Monday, 24 August 2020

Computer-assisted career guidance: key terms

I was putting together some definitions by Osborn and Zunker (2016) recently for my students on computer-assisted career guidance, and then thought that they might be useful for all of us. 
CACGs: These are "computer-assisted career guidance systems" (Osborn & Zunker, 2016, p. 148). It is possible that CACGs may become app-driven: "having an app for a CACG or interactive website where you can toggle between your assessment results and occupational information, portfolio, educational opportunities, and so forth, might be an app that people would be interested in seeing" (p. 153).
CACG Outcomes: What the client gets as a result of participating in a CACG. Clients should reasonably have "certain expectations about the outcomes, including increased career options, enhanced self-knowledge and strengthened occupational knowledge" from CACGs (Osborn & Zunker, 2016, p. 150). As practitioners, we need to "check with clients at least once during their interaction with the CACG to address any frustrations, misperceptions, or to allow them to talk about their experience thus far" (p. 151).
Online inventory: Often the computerised version of a paper-based test, an "online inventory is somewhat static in nature. An individual completes the inventory by clicking a radial button or rating an item. A script in the program calculates scores for the total and for subscales, and a report is generated based on these results. The report may have hyperlinks in it that allow for further exploration of specific occupations" (Osborn & Zunker, 2016, p. 148).
Online Career System: An "online career system [is] more comprehensive and interactive [than a single online inventory]. Gati and Asulin-Peretz (2011) state that online systems should go beyond just having assessment results, and should provide an interpretation of these scores, as well as suggested interventions to help clients with difficulties. These systems usually include assessments of interests, values and skills, as well as an interactive component in which an individual can change their profile based on a combination of preferences" (Osborn & Zunker, 2016, p. 148).
Career Planning: This includes elements such as assessments, analysing opportunities, determining the client's goals, deciding what is in the current plan (and what is out), then keeping an eye on plan progress, and tweaking as things change. "Creates long-term congruence between individual goals and organizational career opportunities" (Schermerhorn et al., 2004, p. 372).
Career Gaming: "Do you want to play a career game? That doesn't sound very fun, does it? And yet, people are playing games that simulate living all the time. Three career games that are online currently include realgame.com, driveofyourlife.com, and Sims 3 Ambitions" (Osborn & Zunker, 2016, p. 153). Consider the video here: https://youtu.be/9vJRopau0g0 (Rober, 2018).
I hope you find these useful!


Sam


References:
  • Osborn, D. S., & Zunker, V. G. (2016). Using Assessment Results for Career Development (9th ed.). Cengage Learning.
  • Rober, M. (1 June 2018). TEDxPenn: The Super Mario Effect - Tricking Your Brain into Learning More. https://youtu.be/9vJRopau0g0
  • Schermerhorn, J. R., Hunt, J. G., & Osborn, R. N. (2004). Core Concepts of Organizational Behavior. John Wiley & Sons Ltd.

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