Computer-assisted Career Guidance Systems Research Articles

New Frontiers in Computer-Assisted Career Guidance Systems (CACGS): Implications From Career Construction Theory.

This article addresses the use of computer-assisted career guidance systems (CACGS) in career interventions. Major CACGS developed in the past decades were based on the trait-factor or person-environment fit approaches in their conceptualization and design. The strengths and limitations of these CACGS in addressing the career development needs of individuals are discussed. The Career Construction Theory (CCT) is a promising paradigm to guide the development of new generations of CACGS. The narrative tradition, career adaptability model, and life-design interventions of CCT offer rich conceptual and practical applications that could expand the scope and breadth of career exploration and identity construction through using CACGS. A digital system developed in Hong Kong called Infinity is a case-in-point of a CACGS where users could learn about career planning, engage in self and career construction through using the quantitative and qualitative assessment applications and gamified tools, take career planning actions over time, and communicate with their social supportive systems. Initial findings suggested that users of the system reported lesser decision-making difficulties, higher levels of decision clarity, and better understanding of what is career planning than non-users. Users from high academic achievement schools reported higher levels of career adaptability than their counterparts in schools of similar academic background. Users from low achievement schools reported higher intention to pursue government-supported universities than non-users from schools of similar background. Research and practice implications in schools and organizational settings are discussed.

Expectations, Experiences, and Career‐Related Outcomes of Computer‐Assisted Career Guidance Systems

Computer‐assisted career guidance (CACG) systems provide a comprehensive intervention for career exploration and decision‐making. Ninety students completed a CACG system bookended by pre‐ and postintervention surveys as part of an undergraduate career class. Results indicated high expectations for CACG systems but lower experience ratings. Interaction with CACG systems was associated with increases in students' metacognitive beliefs and experiences associated with career development, with most students progressing in their career decision‐making as defined by cognitive information processing theory. When experience with the CACG system exceeded expectations, students reported larger gains in their belief that they had the knowledge necessary to make a career decision.

TEORIJSKO UTEMELJENJE RAČUNALNIH SUSTAVA ZA PROFESIONALNO SAVJETOVANJE

The paper examines modern computer-assisted career guidance systems, their main characteristics, as well as their theoretical foundation. First we describe the development of systems for computer-assisted career guidance, with the emphasis on the current generation of on-line counseling systems. Then the concept of congruence or person-environment fit is explained: the individuals who have chosen careers which are in accordance with their personal characteristics are more likely to be both satisfied with their jobs and successful at work. Although the concept of congruence is the main basis of theories of vocational choice and computer-assisted career guidance systems, the results of all important meta-analyses show a weak relationship between P-E congruence and job satisfaction. Possible explanations for this finding are identified and the aspect- -based approach is presented as a possible solution. Finally, seven best-known on-line systems for vocational counseling are described: Discover, SIGI, O*Net, Making Better Career Decisions, Careers Guide, Career Choice and Pictorial and Descriptive Interest Inventory.

Recommendations for using computer‐assisted career guidance systems (CACGS) in career counseling practice

AbstractElectronically mediated vocational assessment and guidance tools have become prominent in modern career counseling, leaving many career development professionals with questions about the nature of the computerized tools available and how to effectively apply these technologies in practice. In this article, the authors describe the general characteristics of computer‐assisted career guidance systems (CACGS), review evidence of their effectiveness as compared to other career intervention modalities, briefly introduce a number of empirically supported systems, and provide practitioners with guidelines for appraising CACGS and using them successfully with clients. Recommendations address evaluation and selection of CACGS, development of appropriate strategies for incorporation of CACGS into counseling services, and matters of client education and ethical practice.

Evaluation of Computer-Assisted Career Guidance in Middle and Secondary Education Settings: Status, Obstacles, and Suggestions

This article critiques existing research on outcomes associated with the use of computer-assisted career guidance systems (CACGS) by middle and secondary student populations. Although widely used, CACGS have been subjected to relatively little empirical outcome research. Limitations identified in the existing CACGS literature include a focus on user satisfaction rather than career-related gains; failure to examine potential differential effects of CACGS associated with gender, ethnicity, or socioeconomic status; and reliance on small convenience samples. Obstacles to conducting outcome research in middle and secondary school settings are presented, including a lack of model for CACGS evaluation, rapid changes in technology, and the flexible nature of system usage. Recommendations for future outcome research with CACGS are presented for system developers and individual researchers.

The predictive validity of a computer-assisted career decision-making system: A six-year follow-up

The present study tested the predictive validity of Making Better Career Decisions ( MBCD), a computer-assisted career decision-making system. Seventy clients who had used MBCD six years earlier were interviewed by telephone about their present field of study or occupation and the degree of their satisfaction with their occupational choice. The participants were divided into two groups: one consisted of clients whose chosen occupation was on the list of occupations recommended by MBCD, whereas the other consisted of clients whose chosen occupation was not on the recommended list. In the first group, 84% were highly satisfied with their occupational choice and 16% were satisfied to a moderate extent. Among those whose chosen occupation was not on the recommended list, only 38% were highly satisfied with their chosen occupation, 44% were satisfied to a moderate extent, and 18% were dissatisfied with their choice. These findings support the predictive validity of MBCD. Implications for counseling and computer-assisted career guidance systems are discussed.

Training Counselors to Use Computer-Assisted Career Guidance Systems More Effectively: A Model Curriculum

A model graduate training curriculum that emphasizes the counselor's role in assisting clients in the effective use of computer-assisted career guidance (CACG) systems is described. This 4-module graduate training program emphasizes client readiness and exploration using CACG systems, skill building and simulation exercises, and service learning with career clients. The study is evaluated from the perspectives of counselor educators, counselor trainees, and career clients. Findings from 4 institutions support the efficacy of a model curriculum for graduate training and the beneficial outcomes of using CACG systems under appropriate conditions.

Client Anticipations About Computer‐Assisted Career Guidance System Outcomes

Although existing literature suggests that client anticipations affect career counseling, previous studies have not systematically assessed client anticipations prior to using computer‐assisted career guidance (CACG) systems in career counseling. This study describes how 55 clients from a career center at a large, southeastern university anticipated using CACG systems to help in their career decision making and problem solving. Using a Cognitive Information Processing framework, responses to a cued and a free response survey indicated that clients' most frequent anticipations included increased career options, enhanced self‐knowledge, and strengthened occupational knowledge.

Issues in adapting a computer-assisted career guidance system for use in another country

An extensive adaptation exercise was undertaken by the Australian Council for Educational Research (ACER) when it was decided to modify the 1988 version of the American ‘SIGI Plus’ (System for Interactive Guidance, plus more) (Educational Testing Service, 1981 and later dates) for Australian conditions. The information is of several kinds, requiring varying degrees of validation and checking for local appropriateness.Although the same language, English, was involved, there are substantial differences in education systems and educational pathways, and noticeable differences in occupational conditions and people’s value systems. Adaptations were needed at the level of the language (terminology), factual details relating to the vocational world (starting salaries, workplace conditions, legislation), and the educational world (educational programs, extracurricular facilities, further education). The self-assessment modules had to be adapted and then validated against Australian occupational criteria. Teams comprising occupational psychologistsfrom government departments, career teachers, and counsellors both from educational and corporate settings adapted and verified all information and assessment components. Finally, all adaptations needed to be implemented in the computer program, requiring frequent and thorough system testing. The steps in the adaptation and validation procedures are outlined following a brief discussion of elements of career guidance and a description of SIGI Plus itself.

Should I use a computer-assisted career guidance system? It depends on where your career decision-making difficulties lie

The present study examined the pattern of career decision-making difficulties encountered by 417 young adults who used one or more of the computer-assisted career guidance systems (CACGSs) available at one of the Israeli Veteran Administration's counselling centres, and assessed the effectiveness of these CACGSs in reducing their career decision-making difficulties. Career decision-making difficulties were found to be highest for individuals who were prior to the pre-screening stage of the career decision-making process and lowest for those who were at the choice stage. The reduction in difficulties after using the CACGSs was statistically significant in seven of the 10 difficulty categories examined: an especially marked reduction was found for difficulties related to lack of information. No such reduction was observed for difficulties related to external conflicts. Participants' perception of having been assisted through the dialogue with the CACGSs was highest for individuals who used all three systems, and lowest for those who accessed only one of the three CACGSs.

‘Should I use a computer-assisted career guidance system?’ It depends on where your career decision-making difficulties lie

The present study examined the pattern of career decision-making difficulties encountered by 417 young adults who used one or more of the computer-assisted career guidance systems (CACGSs) available at one of the Israeli Veteran Administration's counselling centres, and assessed the effectiveness of these CACGSs in reducing their career decision-making difficulties. Career decision-making difficulties were found to be highest for individuals who were prior to the pre-screening stage of the career decision-making process and lowest for those who were at the choice stage. The reduction in difficulties after using the CACGSs was statistically significant in seven of the 10 difficulty categories examined: an especially marked reduction was found for difficulties related to lack of information. No such reduction was observed for difficulties related to external conflicts. Participants' perception of having been assisted through the dialogue with the CACGSs was highest for individuals who used all three systems...

Mining the Internet for Career Information: A Model Approach for College Students

This article examines the impact of the Internet on the provision of career information and describes the development of a career and educational information web site. Three models for linking career assessment to career information are evaluated: Print-based, Computer-Assisted Career Guidance systems, and Internet-based. The design of Career Exploration Links is described in detail as a case study in organizing career and educational information on the Internet and guiding a diverse college student population toward accessing this information in meaningful ways. This case demonstrates a number of advantages that underlie the Internet-based model as a vehicle for linking career assessment with career information.

An Aspect-Based Approach to Person–Environment Fit: A Comparison between the Aspect Structure Derived from Characteristics of Occupations and That Derived from Counselees' Preferences

Focusing on the aspect-based approach to person–environment (P–E) fit, the present research had two goals: first, to explore the relations among the aspects as reflected in their structure, and second, to examine the stability of this structure by comparing two aspect structures. To achieve these goals, the patterns of the intercorrelations among 43 aspects were analyzed and compared using two large data sets: the occupational data base of a computer-assisted career guidance system and the monitored dialogues of 2000 counselees using the system. Factor analyses revealed great similarity between the two aspect structures, with only a few notable differences. These results are discussed in the context of P–E fit theories.

Using Computerized Career Guidance Systems with Continuing Education Students

This paper describes a study conducted at the Faculty of Continuing Education, The University of Calgary, that examined the use of two different computer-assisted career guidance systems (SIGI PLUS and CAREER BUILDER2) with a small group (n=40) of adult learners. The results indicate that both systems significantly increased participants' sense of vocational identity, and that SIGI PLUS was somewhat more effective in this regard than CAREER BUILDER2. Implications for the use of this kind of career service with adult continuing education students are discussed.

Gender differences in career decision making: The content and structure of preferences.

To identify possible sources of the observed differences in the career choices of women and men, three facets of career preferences were examined: the relative importance attributed to career-related aspects, the within-aspect preferences (i.e., desirable characteristics of occupations), and the structure of aspects derived from these within-aspect preferences. The career-related preferences of 2,000 young adults who were in the process of making their career decisions were analyzed. These career-related preferences were elicited during their dialogues with a computer-assisted career guidance system. The analyses revealed (a) only small gender differences in the relative importance of the aspects, (b) considerable gender differences in the within-aspect preferences, and (c) certain gender differences in the structure of aspects. The findings and their possible theoretical and practical implications are discussed

The use and Benefits of Computer Assisted Career Guidance Systems

The use and Benefits of Computer Assisted Career Guidance Systems

A Context for Expectations of Computer-assisted Career Guidance Systems

A Context for Expectations of Computer-assisted Career Guidance Systems

Computer‐Assisted Career Counseling: Dilemmas, Problems, and Possible Solutions

Computer‐assisted career guidance systems (CACGSs) are one of the available tools used to facilitate the career decision‐making process of deliberating counselees. The development and utilization of these systems have raised dilemmas and problems that the author discusses from the viewpoint of information‐processing and decision theory. These dilemmas involve (a) the occupational data base, (b) the complexity of the career decision‐making process, (c) the effectiveness of the dialogue, and (d) the context in which the CACGS is embedded. After describing and analyzing each problem or dilemma, possible ways to overcome, circumvent, or at least minimize it are explored. The relevance for face‐to‐face career counseling is also discussed.

A comparison of the effectiveness of three computer-assisted career guidance systems: DISCOVER, SIGI, and SIGI PLUS

One hundred and twenty-six volunteer students from an introductory psychology course at a large public southeastern university were randomly assigned to one of three computer-assisted career guidance (CACG) systems — SIGI, SIGI PLUS, and DISCOVER. The respective systems were compared in terms of an instrument developed to measure three constructs in CACG effectiveness: analysis, synthesis, and computer effect. Both the Occupational Alternative Question (Zener & Schnuelle, 1972; modified by Slaney, 1980) and the My Vocational Situation (Holland, Daiger, & Power, 1980a) inventories were included to assess the possible moderating effect of individual differences in the perception of CACG effectiveness. The results revealed that the majority of participants in each condition rated the CACG system to which they were assigned positively on all three constructs. While we concluded there were no practical differences in effectiveness among the three systems, students with a need for career information rated the lists of career options generated by SIGI and DISCOVER more favorably than those with no such need. Implications for further research on the use of CACG systems are discussed.

Holland's Theory and Effective Use of Computer-Assisted Career Guidance Systems

A variety of client characteristics, drawn primarily from John Holland's theory and constructs, were used to examine client reactions to using a computer-assisted career guidance system. The subjects were 206 individuals who sought assistance at a university-based career center. A regression analysis revealed that persons with higher Social and Enterprising scores rated the system lower on its ability to help them acquire self and occupational knowledge.