Implementation Model for Computer-Assisted Career Guidance Systems

Implementation Model for Computer-Assisted Career Guidance (CACG) Systems

Program evaluation. This step provides the foundation for the implementation process, helping to ensure that the CACG system is used for the right reasons with the right clients. The process begins with an evaluation of how well the resources and services of the organization are currently meeting client needs. If the evaluation indicates that a change in service delivery is necessary, then the features of typical CACG systems are reviewed. If a new CACG system seems appropriate, the organization then prepares for the implementation process by establishing an implementation committee and a coordinator to guide the process. An implementation plan is prepared and support is sought from stakeholders and administrators for the use of the system. As shown in Figure 1, the program evaluation process ideally occurs within the context of strategic planning. This helps to ensure that the scope of program evaluation is congruent with the strategic issues that affect the organization.

Software selection. Using the above program evaluation data, this step helps to ensure that the CACG software selected has the potential to effectively meet client needs. The process begins with the implementation committee identifying CACG systems that have the assessment, information, and learning features that might meet identified client needs. After evaluating the features, quality, and costs of the systems, the most appropriate software is selected.

Software integration. Given the software selected in the previous step, staff now plan how to integrate CACG system use in a way that is congruent with the way in which services are delivered within the organization. The process begins with the staff reviewing current needs and current resources and services. After the CACG system is installed, staff become familiar with the software and then evaluating how the system "fits" with existing and/or new services. A plan is then developed for connecting the CACG system with other organizational resources and services. The roles for all staff members are determined, including specific professional, paraprofessional, and clerical support staff interventions with clients. Operational procedures are determined and a plan for evaluating CACG system use is prepared. Public relations efforts also continue.

Staff training. Staff are now given the training necessary to integrate the CACG system with existing service delivery. The process begins with developing a plan for training. Professionals, paraprofessionals, and clerical support staff then receive specific training that is appropriate for their role in delivering services. Administrators and stakeholders are then familiarized with CACG system features and use. The effectiveness of training is then evaluated with plans made for future training activities.

Trial use. The effectiveness of CACG service delivery, based on the software integration and staff training efforts completed above, is evaluated with a group of trial users. The process begins with an identification of trial users followed by their trial use of the system. Based on observations and interviews of trial users, staff roles, operational procedures, and training efforts are modified as needed.

Operation. Building upon the experience gained in the trial period, the CACG system is used as one component of the total service delivery effort of the organization. Evaluation data is collected and public relations efforts continue.

Evaluation. Building upon the experience gained during operation, results of the evaluation are used to indicate needed improvements in CACG service delivery. Information gained in this step is then used in the refinement of CACG service delivery. Depending on the nature of the evaluation results obtained and the resulting changes that are needed, the implementation process cycles back via feedback loops to program evaluation, software selection, software integration, or staff training, followed by trial use and continuing operation of the CACG system.

Implementation Model for Computer-Assisted Career Guidance (CACG) Systems

Program Evaluation

Evaluate Currently Available Resources and Services

Review the Career Decision-Making Needs of Clients

Review the Features of Currently Available Assessment, Information, and Learning Resources

Review the Services Provided to Help Clients Effectively Use Available Resources

Identify Client Needs that are Met Effectively with Currently Available Resources and Services

Identify Gaps in Current Resources and Services in Effectively Meeting Client Needs

Briefly Review the Features of Typical CACG Systems

Decide if a CACG System Can Narrow Gaps in Resources and Services

Prepare for Implementing a CACG System

Create a CACG Implementation Committee and Choose a System Site Coordinator

Prepare a Plan for Implementing a CACG System

Identify Stakeholders and Administrators Who Can Provide Support for Improved Services

Software Selection

Identify CACG Systems That Have Assessment, Information, and Learning Features That Might Meet Clients' Needs

Evaluate the Features, Quality, and Costs of the CACG Systems Being Considered

Select the CACG System That Best Balances Features, Quality, and Costs

Software Integration

Prepare for Integrating A CACG System With Existing or New Services

Review the Needs of Clients, Staff, the Career Service, and the Institution

Review Current Services Provided to Help Clients Use Assessment, Information, and Learning Resources

Discuss Theory and Practice Issues Among Staff to Generate Ideas About Existing or New Services to Help Clients Use a CACG System

Review Professional Standards on the Use of CACG Systems to Generate Ideas About the Quality of Services Provided to Clients

Install the System

Choose Available Computer Hardware to Run the System or Install New Hardware for the System

Install the Software

Familiarize Staff with CACG System Features and Operation

Decide How the CACG System Will be Used in Delivering Services

Decide How the System Can be Used With Other Assessment, Information, and Learning Resources

Decide How Counselors, Paraprofessionals, and Clerical Support Staff Can Help Clients Make Effective Use of the System

Decide How the System Might be Used Collaboratively With Other Service Providers in the Institution

Decide How the CACG System Will Operate

Decide How Counselors, Paraprofessionals, and Clerical Support Staff Will be Supervised

Decide on the Number of Computer Work Stations Needed to Meet Demand for the System

Decide on the Physical Location of Computer Work Stations for the System

Develop Procedures for Scheduling Client Use of the System

Develop a Plan for Evaluating CACG System Effectiveness

Revise Public Relations Efforts to Include the System

Communicate Progress with Stakeholders and Administrators Who Can Provide Support

Staff Training

Decide if Outside Assistance is Needed with CACG System Training

Develop a Plan for Staff Training

Train Professionals, Paraprofessionals, and Clerical Support Staff

Familiarize Administrators and Stakeholders With CACG System Features and Use

Evaluate Training Effectiveness and Plan Future Training

Continue Staff Training as Needed

Trial Use

Identify Trial Users

Begin Trial Use of the System

Observe and Interview Trial Users to Identify the Strengths and Limitations of Resources and Services that Support CACG System Use

Revise Staff Roles and Operational Procedures as Needed

Continue Staff Training as Needed

Continue Public Relations Efforts

Operation

Operate the System

Collect Evaluation Data

Continue Public Relations Efforts

Evaluation

Evaluate the Use of the CACG System as a Service Delivery Resource

Refine Resources and Services that Support CACG System Use Based on Evaluation Results

Reference

Sampson, J. P., Jr. (1996). Effective computer-assisted career guidance (Occasional Paper Number 2) (2nd. Ed.). Tallahassee, FL: Florida State University, Center for the Study of Technology in Counseling and Career Development.

[1] Originally adapted from Sampson, J. P., Jr. (1996). Effective computer-assisted career guidance (Occasional Paper Number 2) (2nd. Ed.). Tallahassee, FL: Florida State University, Center for the Study of Technology in Counseling and Career Development.