¢ the United States 967 nie poral 9 miltion people OF te were berween the oi »} and 64 from which the me" work of 20 Muynited States 'saravn. THE work i od 78 million Americans, jorce itself cons . 59 million women. Three ese worked for private employ sy for local, state, or federal and one ninth were scl of the Census, 1968). ata further showed that ear professionals, managers, clerks, salesmen were the largest a7 fastest- numbering over some 34 mil- jion persons; blus-collar crafismen, foremen, nerchine operators, and laborers numbered ou’ some 28 million, Service workers num Lered siightly over 9 million, and farm work- crs approximated 3 to 4 million, The me- dian family income was $7000, with vearly 5 million families enjoying incomes over £10,000. These figures reflect our dramatic shift from an agricultural to a technological society —and « generally affluent one. In fact, in 1967 we had almost three times as many engincers end professional people as farm workers. The need for unskilled and semi- sited workers in our society continues 10 ase while the demand for better-edu- men and “ fourths of ers; one seve governments employed (Bereav The census 6 wt and growing group 4. An Oppurtinity anid @ Te abheae on Cceupational & cated and more techrica'ly sheila is greater than ever. — These statistics provide usefit’ baey. ground data *s we turn to # consideration of Sur changing concepts of work, problems iq career planning and occupational aiusiinent, and new horizons in dhe world of wook. Mosi adults spend one third to one helf of their fives in work and work-relate! activ ities—more time than they devote (© any other activity. Work not only determines our income and standard of living but influences: qur social status and sense of identity td worth; satisfaction or dissatisfaction in our work ean add up to frustration and lack of meaning or contribute to personal growth and self-fulfillment. Thus the choice af ace reer is of vital significance. Career choice, of course, is something relatively new. In earlier times—as wellasin: many societies today——most young had their choices made for them oF were at besi severely limited. in wh. choose. Of necessity, most followeCAREER CHOICE: AN OPPORTUNITY AND A PROBLEM 331 their atnere Bad doneyer es apprenticeship training \wat them in their communitigs people today have an a of careers; as in other life arent’ howev opportunities and new problems As in the case of marria, “work” are undergoing. m. leading inevitably to some too, the individual does not know ener about himself or about what various occurs ions are like. And even after a choice is - trade, career planning may entail a lone aris ". Tifcult preparation. ©d whatever available to Most you; ny mostunlimited choice BC, Our views of wor changes confusion. Often, Changing Views of Work the case of marriage, we find Aas a oreo ad thang of work, and the criteria for evaluat- mean spaional ‘adjustment are all changing. ing occuP' ars Puri ~ peel Puritan work ethic. The pile Se work both as necessary for ei duty ant ival and as a ¢ f exis oma or at es oP in John Smit be eal eters that “he who will not work is ethic eat.” Today, however, the Puritan work is on the decline. . 2 Much as we have come cela our working hours with our increased leisure into a meaningful way of life. ; Just as we no longer view childhood as simply preparation for adulthood, we no longer think of education as simply prepara- tion for work, or work as simply a means of farming a living. We see childhood as part of living. and both education and work as ve- hicles for personal growth, creative self. expression, and self-fulfillment. Changing criteria of success. With this change in the meaning of education and work, is criteria by which we evaluate adjustment in these areas are also changing. No longer isa man necessarily considered a success be- Cause he is a bank president, or a failure be- cause his paintings do not provide an ade- quate income. Occupational success is being evaluated far more by whether cr not the individual's work brings him satisfaction and fulfillment ‘This new view of work places a heavy Fesponsibility on the individual. For out of the wide range of possibilities open to him, the must choose a career which will be mean- ingful and fulfilling and, hopefully, one in which be can contribute: to the welfare of others and the progress of society. In choos- ing ® career, the individual is acting as an architect of a major portion of his own lifeas well as delineating a role fcr himself in the wider society. It is in part for this reason that young people today are demanding an in- creasing voice in the educational and social programs planned for them in college. werging occupational roles jor the sexes. Conpuinty fice education feooth. alc School and high school bas viewally efint- nated illiteracy in the United States and Jed to increasing equality betworn the sexs in educational achievement. Between and 1965 the proportion of high-school who went on to college inreased from 35 to 55 per cent, and in 1965 approx imately 39 per cent of those in college ‘The increasing trend toward exval ed cation, combined with :ne lessening ofWORLD GF WORE ‘activities. also offers a par restrictions, and probable sati crimination and prejudice against women in saany occupations, has led many women in ‘cur society to combine occupational roles with those of child rearing Johnstone, 1968). In fact, one of the most remarkable social changes in our society has been the startling jacrease in the number of married women working outside the home: In 1966, a survey of nearly 6000 women who had graduated from college seven years before revealed that 41 per cent of those presently married ere working outside the home, including 48 per cent of those who had children under 6 vears of age (Department of Labor. 1966). The new opportunities are leading many figh-school and college women to plan for imeresting careers in teaching and other fields. The advent of women on @ large scale into the occupational field has led to a blur- ¢ of traditional sex roles with rhspect to occupations. Women have entered such fiells as medicine, law, psychology: physics. and so on in increasing numbers. We also find women astronauts. military officers. ‘Any “work world.” besides involvin> a certain king lar cluster of of ct ass factions and sales, “ettig ang discatistacise ol opp : real cstate brokers: a Tokers, and : ¥ No longer is it considers Slay women to enter fields too mini strength, and obj Qui jectivity_ for men to enter fields reqaicn Ye of sensitivity and creativity." ® hgh Factors in Career Planning Although the young person h; of career choices, the vor opportunities often Often he does not ee Sale own interests and capabilities © “OO hi specific demands and characterjce Occupations to ask the right quae make the wisest choice. Many yy no & changing along with technologies sn change. and'the young person has eo lem of anticipatine how such ct affect the occupation he chooses Tre f not surprising that man sae co 'Y YOung people t are uncertain about what career is righ them: yet it is the individual who must make the choice and live with the cons: Sa Wide! abundanttee Bi tom, Strongly InNvences POR Sig eS Or 41D Held, We are choos Gon toes SR cuaces in career plowing. An occupational a aay be made until the individual ee or early adulthood. But : js time, he makes many decisions eB tward oe away from given oo inevit oat Oem. tay ert inaccurate. anavior he tries to learn after he makes a choice nation toy g on role be lerootype:, Some himsett. and Ney also influence PECtatione eee ne aan oth ‘of students: below: PES found by Beardsiee ang opowd Ce of and wealth but tess, 4 Sellish, manipula. f. ists, colortul, interest. Sitliculty, ahd lack ot adap ability, Not well-to. MMT Padiat, ev some pot arin ical” samc tacking in artistic sensitivity ang ey rete mone & we soy cea cnt. rational persevering: emotions + In peote. math work. reasonabty well rewarded with wealth ang tus, aioe Power in pubtic attairs, good oppor- oe Coie bretemcemen Voy conve, hae gore tn CS mo é Public atfairs litle opportunity tor ad- i es ee Contormists, with limited inteti- ‘Ettie persona! satstactic ‘Sensibilities. Cold. submissive. unsure of ‘selves, cautious. conser ce Intuitive, rash, ‘cient emotions and impuisiveness " ee ee sresponsibie. ne excitable oe see Gisciplined way. Moody. No rewards to contnibute . * than high sense of satistecton. 4 Jpredictor jeachievementin lee i interestingly enough, wee Ast shave not been found colle eter of later professional 5; Martin, 1968)- ellectual capability degree of success e's actual D8 rng to be determined by fac- and train in the field seem: tors like creativity, sonal relationships, competence in interper- ‘and all-around personal maturity. e Personal growth, ‘Since personal ‘maturity, as well as intellectual ine is so important to ‘occupational success, it is important that the college years foster all- found personal growth-as well as academic achievement. ~~ : f studies indicate that sev~ A number of eral changes in the direction of personal growth typivally take place in college stu- Gents (Boyer & Michael, "1965; Freedman, 1965; Webster, Freedman, & Heist, 1962): 1. Independence and autonomy. Stu- dents become more independent and auton- omous and more critical’ of authority and established values. 2. Decreased dogmuitsm. Students be- come less rigid in their beliefs and more open-minded and receptive to new ideas. 3. Decreased authoriturianism. Stu- dents tend to becom> more democratic and jess anti-intellectual but not less critigal and evaluative. + 4. Decreased enthnocentricism. Stu- dents become less prejudiced and less likely ‘and professional trainin®, As we have noted, youn, Young “a great deal of their occupa, to resort t0 the use of ¢¢, ing others, 5. Shift in atitide liberties. Studenis become to the ideals of personal” academic freedom. The amount of ch; an; “. from student to student anyii!0fe, college. But generally ¢ from cgi its, appear that coilege experien ite it ge itate these kintls of prow co ds gt that such personal growth jn hange “i later professional achievemen)™POTan and sy. ‘Or cess lereory PROBLEMS IN OCCUp, ‘ADJUSTMENT ‘ATIONAL Ple todayy to meeting basic economic neea.” “ition pect to meet needs for selfest.c°Y & sonal achievemient; and self-fulnne™ P= sequently the individual's goer Com adjustment is of vital significance ¢P2™ well a5 to his family. But he is nosy one concerned about his job adjusts satisfaction Industrial and business ers are also interested in providing cone conditions that maximize individual sat, faction, promote group morale, and in = the productive efficiency of the as dissatisfaction, reflected in low effcie = and high employee turnover, is expeasive the employer, especially if a long on-hejob training period is required for new employ. ees. Thus both employee and émployer are concerned swith the meshing of individal and job—with successful occupational adjustment. Transition from School to Work - the confrontation of the young person with the world of work is a major change it the environment. The world of work is anew world of meanings. Generally, family does deman & not enter here, nor do peers." (Tie O'Hara, 1963, p. 49) NG Working ~PROBLEMS IN OCCUPATIONAL ANUSTMENT 440 siastic and ready, Then come the realities of the business world. Within a year, he ls very ransivion from school to on now enters: the “adult pun EeAlthourh this world dif- alfipm one job setting o another, ‘nich differs in many ways uel risa wihygh schoo! or college. The ii Sold O be so abrupt for the student ce reummer jobs OF worked part- Mas nad SUT school, but the complete vile 82" root to work not only rep- rom Sregtone in the Person s life ts one a gifficult transition problem. (eshyen PO : we and concer! In anal ee non fears Out relatively ppieeeee at petitive © the more demanding an the Sr scho> 0 five job setting. 2 young tind yess sue at he has entered aa & 08 ay z id whore oe Thos it eft gow WOE Row to anticipate. Ki t know ay young people are apprehensive concern e the shift successfully. 4 is of a ee i isfactorily- wor sae ability, he use be confronted with adequate making the © the his first jod- “The new graduate COMES from collese 10 tis fist job in industry prepared 10 bea int. He is ambitions, enthu- likely to suffer'a fous lass of motivation, to find himself facing the thought of quitting the job that once seemed so promising as a career opportunity, or to stop tying so hard, to ease off and lapse into a kind of apathy What is wrony?” (p. 27) The fuct that the first job often presents problems is reflected in the high incidence of job change among college graduates. In a study of the work records of graduates from the MIT. business management program, Schein (1968) reported that half of the gradu: ates of one class had already left their first job roughly 3 years later; within 5 years of graduation almost three fourths of another group had changed jobs at least nce, and some were on‘their third or fourth jobs. Al- though these findings may not apply to all college graduates, it would appear that some- thing happens early in the careers of many college graduates that causes them to change jobs. In analyzing the reasons for such early job changes in the case of these graduates of the management program, Schein pointed to several factors, including the following: 1. The graduate’s views of industry and business had been shaped by what he had been taught in his classes; often this involved learning to jook at problems from the per- spective of a high-ranking executive. Thus he thought in terms of general concepts, rational principles, and a long-term overview. He was prepared to deal with basic long- range problems rather than with day-to-day , ems. 2. While his education had taught the te advanced management principles, day-to-day problems required that he put such principles into Deep-Freeze and de- velop a sort of common-sense wisdom which he unfortunately had not acquired in his train nig? . e siete graduates stated that their education had prepared them very well technically but had beer deficient in se viding them with the psychological tec! # jques for, dealing and working with peor‘areinvolved: the individual's ‘decision ‘and look foranother one juating experience in that “failed” in his first veo world fc € the first job can be seen 35 2 training expe= Fence and an.opportumity 10 analyze © ad one’s fitness fora cértain tyPe ‘of job. If cone finds that this 1 not the Tight job, then he can make a change, Knowing-more’ about both himself and the world of work than he did before. =r9 <- Meshing of Individal id Job In describing the first-iob dilemma. we have b noted some of the conditions that ead ¢. ticularly on the’ Rrst 30. dissatisfaction—| Although gor, sPehige q menial 208 switey 5 serio Sor jutigong ae sig a & is Mas: fee sed past jobs. 2 - Herzberg (1968), reporting on an exc: srody of engineers and aocoestants, font at five factors stood oat es strong SarATION AL AUS TMENT ah RIOT ND De Rrotorg gu, he Aa ee te cores, Be Rom tae - senses OTN MsSAt ct Sf tattiawte fectons. fe nek ¢ yee ROMINISTRtION, SMPOVGon yey sonal relations, and ws eXampte, Hereberg (1968) “pers working Sot hat as. AW OF these Were Conuaend ~ Ove ee : eke LHR eck of sHeens RE Se faetOrs. Nerebers abs nang money monvation ayeeron ty Sees Se Satisfied and Gis OF MANS COUMpute REE Cone af diewaniehecteon ie aes re Hem ree Ath > Rts, Ra Sringe deredom: after the by *.COMPARIES allow ther cone ee problems tn the works of work arin other scciat = ope tae of one Peg © Untesen waar Be . rom te Saitore wes Cemontirated clesty in a stacy comparing” - : ea een S of labor the first forty Rems 2 ranted by te empioyeen ) & EXEC NON PLOYEES UTIVES OFRCERS ™ nbuns eran o abe¥S sadngaa THE WORLD OF WORK Pyle & A STOVE is provided for the benefit of me Gierical Staff. Coal and wood must be kept in the locker. It is recommended that each member cof the Clerical Staff bring 4 pounds of cos! each uring cold weather aa oe eNO MEMBER of the Chea Stat! may leanp the room without permission from Mr, Pogers. The cals of nature are permitted, and Clerical Stat may ese the garden below the second gate. This area must be kept in good order. $.NO TALKING Is allowed curing business ery. This need not happen: certainly it would not be difficult to build some true mo- “ional factors into @ job with as much important, but in our affluent society these are taken pretty much for granted, at least upations requiring a higher education. course, individuais differ in their motives and values and hence in the satisfactions or ions they find in certain tyes of S¢, 2 good deal of current em- placed on making jobs more CONDITIONS"? GOOD WORKING the 2 Be oer Latowr Lowe but wit espet agate Sompenssie tor tee a © Outpet of work to, Utopian concione. Weiss (1962), who asked a sample of 41 employed men the question. “If by some chance you inherited enough money to live comfortably without working, do you think you would work anyway ono” Although only 9 per cent of the men sled — that they enjoyed their work, 80 per cea said they would continue to work. Appar the men felt that work would contin worth while as a means of KesFint rs avoiding boredom and feelingsaifeel committed 10a gid 8 ney oe 0 . or the job. As in Q it 10 a oi aul brink ce certain aspects indents ere ter occupational none or delayed eratiica. cranes to make reali iti Be as in any. other life tot cuPatOT ust endure hardships cn Pog OFDM ich may be forth- ra cexards eriods of concen- ining, cs being usually Z jerarchy, are in8 . Beeie onal hierarchy. 21 oS anata an x Ww ‘ 4 i i t 5 i i I t a At Nl i : SLi. rel y 453 te ef fz 87 PROBLEMS IN OCCUPATIONAL ADII at Work. may be dati 6 hele personal adjustment, Particu-_ is frustrated and unhappy in : ely 10 be irritable andl dex ‘bring his problems home.” © also is ti r larly when ine his work: he is The revers 0 whereas if he ally upset by marital pr ablems, he may find a dificult to concentrate on his work or to ain Satisfaction from it. Any stressful situation Outside the job may make adjustive demands on him which deplete his adjustive resources and leave him less flexible and resourceful in coping with the demands and pressures of his work: , ‘The meshing of the individual and the Job thus involves both his personality and his general life situation as well'as the nature and demands of the job. Special Problems im Vocational Adjustment Many special problems in occupational ad- justment might be mentioned. For present purposes. however, we aré concerned with certain broad categories of problems, namely, those related to working women, disad- vantaged workers, older workers, and mi tary service. forking women. We have noted tie tremen- ris increase in the number of women who work outside the home; by 1970, 30 million of the 80 million working Aniericans are ex- women. ee edehaaanam of women tends to be related to certain significant stages in their lives. There is an initial employment peak si about ages 18 and 19 after completion of hie!4 nancy WOMEN seu gna, Here 8 ate tatinde ee een me ® wine © cone (en act BW sens een Mang paren Ng ene oF HME AION, on aes won Nee wee eb wa atte ‘Vous for hatt ihe fe ae ae BIN 7M sa eNE T G RA AUE Y $ choad ant pada to marriage and the advent efehiktron, Aner thy ortion of Works ‘ Pe enireania fe en on watt about age AO, ror the age of 80 (Following the birth of the - ‘ek, and when objor children startalsy renting schoo}, the proportion of working women Degins to Hse-again, And there isa Seal peak around 40 to $0 when the children, ae growe up and move away from home, Family status and circumstances may iso determine whether or not a woman seeks employment, Single women are more Wkely to work than married Women; Women; who have been or are married bubhave never: bad children are more likely to work than, those with children. Among mothers, those | with younger children are less likely to'work than those with older children, In his survey of college students, Packard (1968) reported that about half of the women approaching college graduation—in the last half of their..- cadergraduate college training—were seri-: ously planning a career, With these trends in mind, let us glance at some of the findings with respect to women college graduates and also with respect to the occupational problems that~ women commonly encounter. Rossi (1964), in a study of 3500 female college graduates quit of s, found that they could be into three groups in terms of occupa- ten: (1) the homemakers; (2) the traditional 18 4 He AAT Mam when Welds ot Fenehung nent diteae™ HeAOnNIY BHVOCIEU Ha fn 4 Vie ineestgatir caine Woke YOUNO COlleGu Hains formate ioleionai ad ACOMPLIA AIS OF thee (oluWe 10 1ee0GKI26 them n ealleagues“(p. a1y ‘Mey aIAr 14, Hiden HO hy cay * bre (0806s, WON n sig Careorista in fields where we, been strong, such 8 leachin, pioneers, who had entered ocey, A) dominated by, Males, such as me fs architecture, and the natura etteenat Sience, b ve i and (ye most all of the homemakers AL this times as compared with two inatdby taditional eareerists and half of the Othe + Working women usually ale, me shoulder household responsibilities 2% 2 ten childrearing ones too, The a. o- often raised as to whether empig to? Side the home interferes with awomast as wile and mother. Althoug ite somewhat contradictory, there = to be insurmountable, probleme, eee 5 the husband is willing to give her additionas assistance. In fact, Mudd and her associates (1965) found that in successfully functioning | families, the Percentage of wives: outside the homé was. above average, thar the woman usually derived coisiderable-wa._- isfaction from her work, and that the husband. usually approved of the arrangement. - Besides the many. problems a woman faces in managing her time so as to do an adequate job as wife, mother, ard worker, - she faces many difficulties on the job that are felated to her status as a woman. Bloustein (1968) points out that on the ‘one hand the modern woman is told that she can combine ‘marriage and family life with a career, butthat on the other hand, “she encounters at everyPROBLEMS IN OCCUPATIONAL Apyy rejudice and discrimina- eof nal eatonl sipporia” For n asl, hours of work are rarely made flex: exaPihe working mother, nor is she likely ible ote comparable pay for the same posi- 1 eer comparable opportunities for ad- tion ment. In fact, Bloustein has pointed t0 va he vonsiders a “rnarriage-career hoa wea the present marriage-carect hoax is at omen who might otherwise zad rich, ring lives in the home—in the leisure Ji in affluent society provides—are being thei d of this opportunity by the American oer siento achieve and 10 produce, some- Ging women are told they can and should i w tio! wi (p38, ; He eas that we should cither tell cir place is in the home or alter ia tease cur er for the wife and mother possible Saf compatible with her other duties and rene time it may be noted that 2 yorans ace, especialy if she mari, Joes not usually have the same meaning her as c career does for a man. Traditionally pean’s role is that of w2>> eamer and pro- | wider, and the man's status in the socio- conomic:hierarchy stems largely from is job—while that of ‘the woman is derived tuply fom bee Baa fceunly Jodo ms dition, the woman's ob by bel CompueneS as 8.7 mOMeN, ead home manager rather than by her achieve- ments in the occupational world. Probably for sych reasons, many Women are . settle for subordinate jobs and are more ac- cepting of discrimination in pay and promo- tional opportunities. In fact, they have an advantage over their husbands in that the family's status and standard of vgelanad usually dependent on their job — working wives often do not suffer from the pressure their husbands feel to persevere and setaheae. Disedventeged workers. The term disadvan- teged worker is commonly used to refer to individuals who are diszvantaged socially tad to those who are handicapped. Although we live in ana that shows a high degree of upwasa! OCiety the Poverty cycle of those ont of the socioeconomi ladder ten Perpetuating. Sc five critical s Poor when decision reavacntividual usually takes jenn’ and toward life-long poverty: rt 1. The family bey ples marrying and to. while still in theit teen, and parenthood until las~- waco cee young people to secure a bette, Sian er education Point: tS Usually. with Y with cou ving their first chi IS. Putting off : i ‘ tary com, i security, or potential for advancement aon eae ~ carning potenti. femains Meagre. dies a ameny children. OF all the ee families in the United States 19 1963, onl 2 Fea tad toro" families: 49 per cent had of the family, in ic pressures ‘sawin Chapter 4, childses growing up in such are Ukely to suffer many distortions in their development, leaving them ill. Prepared for productive auuit life. 5. The cycle begins egain. As the chil- Gren in the poor families encer adolescence, they too tend to merry ezriy, drop out of school, and take whatever employment they an find. Thus the pove: cle is perpen: ated. If one is also unlucky enough io belor minority, preju-aap wort OF WC a6 10" dice and diseriminatto” crushing burden OF PONS ee eapabilit have. eae ane ea ‘on’s occu ‘on the handi ped pers’ Ee mand toward himself. His ‘on his accepting his handi- ing himself as a person o ny be especially dieu ithe ‘made Toccupational adjust- test and then suffers a physical disability ‘eich bars him from continuing in his chose® Secupation and necessitates acceptance of lower occupational status. Ta the past decade there has been anew focus by both government and industry on the problems of the disadvantaged worker. ‘An increasing number of physically and mentally handicapped. persons are being served by rehabilitation agencies and helped to make good occupational adjustments. And many private and governmental organiza- tions are attempting to meet the special needs of the socially disadvantaged youth for better gcaeral education and job training as well as employment opportun Older workers. Estimates of the Bureau of the Census (1968) have predicted that by 1970 » there will be over 60 million people in the United States aged 45 or over, of whom a third will be over 65. Wolfbein (1964) has pointed out ¢ major problem of the older worker: “At the upper end of the ave spectgum (e.g., men 45 years old and over) unemptoy- ment rates are reiatively favorable: bul once out of a job, older men encounter difficulty in becoming re-employed as many find their sis obaesny chanye.” tp. 1705 Chi, air a dag them to be less capable yers Wie ing mental! than younger woryr Physig,tigg young AS CONLTASLEd with jar’ Ma ql ang ers. however. Thumin (4 gee ll¢-apen Y of evidence t0 Support the cape? fle ,%%H middle-aged werkers are gjgy noy "9 fing employment because of je; 6! Prope” thoy fensive. easily threatened” ® More pe! fy mentally, Sand 4g. Factors other than leg to work may s!s0 make f workers 10 find satisfac Some industries are tess yi? &Mply, train older workers becays ME to py Iength of the worker's oes hence smaller return on qpe® ™Ork vestment. Middle-aged yet ©OMpayss hd labor market for the fing” ehiter, children are reared or afterti™® afer he have died often encounter sini in finding satisfact ilar di ‘The seueoa eee employment of Occup, S006 of, Mle yy iy their is thei, tional effectiveness appears (OSS ily upon the occupation no? {Pe sondlleporie for exapn ted Ia ae “old” by the time he reaches P°70" may f other occupations, such as ing pe the arts, older men have ones ing contribi who ccatinued their careers ji and two groups of Professional pc 70, Pressey and Pressey(1967) fom Past” factors which they considered of nse"! cance: @ continuing strong and len cially significant purpose, Mello or and a status and role in which oa of their careers was sissy The problem of the older work comes more acute as he faces retinue Each day in the United States Bead Persons cross the invisible harrier of age os and by custom and law are forced into retire. ment. They kave become “oldsters” or “sen. jor citizens” and are benched for the remain- der of the game. But with our increasingie ear the pes sie gn be at oF MEAT THE Peak of mgny oh ant AE ghittle® rson facing tetiremen, wie ener is athe OME Ag to new Stresses, ncleding jy sobieEtGion én inicome and the prot i" 4 rea iat contacts and i ningtat dine he is leaving. A fi ace those he 5 it Og 10. rpresseY (1967) have pointed gttiey and es could probably be greatly Pre ese SUES orentialities for productive ots Ug and the Pe utilized if people's occu- ft BEN be selectively tapered off oo tives vo rily cut off by retirement. arbittaypations do make Foom atte op, some OF and find niches for their a SS js the exception. rson reacts to his difficult stresses ith retirement will 2 | ed with retirement ¥ oot ass0018 acy ofhis preparation. guna the ade ually involves plan- ire! Zest ey am of part-time work ad oF POE ctvities which fit ring ringfol NON and abilities. Given sal health and ade- eon oe Frement can be a produc pianninl: fom the encumbrances esis. reel pedule and the commit: an sed SOE ing, the older person can of chloe igure activities that make satisfaction and contribute al growth 5 wore ve, Many countries, including fo joyce. the young eligible (ee oe raft jaro the armed le wid COMPUT sength of time. For s specified 1engt! ree 03 rye weil-laid career plans so slong perio of edveationsl Pre ae jlitary service is a disruptive ele- zit te pursuit of lone-range goals. 1n set ers, military service may be Te” saerely a peliod of marking time egy can get back to civilian life and resume education and career activities. And fa young men conscientiously opposed to ter eonserition presents 2 moral dilemma. For some individuals. however, espe~ aly those with little formal education or er ¢ to th anh and He Span, the individuay fron nivantaged ice may represent Department mpler which each year, Even while POSitions fap n”,INdividuats ean be pf: Brounen’ felated to ¢h Is can be placed in round and int heir educational back 4 mMerests. Thus ble can and do make onus Many Young peo- ake cons Feriod of time they are parece Use Of the the "armed Torees, in (nested © Service may repres In these cases military 5 ent a meaningful v ie onal €XPetience that will help wee oe epace them for later ci ° vilian work. § eigeaneatt Some, of course, d nue in mil; e, de- career, military service as a intensive short-range prog bri ig them up to carps ee Such prdframs cover a range of services from diet and minor medical attention to instruction in reading arid other school subjects. As Janowitz (1967) has pointed out, military service thus often represents a second educa- tional chance for young people coming from disadvantaged sectors of our society. _ THE FUTURE WORLD OF WORK Much as the Industrial Revolution amplified and largely replaced man’s muscle power and freed him from the drudgery of physical labor, the new Cybernetics Revolution is implementing man’s intellectual capabili- ties and freeing him from the bonds of routine and repetitive work. New occupations are coming into being, and many traditional oc- cupations are becoming obsolete. In con- cluding our discussion of the world of work, it is thus relevant to note some of the occupa- tionai trends in our society and the relation of these trends to educational change. Then