Computer-assisted Career Guidance Systems Research Articles

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.

The field trial of a new computer-assisted career guidance system in South Africa

This paper describes the field test of a newly developed computerized career counselling system in South Africa. A randomly selected sample of black high school students (n=80) evaluated the system after completing the program at the University of the Western Cape. Evaluation data were collected through interviews and the Program Evaluation Questionnaire. This questionnaire consisted of a number of subscales measuring 1) user satisfaction with the experience, 2) the extent to which the system helped them acquire self and occupational knowledge and identified potential career alternatives, 3) whether they found interaction with the computer rewarding, and 4) the ease with which the system can be used. The Program Evaluation Questionnaire was found to be a reliable instrument (coefficients ranging from 0.54 to 0.84) and indicated that subjects evaluated the system positively in terms of these subscales. The interviews also indicated that subjects would recommend use of the program to others, that they would prefer the computer rather than the counsellor and that they felt that the program had an impact on their career plans.

The Effect of a Computer-Assisted Career Guidance System on the Career Development of South African Students

In this study the authors focused on the effect of a newly developed computer-assisted career guidance (CACG) system in South Africa on the career maturity, career certainty, career indecision and problem-solving appraisal of South African students. A Solomon four-group design was used and 84 final year high-school students were randomly assigned to two experimental and two control groups. The Attitude Scale of the Career Maturity Inventory, the Career Decision Scale and the Problem Solving Inventory were used as outcome measures. A two-way ANOVA indicated that exposure to the program had no effect on the outcome measures used. In a follow-up study 49 students in a lower grade level (Std 9) were randomly assigned to either a control or experimental group and the same outcome measures were used. An analysis of covariance indicated that exposure to the program had an effect on attitudinal career maturity and career indecision, but no effect on the career certainty and problem-solving appraisal of subjects. The results of the two studies suggest that CACG interventions need to take into account the career development stage and career readiness of students.

Computer-assisted career guidance: Improving the design and use of systems

This paper presents and analyzes recommendations developed by system developers, policy makers, researchers/evaluators, and practitioners for improving the design and use of computer-assisted career guidance (CACG) systems.

Computer-Assisted Career Guidance: Improving the Design and Use of Systems

This paper presents and analyzes recommendations developed by system developers, policy makers, researchers/evaluators, and practitioners for improving the design and use of computer-assisted career guidance (CACG) systems.

Evaluating computer-assisted career guidance systems: A critique of the differential feature-cost approach

I find this article on computer-assisted career guidance (CACG) systems a welcome one. As the authors point out (Sampson, Reardon, Humphreys, Peterson, Evans, & Domkowski, 1990), the prospective buyer of such a system is faced not only with a number of disparate, changing systems but also with the fact that there is a lengthy publishing time lag for research and evaluation related to CACG systems. The authors have sought to alleviate this problem by comparing nine CACG systems on the basis of their features and their costs. The purpose of this paper is to critique the differential featurecost approach from the standpoint of the prospective buyer of a CACG system to be used in a counseling setting.

A Reaction to an Analysis of Nine Computer-Assisted Career Guidance Systems

A Reaction to an Analysis of Nine Computer-Assisted Career Guidance Systems

A reaction to an analysis of nine computer-assisted career guidance systems

A reaction to an analysis of nine computer-assisted career guidance systems

A Differential Feature-Cost Analysis of Nine Computer-Assisted Career Guidance Systems

A Differential Feature-Cost Analysis of Nine Computer-Assisted Career Guidance Systems

A differential feature-cost analysis of nine computer-assisted career guidance systems

A differential feature-cost analysis of nine computer-assisted career guidance systems

A useful but limited consumer's guide

There is much commend about this paper, which was released originally as technical report. First the authors have provided clear, circumscribed statement about the problem being addressed. The reader is given the unmistakable impression that the paper supplies limited but intended for career guidance practitioners. Second, they employ careful and thorough methods in the form of differential feature-cost analyses which are useful, say the authors, in the software selection phase of program planning. Thoroughness is evident by the fact that the authors have gathered information about over 400 features of CACG systems! Third, they employ fair and even-handed approach sensitive comparisons among programs whose developers have serious economic stakes in consumers' decisions. Finally, they provide good technical writing. It is pleasure write response when the paper has been delivered in such good shape. The intent of this response, therefore, is examine the effectiveness of the report in achieving its purpose as stated in the abstract: to highlight similarities and differences among nine computer-assisted career guidance (CACG) systems, so that service providers may make informed choices concerning the adoption of such systems. The authors specifically avoid using the analogy of a scoresheet which would probably encourage consumers simply tally the checks for each system. They prefer instead call the report's findings a preliminary guide and invoke the analogy of useful map of the forest. The question I will address is: Does the paper assist the career guidance professional make reasoned consumer decision? Characteristic of their thorough report, the authors specify several assumptions: (1) they assume the importance of the criteria adopted from several disparate sources and modified suit the purpose of this study, (2) they assume checklist comparison does not oversimplify

The Contribution of Differential Feature-Cost Analysis to the Evaluation of Computer-Assisted Career Guidance Systems

The Contribution of Differential Feature-Cost Analysis to the Evaluation of Computer-Assisted Career Guidance Systems

Introduction to Evaluating Computer-Assisted Career Guidance Systems

Introduction to Evaluating Computer-Assisted Career Guidance Systems

Evaluating Computer-Assisted Career Guidance Systems: Synthesis and Implications

Evaluating Computer-Assisted Career Guidance Systems: Synthesis and Implications

The contribution of differential feature-cost analysis to the evaluation of computer-assisted career guidance systems

The contribution of differential feature-cost analysis to the evaluation of computer-assisted career guidance systems

Introduction to evaluating computer-assisted career guidance systems

Introduction to evaluating computer-assisted career guidance systems

Evaluating computer-assisted career guidance systems: Synthesis and implications

It was our hope that by making the task of examining the features and costs of CACG systems less arduous, professionals would be bettermotivated and morecapable of dealing with the complex evaluative issues that truly differentiate the effectiveness of CACG systems in specific settings. The eventual effectiveness of this feature-cost analysis, therefore, can be measured by the extent to which professionals commit the time and energy to move beyond basic surface-level evaluations to more theory-based, context-specific summative evaluations of CACG system performance. The ultimate beneficiaries of such an effort would be the millions of individuals each year who seek assistance in making career choices.

The effects of a career planning course and a computer-assisted career guidance program (SIGI PLUS) on undecided university students

This study examined the separate and combined effects of a career planning course and a computer-assisted career guidance system (SIGI PLUS) on undecided university students. Seventy first and second year university students were randomly assigned to one of four treatment groups (career planning course only; career planning course and SIGI PLUS; SIGI PLUS only; wait-listed control group). Pre and posttest measures were administered and an analysis of covariance was conducted to determine differences among groups for each measure. Significant overall differences were found for each measure. Follow-up procedures revealed significant differences between specific career treatment groups and the control group. Implications for counselors are discussed.

The Effects of a Career Planning Course and a Computer-Assisted Career Guidance Program (SIGI PLUS) on Undecided University Students

This study examined the separate and combined effects of a carreer planning course and a computer-assisted career guidance system(SIGH PLUS) on undecided university students. Seventy first and second year university students were randomly assigned to one of four treatment groups (career planning course only; career planning course an SIGI PLUS; SIGI PLUS only: wait-listed control group). Pre and posttest measures were administered and an analysis of covariance was conducted to determine differences amoung groups for each measure. Significant overall differences between specific career treatment groups and the control group. Imlications for counselors are discussed.

Factors influencing the use of DISCOVER and SIGI

Computer-assisted career guidance (CACG) systems are becoming a major resource in the delivery of career guidance services. National surveys conducted by Chapman and Katz (1981) and the Association of Computer-Based Systems for Career Information (ACSCI) (1983) indicated that millions of adolescents and adults are using CACG systems in a variety of educational and public service settings. Research on CACG systems summarized by Cairo (1983), Clyde (1979), Harris (1974), and Parish, Rosenberg, and Wilkinson (1979) indicated that after using a CACG system: 1) clients react positively to it; 2) clients' knowledge of self and the world of work is expanded; 3) clients' career and educational plans are more specific; 4) clients have greater confidence in their career decision making ability; and 5) clients appear to be more motivated to use additional career plan-