How Do You Implement Cacgs
Ideally, computer-assisted career guidance systems supplement the work of a professional career counselor. Students and job seekers can complete assessments and explore careers before meeting with a professional. CACGs can also be used for take-home assignments between guidance sessions. For example, a client can be asked to use the CACGs to collect and evaluate occupational information for two different professions. But, its also important to realize that not everyone has access to professional guidance. Additionally, individuals who are confused or undecided might prefer to start the career seeking process by talking to a computer.
So, can you discover your purpose using a computer? We believe you can. CACGs offer a viable supplement and alternative to face-to-face career guidance. And, pursuing purpose comes from finding fit fit between what you find interesting and meaningful, and what a vocation or career path can provide. CACGs represent a viable method for many people to learn what drives them, and to explore career choices that can fulfill them.
Career Construction Theory And Cacgs
The Career Construction Theory was built on the premise that the increasingly unpredictable and fast-transforming social and economic contexts have called for a new paradigm of career development. According to the CCT, the dominant paradigms of career development in the past decades such as the P Ã E fit paradigm were not developed with the new global realities in mind. These models seek to match individuals with compatible work environments and to guide them for transitions across predictable life and career stages, as opposed to managing careers in a globalized context where variations in individual work experiences and career dis-continuities and fragmentations are the norms rather than exceptions. The CCT offers fresh perspectives and a new paradigm to guide new generations of CACGS. In this article, three aspects of the CCT that are most relevant to the development of CACGS are discussed, which are the narrative tradition, model of career adaptability, and life-design interventions.
What Direction Are We Headed
Flash forward. Sir Oliver Wendell Holmes once said: I find that the great thing in this world is not so much where we stand as in what direction we are moving. Futurist Seth Matthison suggested that if you want to see what direction we are heading, look at what teens are doing today. They are the early adopters. And if you look at a teen today, what do you see? They are likely looking at their phones.
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Research Questions Of Study
The major research question addressed by this research was whether using the Infinity was helpful to students. In the context of the CCT, this research question was further refined into three sub-questions, which were: whether using the Infinity system helped to develop students’ adaptability resources, promoted career decision-making efficacy and clarity, and motivated students to consider pursuing higher education. Students who used the Infinity system were compared with those who did not. We used measures that are core to the adaptability model of Savickas and Porfeli , which are the career adaptability scale and the career decision-making difficulties questionnaire and a career decision clarity measure . In addition, the Infinity system was designed to facilitate career education and educational aspirations, we used university education aspirations and understanding of career planning as measures to gauge potential benefits in education. Intervention studies based on the CCT have used adaptability resources and adapting responses as outcomes as opposed to including measures covering all the four constructs of the adaptability model, which is important if the research objective was to examine model validity.
The following hypotheses were examined:
H1: Students who used the Infinity system should report a higher level of adaptability resources than students who did not. The differences between the two groups should be found the four subscales of the CAAS.
Narratability And Career Stories
CCT is anchored on a social constructivist perspective that construes development as driven by adaptation and continuous self-construction. Individuals have to engage in an active process of meaning making and re-making to navigate through career development tasks and challenges. A narrative strategy is used by social constructivist approaches in which words, language, and story-telling are channels of meaning and identity construction . Human and therapeutic interactions are means for individuals to use narratives âto facilitate self-reflection and elaboration of self-concepts toward an enhanced self-understanding which is subjectively and contextual truthfulâ .
CCT maintains that subjective meanings of work and careers are expressed through a set of themes that could be extracted from past memories, present experiences, and future aspirations. Career and life themes are key components of an open-ended career story where life/career experiences and choices are weaved together into a meaningful whole . The subjective career and life themes are not static but are evolving narratives of the self that serve to guide, regulates, and sustain career choices and behavior.
Computerassisted Career Guidance Systems: A Part Of Ncda History
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- Frontiers in Psychology
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- Psychology, Education
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- Mathematical Problems in Engineering
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- International Journal for Educational and Vocational Guidance
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Infinitycareer Planning And Management System
A digital career development and planning system called âPortfolio Infinity: A Career Development Self-learning and Management Systemâ was developed in Hong Kong for senior secondary students . The Infinity system was developed as part of a funded project to support the career guidance activities of secondary schools . The system was adopted by the Hong Kong Education Bureau for all secondary students in the City , and the system was renamed âMy Life Planning Portfolioâ .
Hong Kong did not have a CACGS for secondary students and schools relied on scattered career development and assessment materials from printed and internet sources . There is a need to develop a CACGS to augment career guidance activities and to provide tools that students could use. The development of the Infinity system involved the collaboration of professional teams in career development practice, computing technologies, and research. It also involved close partnerships with schools, universities, and the funder. In this section, the following themes are addressed: conceptual underpinning, methodology, applications and functions, and user outcomes.
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Model Of Career Adaptability
CCT views career adaptability as the bridge between the self and society or the person and environment. The career adaptability model of CCT has four inter-related components or strategies which are adaptive readiness, adaptability resources, adapting responses, and adaptation results . Adaptive readiness refers to personal characteristics of readiness or willingness to engage in goal-directed activities to cope with career development tasks and transitions. Adaptability resources is the resourcefulness of a person to solve complex yet unfamiliar career challenges. Resourceful individuals use four psycho-social strategies to regulate career development which are: concernâbeing concerned about one’s future role as a worker, controlâstriving for personal control over one’s career future, curiosityâbeing curious in exploring future scenarios and self-possibilities, and, confidenceâhaving confidence to pursue career and life aspirations . Adapting responses are the actions taken to cope with career transitions, such as orienting, exploring, deciding, planning, and problem-solving. The development of readiness traits and resourcefulness along with actions taken should lead to positive adaptation results such as career success and satisfaction.
The Need For A New Paradigm For Cacgs
The development of CACGS should be an important agenda of career development practice and research. CACGS could play a key role in engaging and serving the diverse needs of new generations of digital users. Digital applications are indispensable tools to sustain human and education services in an unpredictable world . Even though the literature on the use of ICT has increased quite rapidly in the last decade, given the fast-increasing use of technologies to support service delivery in educational and organizational settings, there is still a large gap between career development research and practice on one side and technology on the other that is yet to be bridged .
Third, the positive outcomes of CACGS for users are not well-defined. The unifying objectives of most CACGS are self-understanding, career knowledge, and informed decision in the context of the P Ã E fit paradigm. These are important objectives but they are not sufficient. CACGS should further delineate outcomes in relation to attitudes , competencies , or actions . Outcomes could also be personalized based on the needs of users. A CACGS designed for continuous exploration should help users define and re-define career planning outcomes, monitor progress, with feedback loops to encourage resilience.
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Client Anticipations About Computer
- MLA style: “Client anticipations about computer-assisted career guidance system outcomes..” The Free Library. 2003 National Career Development Association 07 Jan. 2023
- Chicago style:The Free Library. S.v. Client anticipations about computer-assisted career guidance system outcomes..” Retrieved Jan 07 2023 from
- APA style: Client anticipations about computer-assisted career guidance system outcomes.. > The Free Library. . Retrieved Jan 07 2023 from
Considerations For Counseling Professionals
Technological advances during the past 25 years have shaped the work of vocational psychologists and career counselors. Online counseling, Internet assessment, and comprehensive CACG programs are now common aspects of many professionals practice. Professionals are encouraged to embrace these and emerging technologies in their practice but to do so in a way that ensures that technology is applied in helpful and responsible ways.
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Ology And Objectives Of Infinity
We referenced the on-line learning design determinants of Lehman and Conceicao and Bimrose et al. in building the Infinity system. The design determinants are: types and focus of content, format of learning experience, interactive strategies, role of facilitator, type of technology being used, and kinds of support. The methodology of building Infinity involved engaging professionals to develop fit-for-purpose learning experience and content, create channels of interactions for users and supportive networks, connect users to career guidance services in school settings, and forge close collaboration between cross-professional teams and stakeholders to ensure that right technologies and methodology were employed. The following steps summarized the methodology that was followed in building the Infinity system, including the development of system objectives.
1. Need analysisâA need analysis was carried out in 2014 to understand the career develop needs of students and school programs from the perspective of career teachers. The most pressing needs included a lack of tools, resources, and assessment materials for diverse students, student passivity, insufficient professional competencies, lack of support from school leaders, and inadequate curriculum materials for career education .
Online Source Of Education And Career Information
The use of computers to provide education and career information was first realized by the Department of Labor in the 1960s. Today, universities, private business, government agencies, and private citizens are free to publish information on the Internet. When compared to traditional printing methods, the Internet offers several benefits. Information can be updated on a regular basis and published almost immediately. Electronically delivered material can be quickly indexed and cross-referenced and text-based materials can be easily searched by end users. When the information is maintained in a relational database, it can be searched using preprogrammed compound searches. For example, a user can request a listing of all occupations that have starting salaries averaging greater than $50,000, require a bachelors degree or less, provide opportunities to supervise others, and are projected to be in high demand in coming years.
Several excellent college search sites are currently available free of charge. Both ACT, Inc., and the College Board provide an interface that permits searching for colleges by geographic location, admissions selectivity, tuition costs, and a host of other criteria. Resulting lists are linked directly to the colleges homepage.
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Learning And Organizational Framework Applications And Functions Of Infinity
The applications of Infinity are organized under a learning and organization framework consisting of the steps of career planning and the career construction process. The steps of career planning are: engagement , self-understanding , career and pathway exploration , and planning and career management . To avoid jargons that users might not understand, the four interactive career planning steps are also named passion, voices, world, and purpose and actions, respectively, for easy comprehension and empowerment. These career planning steps aim to communicate to users the process it takes toward developing purposes and taking meaningful actions. The steps coincide with the career development tasks of young people in the exploration stage of career development according to Super’s career development theory, which are crystallization, specification, and implementation . Engagement is a prerequisite in career interventions , and in the Infinity system it is viewed as an overarching step that propel users to take on other career planning steps. The four steps can be viewed as a circular experience in which the student could return to and renew the learning process whenever there is a need. The Infinity applications associated with each of the above steps are summarized in Figure 1 and Table 1, but it should be noted that the applications could be used in multiple steps of the above learning journey.
Table 1. Applications and functions of the infinity system.
Extract Of Sample Computer Assisted Career Guidance Systems And Career Choice
Computer Assisted Career Guidance Systems and Career Choice Computer Assisted Career Guidance Systems and Career ChoiceResearch has indicated that almost 50% of undergraduates have felt that they are not sufficiently geared up to make career decisions. The aspiration for career-interconnected regulation has not been part of their concern. The rumble in information technology and pervasive use of computers has amplified the trend in providers of career direction to use computers in order to lend a hand to individuals with career examination process.
Groups of profession paraphernalia that have assisted individuals to engage in autonomous occupational investigation are known as Computer Assisted Career Guidance Systems . The CACGS and Career ChoicesThe CACGS amalgamate an assortment of career management relevance. Examples of CACG include professional corresponding, work-related information databases, and self-appraisal. The speedy hi-tech modernization, rumble in ease of understanding and use of internet, use of CACGS has considerably increased in most countries most especially the United States of America.
What do I want? How do I get it?. Santa Barbara: Academic Innovations.
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What Are Computer
What are computer-assisted career guidance systems ? We define them as technology-based, interactive, individually-operated platforms that promote career exploration and choice. Well-developed computer-assisted career guidance systems have three components: a career assessment tool , career-related information, and some form of decision-making guidance.
These decisions include: what should I be when I grow up? what is the long-term labor forecast for that job? and what training do I need to get there? For example, if 1975 Kurt could time travel to today, he would have the ability to log into a scientifically-developed, user-friendly CAG , and after taking some career assessments, confirm that he, in fact, was a very strong match to an Industrial-Organizational Psychologist. At that could make all the difference during that 3:00 AM existential crisis.
Computer-assisted career guidance systems are not new, having existed in different forms as early as the 1960s. However, they are becoming more common as career guidance consumers become more comfortable with receiving advice from online sources. And, as they are more likely to expect access to services anytime and anywhere. Interestingly, the Department of Labor forecasts a bright outlook for Guidance Counselors, but it is also clear that virtual career guidance without direct human guidance is also increasing in popularity.
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