Compile and study occupational, educational, and economic information to assist counselees in determining and carrying out vocational and educational objectives.

“Compile and study occupational, educational, and economic information to assist counselees in determining and carrying out vocational and educational objectives.” is a core task performed by Educational, Guidance, and Career Counselors and Advisors. Among the occupation's 34 rated tasks, workers place it 8th by importance (#27 most important). About 60% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Compile records, documentation, or other data. in Processing Information
• Analyze market or industry conditions. in Analyzing Data or Information
• Maintain current knowledge in area of expertise. in Updating and Using Relevant Knowledge
• Advise others on educational or vocational matters. in Providing Consultation and Advice to Others

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E2. Exposure with tools — software built on top of a language model (not the model alone) could cut the time by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.50. Automation potential label: T2.

How AI is actually used on this kind of task

The Anthropic Economic Index observes how people actually use AI on tasks like this one across millions of real conversations.

• 0.018% share of AI-use records mapped to this task
• 29% of that use is work-related
• Most common interaction: directive
• Average autonomy of the AI: 3.5 (1–5; higher = more autonomous)
• 96% of interactions still needed a human in the loop

Observed AI use describes people choosing to use AI as a tool on this kind of task today. It is augmentation and assistance, not a measure of jobs replaced.

Working with AI vs. handing it off

Of the AI conversations mapped to this task, the split between people working alongside AI and people delegating the task to it.

How people interact with AI on this task

Other tasks in this occupation

• Maintain accurate and complete student records as required by laws, district policies, and administrative regulations. · importance 4.6
• Counsel students regarding educational issues, such as course and program selection, class scheduling and registration, school adjustment, truancy, study habits, and career planning. · importance 4.5
• Provide crisis intervention to students when difficult situations occur at schools. · importance 4.4
• Review transcripts to ensure that students meet graduation or college entrance requirements, and write letters of recommendation. · importance 4.4
• Identify cases of domestic abuse or other family problems and encourage students or parents to seek additional assistance from mental health professionals. · importance 4.4
• Prepare students for later educational experiences by encouraging them to explore learning opportunities and to persevere with challenging tasks. · importance 4.3
• Confer with parents or guardians, teachers, administrators, and other professionals to discuss children's progress, resolve behavioral, academic, and other problems, and to determine priorities for students and their resource needs. · importance 4.3
• Refer students to degree programs based on interests, aptitudes, or educational assessments. · importance 4.2
• Evaluate students' or individuals' abilities, interests, and personality characteristics, using tests, records, interviews, or professional sources. · importance 4.2
• Provide special services such as alcohol and drug prevention programs and classes that teach students to handle conflicts without resorting to violence. · importance 4.2
• Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. · importance 4.0
• Provide students with information on topics such as college degree programs and admission requirements, financial aid opportunities, trade and technical schools, and apprenticeship programs. · importance 4.0
• Conduct follow-up interviews with counselees to determine if their needs have been met. · importance 3.9
• Instruct individuals in career development techniques, such as job search and application strategies, resume writing, and interview skills. · importance 3.8

See all tasks on the Educational, Guidance, and Career Counselors and Advisors page.

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-task-5629,
  title  = {Compile and study occupational, educational, and economic information to assist counselees in determining and carrying out vocational and educational objectives.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-5629}
}