The counselor's role in facilitating career development remains dynamic as lifelong learning, expanding lifestyle options, and the changing workplace present new opportunities. In response, most practitioners follow some common theoretical assumptions as their foundation. As the career development field celebrates its place and embraces the millennium, the work of John Holland, the developmental perspective promoted by JoAnn Harris‐Bowlsbey, and John Krumboltz's social learning theory are captured through this personal view of the career development journey. Unique insights about the context of their work and view of the future workplace are shared.

The need for appropriate, timely, and increasingly comprehensive career development and education programs continues to escalate. It is interesting that despite the differences in cultures, religions, economies, political systems, and education structures, many countries face similar challenges when designing and implementing career development programs. Sharing and adapting career development interventions and techniques cross-culturally appear to be viable strategies for implementing or enhancing programs, provided the concepts and materials are tailored to the countries' unique requirements.Across the world, a large number of career development and education interventions have received wide recognition and been adapted for use by a number of countries. According to research and anecdotal data, many of the adaptation results have proven effective. Others, however, have fallen short of their intended outcomes, apparently because of a variety of factors; however, interest in adapting theories, programs, and materials for use beyond the environments for which they were designed remains high.Consequently, part of the symposium International Perspectives on Career Development was dedicated to understanding, on a deeper level, the factors that influence cross-cultural and cross-national intervention adaptations. Group 3, one of seven small groups charged with specific symposium tasks, explored issues around career development techniques and interventions. Encouraging input from international specialists in the field of career development, this cross-cultural, cross-national group focused on the following questions:• Can career intervention techniques be used cross-culturally?• What are the considerations in applying career intervention techniques cross-culturally? • What are the difficulties in adapting career intervention techniques for cross-cultural use?

The U.S. labor market continues to grapple with a “skills gap” (Marshall & Craig, 2019): a disconnect between the skills employers need and the number of job-seekers with those skills. Compounded by historically low unemployment rates, this gap is leaving employers with unfilled jobs and narrow talent pipelines. Concurrently, there are lingering concerns regarding underrepresentation of women and minorities in certain sectors of the labor market—particularly occupations in science, technology, engineering, and mathematics (STEM). This article examines how the traditional interest-only career guidance tools used in education significantly influence the gender-based skills gaps that persist in high-demand careers and introduces YouScience, a company that is helping ameliorate the skills gap by combining measures of aptitudes and interests in a new career discovery platform. We close by presenting action steps for students, parents, educators, and counselors, as well as positing possible effects of COVID-19 on career exploration and counseling.

This study compared RIASEC college major codes derived from surveying students enrolled in 28 majors, the judgments of subject matter and counseling experts, and workers employed in jobs related to the majors. Of the four methodologies used to obtain college codes, the highest degree of agreement was the 96% between student Career Decision‐Making (CDM) codes having reasonably close matches or better with codes in the Dictionary of Holland Occupational Codes. The article discusses that students must be aware that some common major names are not very communicative or descriptive of the predominant code types studying the subject.

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