How to Select a Computerized Guidance System

Evaluating Computer-Assisted Career Guidance Systems: A Critique of the Differential Feature-Cost Approach

“…That is, one must decide to what extent the system needs to dispense information (about self, occupations, or schools), to be a means of training skills (e.g., interviewing for a job or r6sum6 writing), provide an understanding of the career development process, or accomplish other guidance functions. Maze (1984) classifies these somewhat differently, but the principle is the same. The prospective buyer must determine what it is the counseling/guidance approach must do, given the needs of the clientele and other involved persons and groups.…”

“…Client populations are not homogeneous groups, and subgroups (e.g., college-bound and vocational-training) may have different needs and require somewhat different guidance objectives or outcomes. The needs and objectives identified will lead to what Maze (1984) calls the &dquo;components&dquo; of the guidance approach or system. That is, one must decide to what extent the system needs to dispense information (about self, occupations, or schools), to be a means of training skills (e.g., interviewing for a job or r6sum6 writing), provide an understanding of the career development process, or accomplish other guidance functions.…”

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

“…2 See Bridges (1987), Forrer (1987), Maze (1984), Maze (1989), Maze and Cummings (1982), National Career Development Association (1991), and Riesenberg (1984) for detailed descriptions of the software evaluation process. Also see the Association of Computer-Based Systems of Career Information (1992), Caulum and Lambert (1985), American Counseling Association (1995), the National Career Development Association (1991;, the National Board for Certified Counselors (1997a;1997b), and the American Psychological Association (1986) for national standards on the development and use of CACG systems.…”

Computers In Counselor Education: An Ethical Perspective

“…In addition to computer usages in counselor preparation, computers are also rapidly changing the methods available to practitioners. It is clear that a point has been reached where aspiring counselors must have familiarilty with computers and their use in different aspects of professional employment (Chapman & Katz, 1983;Clyde, 1979;Maze & Cummings, 1982;Sampson, J., 1983;Sampson & Pyle, 1983.). Exposing counselors-in-preparation to hands-on experiences with computer software of various types should focus on three levels: (a) computer literacy adequate to generate a feeling of confidence when dealing with computers; (b) theoretical knowledge to appreciate the process inherent in the program design; and (c) conceptual skills to enable infusion of computer programs into professional practice.…”