Career Development Comparative Analysis of Self-Directed, Counselor-Guided

Career Development Comparative Analysis of Self-Directed, Counselor-Guided and Group-Supported Activities In the course of one's life as a working individual, opportunities for continuing education and learning are only possible through two (2) forms: on-the-job training (i.e., work experience) and formal trainings for a specific time period. This means that further education for working individuals is almost always limited to company-sponsored trainings/workshops and self-initiated learning, both of which takes time and financial resources for the company and the individual, respectively.

However, it is critical to continue the pursuit for further education or learning, as this will significantly influence one's career development in years to come. A competency learned today could be the most sought-after skill the next day, leading to greater and more opportunities for the individual trained or self-taught specifically for this special or new skill. Continued education/learning as the path towards progressive career development can be approached in different ways.

Career development could be accelerated through self-directed, counselor-guided, or group-supported activities, all of which also aim to not only promote learning, but also discipline, increased support for the individual's learning endeavors, and renewed confidence in one's ability to learn new knowledge and information and strengthen one's skills by applying these newly-acquired knowledge about the topic/subject. The following sections focus on each approach to continued learning, discussing their methods, suitability to the learner, and expected outcomes from each.

Self-guided activities is defined by Yale University (2003) as "informal learning situations than the more traditional, formal and often more costly instructor-led training sessions and conferences" (8). The self-guided approach is best characterized as 'learning at your own pace and style,' and this is more suitable to individuals who are only able to learn at different, non-routine schedules and according to his/her "learning preferences." At best, learning activities using this approach are customized to suit the learner's requirements and needs.

Unlike other learning approaches, self-guided activities are not accomplished within a strict time period, which means learners can finish a course or module at a very slow, very fast, or 'just right' pace. At the opposite end of the spectrum is the counselor-guided approach to learning, which includes not only modules to follow, but also facilitator(s) who will help the learner in understanding and learning beyond the module content.

Self-guided activities have collateral materials that are thoroughly developed by professionals, which is the same for the counselor- guided (or facilitator-guided) approach. However, it has been reiterated in counselor-guided programs that because activities and programs are continuously developed as learning innovations and new schools of thought are incorporated in the course content, it is critical that these innovations be integrated immediately through the counselor/facilitator. Under the counselor-guided approach, the learning provider "is urged to consult local experts and to maintain current knowledge of the literature" ("Staying Healthy," 2002:4).

This approach is more dynamic and progressive instead of the self-guided approach, which remains static and is mainly dependent on the individual's own schedule and learning preferences. Group-supported activities are categorized in the same group as counselor-guided approach, wherein instead of the counselor/facilitator, learning is incited through social interactions between the learner and a 'learner/support group.' "Knowledge communities" are examples of group-initiated learning initiatives.

The interactivity is spurred from each individual, as one contributes to a learning discussion and is responded to by another learner, after which an exchange emerges. Ultimately, the aim of group-supported activities is to incite learning through exchange of ideas and competition among learners. Dynamic learning and competition are critical elements to learning, since, more often than not, effective learning styles are those that are more memorable or salient to the mind.

Social interaction while learning is a salient approach, which group support is an example of, and through this approach, learning is accomplished satisfactorily (Pifarre and Cobos, 2008:2). In terms of career development, the self-guided approach is the most convenient to learners who do not have time to easily adjust their schedule and prefer working on a particular learning style. However, learning is best achieved when it is dynamic and content is.