An Implementation Model for Web Site Design and Use
in Counseling and Career Services[1]
James
P. Sampson, Jr., Darrin L. Carr, Julia Panke,
Scott Arkin, Meagan Minvielle, and Stacie H. Vernick
Center
for the Study of Technology in Counseling and Career Development
Dunlap Success Center
100 S. Woodward Avenue, The Florida State University Tallahassee, FL 32306-4162
(850)
644-6431 (voice) (850) 644-3273 (FAX)
http://www.career.fsu.edu/techcenter
July
14, 2003
Copyright
2003 by Florida State University, All rights reserved
This paper presents a model for implementing Web sites in counseling and career services. The paper begins with the need for implementation models and continues with potential outcomes, use of the model, the seven steps of the model, and the nature of the model.
The Need for Implementation Models
Experience with
computer applications in counseling and career services has shown that poor
implementation limits the effectiveness of service delivery. Specific
implementation problems have included poor planning, poor integration of
computer applications within service delivery organizations, inadequate staff
training, and staff anxiety and resistance (Sampson, 1984; 1996; Sampson &
Norris, 1997). What is needed is a guide to the implementation process that
reduces complexity enough to make the process comprehensible and helps to
motivate practitioners to invest the necessary time and energy in
implementation. The implementation model, however, should not oversimplify the
process so much that staff become overconfident and fail to address important
factors in the process (Sampson, 1986).
Potential Outcomes from Using the Model
The seven-step
implementation model shown in Figure 1 is intended to simplify a complex
process in such a manner that staff can anticipate important issues and be
proactive in designing a sequence of activities leading to the successful
implementation of a Web site that effectively meets client needs. By better
anticipating Web site problems and issues, less time is then needed for solving
problems that might have been avoided. This implementation model is also
intended to be flexible enough to be partially or completely applied, depending
on the staff time available. The model in Figure 1 has evolved from prior
computer application implementation models in counseling and career services
(Sampson, 1984; 1996; 1999).
Use of the Implementation Model
This implementation
model can be used to support both initial and ongoing Web site implementation.
If the Web site is being implemented for the first time, this model can be used
as a starting point for the design and use of the site. If the Web site already
exists, this model can be used to consider opportunities for enhancing the
design and use of the site. Since each counseling and career service differs in
clients, staff, organization and resources, implementation plans should reflect
these differences. Practitioners can use this model as a starting point for
creating a brief (or more complete) implementation plan for a specific
counseling or career service. It is better to create a brief plan that improves
over time, rather than overwhelming practitioners with an unrealistic
implementation plan that leads to frustration when goals are not achieved. The
inherent assumptions of this implementation model are that: 1) Good planning improves the design and use of
Web sites; 2) Some planning is better than no planning at all; and 3)
Implementation is an ongoing process that can improve over time.
Figure
1
The Seven Step Implementation Model
Note: Sizes of the boxes are
relative to amount of time required
The seven sequential steps of the implementation model are
noted in Figure 1 and are described below.
Program evaluation. This step provides
the foundation for the implementation process, helping to ensure that the Web
site 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 resources or service delivery is necessary, then the features of typical Web
sites are reviewed. If a new or revised Web site seems appropriate, the
organization then prepares for the implementation process by establishing an
implementation committee and a Web site coordinator to guide the process. An
implementation plan is prepared and support is sought from stakeholders and
administrators for the use of the Web site. 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. Web sites reflect the strategic plans, either
explicit or implicit, of organizations
Web site development. Using the above
program evaluation data, this step helps to ensure that the Web site developed
has the potential to effectively meet client and organizational needs. The
process begins with preparation for Web site development (reviewing other
designs and agreeing on staffing and budgeting). Next, the staff of the
organization collaboratively develops the content of the site. Three key
questions in developing content include: “Who does (or should) the Web site
serve?” “What are the needs of users?” and “What resources exist (or should be
created) that would meet each of the identified needs?” Staff specify
audiences, related needs, and related information resources by using: 1) theory
and research literature; 2) staff expert judgment, individually or in focus
groups; and 3) client perceptions, individually or in focus groups. The next
step in the process is the development of Web site features. Here decisions are
made about design features, which are prototyped, evaluated, revised, and then
implemented. Elements of the "Develop Web Site Features" phase can be
initiated while the "Develop Web Site Content" phase is being
completed. When the site becomes operational, users, staff, and stakeholders
evaluate Web site content and features. Finally, the documentation for the site
is completed as the site becomes finalized for initial release. Several of the
processes above have been identified in the literature, e.g., the nature of the
site (planning process), assessing the information and technical features for
the site (analysis process), designing and relating specific pages on the site
(design process), and creating actual files and software (implementation
process) (December, 1996).
Web site integration. Given the Web site
developed in the previous step, staff now plans how to integrate Web site 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. All staff become familiar with the Web site and
then evaluate how the system "fits" with existing or new services. A
plan is then developed for connecting the Web site with other organizational resources
and services. The roles for all staff members are examined, including specific
professional, paraprofessional, and clerical support staff interventions with
clients. Operational procedures are determined and a plan for evaluating the
Web site use is prepared. Public relations efforts also continue, referred to
as the promotion process by December (1996).
Staff training. Staff is now given
the training necessary to integrate the Web site 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 Web site features
and use. The effectiveness of training is then evaluated with plans made for
future training activities.
Trial use. The effectiveness of
the Web site in actual practice, 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 Web site 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 Web site design and use. Information gained in
this step is then used in the refinement of 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, Web site development, Web site integration, or staff training,
followed by trial use and continuing operation of the Web site. December (1996)
noted that the innovation process entails the continuous cycle of making
changes to the site to achieve the evolving needs of users.
Specific components of each of the seven steps of the model
are presented in Table 1 below. The implementation committee and Web site
coordinator can review this list and select the components for the Web site
implementation plan that are appropriate for the organization.
Table
1
Components of the Seven Steps of the Implementation
Model
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Program
Evaluation
Evaluate
Currently Available Resources and Services
Review
the needs of clients
Review
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
limitations in current resources and services in effectively meeting client
needs
Review
the potential content and features of Web sites
Identify
how a Web site might enhance current success and help to resolve current
limitations in resources and services
Prepare for
Implementing a Web Site
Create
an implementation committee and choose a Web site coordinator
Prepare
a plan for implementing the Web site
Identify
stakeholders and administrators who can provide support for improved services
Web
Site Development
Prepare for Web
Site Development
Review
examples of Web sites having various need-based and resource-based features
Agree
on staff responsibilities and budget
Develop Web
Site Content
Agree
on the format for presentation of text (information chunking, page length,
limited memory demands, readability, accessibility and menu item ordering)
Agree
on format for presentation of graphics (effective use of icons/symbols and
photographs)
For
each audience identified, describe needs and related information resources
For
each link clarifying user needs, create a descriptive title and learning
outcome
For
each information resource, develop content for "How to use" help
feature as needed
Develop
general help information and organizational information for "About
Us"
Edit
all content for clarity and consistency
Review
all content for congruence with professional standards of practice
Design Web Site
Features
Agree
on Web site features
Select
Web site development and delivery software
Create
page design (header, footer, fonts, colors, clarification of path chosen, style
sheets, etc.)
Create
templates for clarification of audience, clarification of needs, and delivery
of information
Create
pages and establish links among pages
Create
resource-based tools (Search, Site Map, Index)
Evaluate Web
Site Content and Features
Conduct
usability testing (observation of users)
Survey
perceptions of audiences, staff, and stakeholders
Select
software for tracking of Web site usage
Complete
Site Documentation (authorship, design strategies, and technical specifications)
Web
Site Integration
Prepare
for Integrating the Web Site with Existing or New Resources and Services
Review the
needs of clients, staff, and your organization
Review current
resources and services provided to your clients
Discuss theory
and practice issues among staff to generate ideas about existing or new
services to help clients use the Web site
Review relevant
professional standards to generate ideas about the quality of services provided
to clients
Familiarize all
staff with Web site features and operation
Decide
How the Web Site will be Used in Delivering Services
Decide
how the Web site 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 Web site
Decide
how the Web site might be used collaboratively with other service providers in
the organization
Decide
How the Web Site Will Operate
Decide
how the Web site will be used by clients on computers located in the counseling
or career center
Develop
procedures for scheduling client use of the Web site if appointments are used
Develop
a plan for evaluating Web site effectiveness
Revise
public relations efforts to include the Web site
Communicate
progress with stakeholders and administrators who can provide support
Staff
Training
Develop
a Plan for Staff Training
Train
Professionals, Paraprofessionals, and Clerical Support Staff
Familiarize
Administrators and Stakeholders with Web Site Design 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 Web Site
Integration
Revise
Staff Roles and Operational Procedures as Needed
Continue
Staff Training as Needed
Continue
Public Relations Efforts
Operation
Operate
the Web Site
Collect
Evaluation Data
Continue
Public Relations Efforts
Evaluation
Evaluate
the Design and Use of the Web Site in Service Delivery
Refine
Web Site Design and Use Based on Evaluation Results
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In order to make best use of the above implementation model,
it is important to understand how the dynamics of the implementation process
are reflected in the nature of the model. This section begins with a discussion
of the time and effort needed for each step in the model, and continues with
exploration of feedback loops and the continuing nature of implementation.
Time and effort needed for each step.
The size of the box for each of the seven steps in Figure 1 indicates the
relative time and effort that is needed for each step. Obviously the ongoing
operation of a Web site will consume the greatest amount of staff time and
effort. Web site development is labor intensive because of the many decisions
that need to be made to effectively design the Web site. Program evaluation and
Web site Integration are the next most labor intensive due to the amount and
complexity of the data involved and the critical thinking necessary to make
good decisions. Finally, staff training, trial use, and evaluation are
well-focused activities that are less labor intensive in comparison with the
other steps in the implementation process.
Feedback loops. Implementation is a
dynamic process. Staff need to respond to feedback as the implementation
process continues. Data obtained in a particular step may indicate that a
previous step needs to be at least partially repeated to ensure effective Web
site implementation. The feedback loops in the present implementation model are
indicated in Figure 1, with arrows indicating the direction of the feedback.
The continuing nature of implementation.
Implementation is an on-going process. Counseling and career services offered
to individuals are in a continual state of flux in response to changes in
public policy, individual needs, funding, organizational development, and
available assessment and information resources. Web sites are also constantly
evolving in response to changes in organizations and technology. As a result of
the above factors, the implementation process never actually ends. The amount
of time and effort required for implementation does vary over time, ranging
from a considerable investment for a new or substantially revised Web site to
occasional minimal investment for an established Web site that is functioning
well in the organization. Implementation thus becomes an integral part of
regular staff planning, training, and evaluation activities.
References
December, J.
(1996). An information development methodology for the World Wide Web. Technical
Communication, 43(4), 369-376).
Sampson, J. P.,
Jr. (1984). Maximizing the effectiveness of computer applications in counseling
and human development: The role of research and implementation strategies. Journal
of Counseling and Development, 63, 187-191.
Sampson,
J. P., Jr. (1996). Effective computer-assisted career guidance
(Occasional Paper Number 2). Tallahassee, FL: Florida State University, Center
for the Study of Technology in Counseling and Career Development.
Sampson,
J. P., Jr. (1999). Integrating Internet-based distance guidance with services
provided in career centers. The Career Development Quarterly, 47,
243-254.
Sampson, J.P., Jr.,
Carr, D. L., Panke, J., Arkin, S., Minvielle, M,. Vernick, S. H. (2003). Design
strategies for need-based Internet Web sites in counseling (technical report
No. 28). Tallahassee, FL: Florida State University, Center for the Study of
Technology in Counseling and Career Development.
Sampson,
J. P., Jr., & Norris, D. S. (1997). An evaluation of computer-assisted
career guidance implementation effectiveness. Career Planning and Adult
Development Journal, 13, 75-86.