at all levels oftraining. sb) To create an awareness of the need for accurate and valid occupational, educational andpersonal-social infoi7nntion.c ) To provide an understanding of the wide scope of educational, occupational and social,activities in terms of broad categories of related activities.d ) To assist in the mastery of 'techniques of obtaining and interpreting infonn ation forprogressive self-directiveness.e) To promote attitudes and habits which will assist in making of choices and adjustmentsproductive of personal satisfaction and effectiveness.I) To provide assistance in narrowing choices progressively to specific activities which areappropriate to attitudes, abilities and interests manifested and to the proximity of d efinite

decisions.7.3.2 SourcesKinds of occup:ltion:lI information needed fo r career planning may be classified as quantitativ eand qualitative. . .


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Tecllnicluesandl'rocedl~rcsof Gl~idance Quantitative information implies occupational distribution trends and employment opportunities.

Qualitative information implies nature of work performed, qualifications required, conditionsof work and the returns to the worker.Sources are basically of two types. 'They are primary sources and secondary sources thatregulates employment.Secondary sources are the publications that are brought out by several agencies.Some of tham are listed below:1. Central Institute of Research and Training in Engagement Service (CIRTES), DGET,

Ministry of Labour, New Delhi.2. Association of Indian Universities (AIU), New Delhi.3 . National Council of Educational Research and Training (NCERT), New Delhi.4. Union Public Service Commission, (UPSC), New Delhi.5. University Grants Commission (UGC), New Delhi.6. Directorate of Audio Visual Publicity (DAVP), New Delhi.7. Planning Commission, New Delhi.8. Ministries - Annual ~eports.9. Central Statistical Organisation (CSO), New Delhi.10. Institute of Applied Manpower Research (IAMR), New Delhi.7.3.3 Typesa) Career Fiction: An account portrayed through the experiences of one or more fictionalcharacters of an occupation which may encompass duties, qualifications, preparations,

conditions, nature of work and advancement.b) Biography: An account of the life of a man or woman successful in a given field ofendeavour portraying the problems the subject faced in preparing for and advancing in his

or her career.c) Occupational Monograph: It offers extensive coverage of all phases of an occupation

induding details, comprehensive analysis of related occupations.d) Occupational Brief: It covers the various types of specializations in an occupational fieldin general terms. It is not as extensive as monograph but yet describes all job opportunities.e) Occupational Abstract: It is a concise summary of a job in an occupational area citingthe duties and naturl: of employlnent in general terms. It may be in narrative or outline

f0l-m.t) Occupational Guide: It presents general information about various phases of an occupationbut doesn't describe any particular job.g) Job Series: It offers broad coverage of an entire occupational area giving brief accountsof all job opportunities in the field. It lnay be in book, manual or article form.h) Business and Industrial Descriptive Literature: It gives an account of specific industry

of business and the major occupations are represented in it.i) Occupational or Industrial Description: It describes the principal opportunities of anoccupation in an industry or occupations in several industries.j) Recruidment Literature: It is in the form of recruitment procedures, nature of work,financial benefits helpful to students and youth who seek employment.k) Poster or Chart: These are pictorial and schematic portrayal of occupational informationin the direction of catching the attention of target groups and sustaining the same.. .I) Article or Reprint: An account of an occupational phase of an occupation or personperforming the occupation. ,m) Comiiiunity Survey, Economic Report and Job Analysis: It is an account of accurate,

highly statistical, comprehensive report made as the result of local, national or industrialstudies.


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n) Audio-Visual Material: These are in the form of motion pictures, still pictures, videofilms, audio-tapes, audio skits, video skits, etc.7.3.4 MethodsYou may employ the following methods to collect occupational information.I . You may call on both primary and secondary sources personally to the possible extent or

depute someone who is capable of doing the job.2. You may address letters to both primary and secondary sources requesting them to mocureyou occupational information.

3. You may contact both primary and secondary sources on telephone and collect requiredinfolmation.4. You niay cull out occupational information from newspapers, periodicals, magazines,journals, etc.5 . Combination of two or three strategies indicated above may be employed for derivingbetter results.- -.i Check Your Progress ?I! Notc.i : (:I LVr.itc y ( ~ i ~ r[nstvcrs ir-1 1l;t. ip;lcr glb'cn helow.

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ti.end'; 2nd s!ipply of' mi! di-ni, intl for Inbour. ('r/F) 1i i i ) Ncc i l lo r- inS o l - u r~ io~ ,S Coul'tli in llrc i~rrlcr- f. hicr-nrcli;~of' xlccd according to

M;Is Ic )w . ( T / F ) !Ii v j In fo rma t ion re l a ting to c~npi i )vinc!i t opportuni t ies hwns part of cluant i~at ivc 1 .t ) . l x 01' I ~ c c u p ; ~ l l o n a ln i o r l n ~ 1 i o n . (TIF)

;.) Ciccupati!~nal Tl~Sor~rl:itionx i m m e i i s c l y u s e f ~ ~ ln counsel l ing process . irT/F;) iI

Occupational Information


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Techpiques m dProceduresof Guidance

...- -- -- -- - -. -- -I ? Mv~:~tchhe fnllowing undc r 'A ' with that of items under 'B'.

ii j Occupational Dl-ief' t General informatinn ;,h(iut \~;u-lous"phascx II o f an i , i : i ~ l X t t i ~ I ? . !

V i i ) Occup;~:i::v;!! ,Ih.;t: ;I[ c A p h ~ : , co f 211 occupaticiil III

I i v ) Occupario~ia!Cfuide d) A concisc strmmary nf a J o h ,I I

- -7.4 CLASSIFICATION AND FILINGYou would have understood by this time the modus operand; involved in collecting occupationali'nfomation. We shall now try to understand the well-defined mechanism of classification andSil,ing of occupational information.

7.4.1 Classifying Occupational Information.Jobs may be classified according to the activities involved such as : selling;teaching, typingetc.Jobs may be classified according to their function such as : research, finance, manufacturing,distribution, education.Jobs may be classified accord ing to th; product which they produce such as : automobiles,chemicals.Jobs may be classified according to the employer as : GEC, Bosch, TATA, Railways, etc.Jobs may be classified according to the expressed interest patterns and measured interestpatterns such as: artistic, computational, etc.Jobs may be classified according to school subjects such as Mathematics, ~ a n g u a ~ e s ,tc .Jobs may be classified based on National Classification of Occu pations 1968 (NCO ) a documentthat has been published by DGET, Ministry of Labour, New Delhi. You will know more aboutthe same in the coming text.Advertisements relating to broad fields of occupation, training, apprenticeship, job oriented

.courses etc. are classified based on Guidance Code Numbers (GCOs) which comprise twocomponents namely interest area and educational level.


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7.4.2 characteristics of a Good Filing System Occupational Information1 . It should provide sufficient space for keeping written and printed documents, clippingsfroin newspapers and magazines, posters, pictures, films, tape-recordings, pamphlets, booksand anything else that may contain useful occupational information.2. It should provide one and only one designated location for each item to be filed so thatthere may be no confusion about where to file an item or where to find it.3. ' It should be easy to use so that all those whd use it can find what they want with a

minimum of time and effort.4. -I t should bring together as many as possible of the materials on any one occupation orindustry or employer.5. It should bring together related occupations or industries or employers.6. It should provide s om e means of quickly finding material in books and other publicationswhich describe several different occupations.7, It should be expan dable so that it can grow a s collection grow s.8. It should provide for filing and finding related materials such as the results of follow-upstudies and community occupation surveys.9. It should extend its scope by evolving novel methods for collection of occupationil

information.7.4.3 National Classification of Occupations 1968You should be familiar with this tenn which has been used earlier.International Lab our Organ isation (ILO) published a document entitled International StandardClassitication of Occupations 1968, based on which Directorate General of Employment and~ & n i n ~DGE T) of Ministry of Labour, New Delhi has published a documen t entitled 'National~ la ss ibc a t i on f Occupa t ions 1968 ' (NCO 1968).NC O -1968 comprises four coinpcnents namely - Division, Group, Family and Occupation.There are B divisions, 9 5 Group$, 950 Families and around 2 500 occupations. A five digit codeis used to indicate every occupation by a code number.For example 151.10 is the code number earmarked for primary teacher thereby implying.

I - Division1 5 - Group15 1 - Family151.10 - Occupation

In order to understand this system possession of this document is necessary. As many groupsas many folders have to be opened and occupational information collected should form part ofthe said folders so that relevant code numbers can be allotted, filed and maintained in the formof "Easy Filing Cabi net System". I t can save lot of time in the event you are conversantwith this document by way of going through the same in detail and practice allott ing codenumbers .Since then. International Standard Classification of Occupations 1968 has been revised in theform of ISCO 1992 by ILO. Government of India, Ministry of Labour is also getting NCO1968 revised in the form of N CO 1992, where 6 digit code, attaching importance to skill part. is going to com e into effect.N C O I968 is extensively used in National Employment Service in India which has Qnetwork of 888Employm ent Exchanges and more in the case of 357 Employment Exchangeswhere Vocational Guidance Unit are in operation. Infact, whenever employment seekersapproach employment exchanges , a t f i r s t they a re regis te red and each one of them isa l lo t ted NC O Co de Number , based on educa t iona l qua l i f ica t ion, exper ience , t ra iningacquired, etc .


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'rechniques andProcedures of Guidance 7.4.4 Guidance Code Number

Guidancz code numbers are allotted to broad categories of occupations. Training, apprenticeshipand admission notifications are advertised, based on two-factors, namely - interest area followedby educational level.In the guidance code number, first interest area code is written, followed by the educatiodallevel code. These codes are used-in the case of educated freshers and these are not usedin the case of o~cupationally et or semi skilled categories of students or unemployedyouth.The following educational levels are assigned code numbers indicated against them.

Post-Graduate - 1Graduate - 2

Matric - 4 1 .Middle - 5Others - 6

For e.g. 'X ' showing interest in the area of teaching and is a~graduate s assigned GuidanceCode Number 4.2.'Y ' showing interest in the area of Business Contact and is a matriculate is assigned GuidanceCode Number 6.4.The following codes are allotted to interest areas.

Interest AreaTechnicalHealthScientificWelfare

Code01

Teaching 4Clerical 5Business Contact 6Manual 7Literary 8Artistic 9Protective 10

The assignment of Guidance Code Number to educated freshers is done with a view to preparea comprehensive programmet from the view point of providing a systematic occupationalinformation.--..--------.-----.-- --- ICheck Your Progress

j Sotcs : i ) Write yo\!: answers in the space given be!ow.I , ., I : C~tnp a r e - y ~u rI C S W ~ T S it h those given at the end of th e block. j

1 FI!: ~n th e hianh.~w ~ l h t i c ~ s twv suitable anvwersi ) Jabs Inn]; be clnssified according to :he nciivities such as..........................................................................l i ) J;:'?s may he .~!nssIFiednccording to functir;n such as..... ...................... .. ...,, . ....................................

I i i i j ?oh:; ;nay he ciasrified according Lo the product which they produce such as i


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.pp --a7 Occupational InformatioI \ J(1b.; r m y be c!:is\ifid nccnriiinp tc i srt!oni sahjecfs such 2% 1I........................................................................

i i ic:hi may hi. ~i:i.;ai!'ied ilcrr,:dil:g t1 cccu;laiion:i sucll ;s

7.5 UPDAnNGOCCUPATCONAL CNFORMATtONTo keep pace wit\! current trends it is desirable to update the already collected information andcollect latest information. You have to maintain a master copy at your level wherein you effectchanges in the same as and when you notice change in the information enitither by way ofcollecting information from individuals, institutions, associations, industries, employers or byway of cdiecting from publications of different kinds including mass media like Newspapers,Magazines, Radio, TV, tc.Obsolete occupational information should be weeded out by conducting reviews periodicallyand your master copy should be updated to provide latest information. ,

With the advent of computers, you would be able to procure any information asked forimmediately by pressing relevant keys. With the networking facility becoming a commonfeattux?. he day may not be far when information that is required i? any part of the countryor GI+ can be procured within no time. Another important highlight that would emerge outof this is the need for professionals to develop software in this regard. You need to developyourself prokssionally in taking up this challenge.


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Techniques andProcedures of Guidance Activities

1 . Collect 15 Wantcd advertisements from new spapers and attempt to prepare a note in thecontext of updating available information.2. Visit a nearby computer centre and discuss with the head of that centre and acquaintyourself with collection, compilation and updation of data of any kind and relate it tooccupational information.

7.6 DISSEMINATION OF OCCUPATIONAL INFORMATIONYou are now aware of the strategies that are involved in collection, compilation and updationof occupational information. The modalities involved in dissemination of occupationalinformation are given in the following sections.7.6.1 ToolsOccupational information is collected and updated using the following as toolsa) Career Fictionb) Biographyc) Occupational Mono graphsd) Occupational Briefe) Occupational Abstractf) Occupational Guideg) Job Seriesh) Business and Industrial Descriptive Literaturei) Occupational and Industrial Descriptive Literaturej) Recruitment Literaturek) PostersI) Chartsm) Article or Reprintn) Community Surveys, Economic Report or Job Analysis0) Audio Visual Aidsp) Computer7.6.2 MethadsYou may employ any of the following methods to disseminate occupational information.I . Deliverin8 class talk, career talk, addressing Non-Governmental Organisations, ParentTeacher Alssociations, Teachers Associations and similar gatherings.2. Display of career literature of different kinds for the benefit of students, unemployed

youth, non-governmental organisations, employers' associations, parents and communitymembers at large.3. Screening career films on need topics for the benefit of different target groups.4. Arranging discussions so as to interact with different target groups in the context o f 'placing world of work before them.5 . Conducting Mock Interviews in ordcr to prepare candidates either for admission tospecialised courses or for entry in to different occupations.7.6.3 Activities

I YOUmay conduct the following activities in order to disseminate occupational informationwhich you have studied in the unit entitled Unit 4: Group Guidance.


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i) Class talk: A talk-addressed to students in schoollcollegesluniversities intending to apprisethem about 'Planning'.ii) Career talk: A talk Intended to place world of work before a group of students in schools1colleges/universities or unemployed youth in employment exchanges. These talks should

be need-hased and target oriented.iii) Career Conference: This is generally intended for students pursuing their studies inclasses like X, XII, Final Year Graduation or Final Year Post Graduation.iv) Career Exhibition: This involves display of career literature for the henefit of studentspursuing their studies in High School/Colleges/University.v ) Career Film Show: You may screen films relating to different careers so as to placebefore a group of studentslunemployed youth realities prevailing in a particular occupation

or group of occupations.M/s Wiley Eastern Publishers Ltd., Asaf Ali Road, New Delhi have developed goodnumber of video films on variety of topics in the context of occupational informationwhich are precise and at the same time provide colnprehensive information.

vi) Career Visit: You may arrange visits to nearby industrial establishments kor a group ofstudelits to enable them to access information of variety of occupation, making the111observe while e~nployees re on their jobs and at the end to visit seek c!afifications I'rolnthe authorities concerned. You should carefully plan and monitor the entire range ofactivities starting from students leaving the school for visit till such time they return homesafely.

7.6.4 Emerging TrendsYou should equip yourself with the strategies which have emerged in the recent past and whichwould help you to keep pace with current trends.Some of the strategies are listed below and explained briefly:a) Screening of career oriented film, to inform the target groups.b) Organisation of career fairs where, apart from display of career literature, experts areavailable to clarify doubts on the part of those who participate in thc fairs.

Oflate these fairs have gained immense importance in view of their relevance to thepresent day context. They are attracting the attention of different strata of society. ManyCorporate Houses are coming forward to sponsor such fairs.

c) Conducting of Rozgar BazarIRozgar Mela implies arranging face-to-face meet betweenemployers and potential employment seekers to provide opportunity to clarify each otherspoint in arriving at consensus about the extent of suitability or otherwise on the part ofe~nploymen t eekers.

d) Organisation of Entrepreneurial Awareness Camps in order to apprise the potentialemployment seekers about the existing realities prevailing in the wage-paid labour marketand to enable them to have exposure to avenues available in launching their own enterprisesin tenns of Governmental Schemes, Financial assistance available, Traits that are requiredto take up self-employment, Managerial inputs that are required and so on.

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r--- -- --- - 1

C h e c k Y ou r P r o g r e s s !!1 Notcs : i ) Write ynlll- answers 111 [lit. space give!) helnw.I I Co~i~parcyou^ answers wi!h those give^; i ~ t hc crid of ti:?: b!c.,.:I,.!

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--'I'ecbniclues andIjro~cclurcq f Ch~id;~ncc 7.7 EVALUATION OF OCCUPATIONAL INFORMATION

MATERIAL- - -- - - -- - - - - -

Evaluation of t~cupational nformation material is a continuous process and you should undertake(he same periodically so as to improve upon the quality of material.'This can bc done by raising relevant issues in terms of When:' Where? Who? Why'? and How'!which have direct hearing upon copy-right date of book/materral, geogl-aphical limitation,quality of authorship, purpose and modus operandi of collection and presentation of factualinfonnat~on espectively.The following criteria may be kept in mind while evaluating occupational literature:7.7.1 CriteriaOccupati!~nal literature i n teims of comprehensiveness of content, presentation of textual andtabular mnterinl. all data should he latest available. Tabular and graphic materials should beaccompanied by a well integrated discussion. Tabular material should be set up in proper form.Text or i'ootnotcs should i~d ic ate he source of quoted or paraphrased material. Transitionbetween parts of the tcxt should make clear interpretations. Occupations should he presentedin their social and economic setting.7.7.2 Meth ods U sed far Collecting DataYou have to evaluate i n terms of what organisation, group or individual sponsored it. Indicationof data when material was gathered, bear evidence of methods used i n gathering the data, bearevidence to prove findings are validated and tryout with consumers or target groups.7.7.3 Style an d FormatYou should see that data of publication is always given and style should be clear, concise andinteresting hut not too verbose.Format should be pleasing, attractive and typography reader friendly. A (able of contents, indexand bihliograpliy should invariably find a place in the publication. Provision for revision shouldhe made when original publication is issued.

.- - - --.- - - .- -C h e c k Your Progress

7.8 MOBlLlSlNG RESOURCES FOR SETTING UPOCCUPATIONAL INFORMATION SERVICEPROGRAMME

The resources that are required to organise occupational information service can be broadlyclassified under three categories namely manpower, mater~al nd money.


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1 . Manpower: Apart from harnessing your potentialities as vital manpower resource, youneed to mobilise other appropriate individuals and institutions as manpower resources.C o m n ~ ~ ~ n i t ynembers should be harnessed as resources for conducting different activitiesunder occupational infonnatio~~ervice programme. Trained guidance personnel, teachers,community members specialised in different areas can also be utilised in the conduct of' varlous activities of occupational information service.

2. Material: To set up occupational infonnation service programme, lot of materials arerequired in the fonn of publications like Newspapers, Magazines, Periodicals, Journals,Annual Reports, Video Films, Audio Tapes, Television, Video Cassette Recordel; TapeRecorder, Projector, Computers etc. also have to be mobilised for effective disseminationof infornlation.

3. Money: Th is is a crucial input fo r the effective cond uct of various activities in the contextof any endeavour and more so in the case of occupational information service programme.In order to mobilise this input you need to bring about awareness among all those who arein a position to make contributions financially. Apart from this you need to make themappreciate the importance of the activities in the context of their own professionaldevelopment so that the programme becomes need based and sustainable.Community mem bers with philanthropic m ~ n d nd non-governmental organi\.~lions cancome to your rescue in a big way as far as mobilising of this input is concel11:tlTarget groups like student, .youth, parents, teacher, teacher-educators, social w o ~ h c ~CCI ,be involved in the process of generation of this input.~ u b l i c i t ~easures through Ma ss Media have to be initiated so that financial, material andmanpower contributors on one hand and different target groups on the other hand wouldeffectively involve in the endeavour of develop~nentof well articulated occupationalinfcm ation servlce programme.

7.9 LET US SUM UPInformational need occ upies a significant place in the hierarchy of needs. There a re four phasesinvolved in occupational information service namely collection, compilation, updation anddissemination.Collection of occupational information involvesapproaching sources such as personal contacts,addressing letters, telephonic contacts, etc.There are two kinds of sources:I . Primary Sources - . Employer, Einployee and Government that regulates2. Secondary Sources - Publications in different forms.Comp~lat ionof occupational information involves systematic tiling 01. information based onactivities, functions, products, em ployers, expressed interest patterns; measured interest patterns,school subjects, occupations, etc.Updation of occupational informatiqn implies weeding out of obsolete intormation and effectingchanges as and when change results in information in a designated docuinent called mastercopy, which is required to be maintained by every guidance personnel so as to provide currentinfonnation to those who seek latest information.Dissemination of occupational information to different target groups like students, parents,unen ~ploy ed outha nd community members is organised in the form of Class-talk, Career-talk,Career Exhibition, Career Filmshow, Career Fair, Rozgar M ela, Rozgar Bazar, Career Visit,Radio Broadcast, TV Telecas t , cont r ibut ing ar t i c les in ~&s~a~ers , , .Magazines ,ournals,Periodicals. Schools, Colleges, Universities, Non-Governmental Organisationsand CommunityCentres have to be harnessed as resources so as to reach the target groups.Mobilising resources of both internal and external kinds have to be carried out in a systematicand planned manner and it should be conve r t 4 i n to a sort of m'ovement to the extent that .resources get generated, organised and channelised in the form of Human Resource ~e b e l o ~ m e n t .This is possibly achieved by harnessing human, financial and material resources and derivingstrategies for the management of the same with.governmenta1 and non-governmental support,

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'Tccliniqt~es ndI'roceclures of ~tl idante resulting out of development of forward and hackward linkages among guidance personne l andschools, colleges, universities, non-governmental organisations and community centres andcommunity at large.

7.10 UNIT-END EXERCISESI . Visit a library in your localitylschoollplace of work and collect information on various

sources of occupational infonnation. Prepare a report.2. Explain with the help of illustrations any two methods of classification of occupationalinfoilnation with relevant examples taken from a school or library situation?3. Observe a number of advertisements concerning occupational information and also studythe method of updating occupational information. Discuss in hrief the method you wouldlike to follow in these situations.4. Visit a nearby Employment Exchange. Discuss with the employment officer about variousvocational guldance actlvlties that helshe conducts for dissemination of occupational

inform at~on nd prepare a report.5 . Collcct two Employment News issues one the current and the other a year old. Analyseboth the issues In tune with principles o f evaluating occupational information material.

Occupational Information

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