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

Abstract

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.

Training and supervision in career counseling.

“…Regardless of the approach to training taken, another crucial skill for trainees to develop at this stage is the ability to work effectively with information, resources, and technology (NCDA, 2009b). Bobek et al (2005) and McCarthy, Moller, and Beard (2003) separately proposed multicomponent models to fostering technological competency that include providing opportunities for mastery, applied skill building, and service learning. Taken together, it is clear that to foster this competency, students must be challenged to engage in multiple ways with newer medias and apply it to real world scenarios.…”

The Nature and Use of Individualized Learning Plans as a Promising Career Intervention Strategy

“…Teachers also need access to learning how to engage in ILPs. The need for professional development can be met by providing training to use online career information systems (Bobek et al, 2005). Bobek et al (2005) describe a four-session training model that helps career educators learn how to effectively evaluate and use a career information system.…”

“…The need for professional development can be met by providing training to use online career information systems (Bobek et al, 2005). Bobek et al (2005) describe a four-session training model that helps career educators learn how to effectively evaluate and use a career information system. One important caveat is that teachers also need to understand that they do not need to become experts in career development in order serve in a mentoring role because labor market information, educational pathways, and information on using career assessments are incorporated into the systems.…”

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

“…Assuming equality in effectiveness across systems (an assumption contested by Garcia & Plansker, 1990), Sampson and his colleagues (1990) evaluated the costeffectiveness of nine CACGS in terms of system features offered. More recently, Bobeck et al (2005) proposed a model for training career counselors to provide effective CACGS interventions with clients. These are promising steps that might assist in the selection of an appropriate CACGS but do not replace the need for evaluating the actual effects of CACGS on users.…”