Computer Assisted Career Guidance Systems and Career Choice - Assignment Example

Computer Assisted Career Guidance Systems (CACGS) and Career Choice Computer Assisted Career Guidance Systems (CACGS) and Career Choice Research has indicated that almost 50% of undergraduates have felt that they are not sufficiently geared up to make career decisions. The aspiration for career-interconnected regulation has not been part of their concern. The rumble in information technology and pervasive use of computers has amplified the trend in providers of career direction to use computers in order to lend a hand to individuals with career examination process.

Groups of profession paraphernalia that have assisted individuals to engage in autonomous occupational investigation are known as Computer Assisted Career Guidance Systems (CACGS). The CACGS and Career Choices The CACGS amalgamate an assortment of career management relevance. Examples of CACG include professional corresponding, work-related information databases, and self-appraisal. The speedy hi-tech modernization, rumble in ease of understanding and use of internet, use of CACGS has considerably increased in most countries most especially the United States of America.

Different forms of CACGS are extensively being used in various universities, colleges and other institutions in the US. The far-reaching use of CACGS for career guidance has made it essential to study the efficient uses of CACGS in the prerequisite of occupation direction (Bingham, 1990). Cartels of research have been carried out on CACGS concerning client contentment. Unfortunately, very little has been done on the effectiveness of CACGS systems. It has also been proven that the CACGS can used to support planning through internet.

Additional career scheduling tools such as online educational planners, scholarship search line, resume builders and links to state national banks have been provided for by the CACGS. The CACGS have had a significant influence on the students alleged career choice standing, career barricade, dealing with self worth, and withholding. The outcome variables used in the evaluation of CACGS literature must have guidelines. The evaluation in this case should: (1) aim at the upshot, (2) have a susceptible scale of amend anticipated from intercession, (3) be dependable with the unequivocal aspirations of the CACGS, (4) be developmentally precise, and lastly (5) It should be single-minded hypothetically (Bingham, 1990).

The CACGS systems are unswerving with the assortment of the conclusion and involve: (1) stipulation of backing in identifying benefits (2) exploration of vocational options, and (3) planning for career success basing on skills, wok values assessments, interests, and comprehensive internet based career exploration. The results from the Kuder report were quite outstanding though not levelheaded. This is because Kuder revealed that a high number of careers chosen by students were Artistic and Enterprising.

However, the descriptions were not very accurate. It is simply because the findings were unrealistic as there are cartels of factors that influence career choice. The results of the current Kuder report do not match up with the previous since people are quite different from each other. The difference in talents, skills, hobbies, and interests has brought about the proportional difference in career choice. When choosing careers, according to the Kuder report, individuals should focus on all the four aspects: realistic, investigative, social, artistic, and enterprising careers.

There is not any accurate method of determining careers; hence, all the four pillars must be considered basing on ones interests. The information from the Kuder report is of great importance to students simply because it facilitates career choice. When making a decision on the career choice, students should first put their interests into consideration. The information from the Kuder report will help a great deal. Work Cited Bingham, M., Stryker, S., & Shafer, R. F. (1990). Career choices, a guide for teens and young adults: Who am I?

What do I want? How do I get it?. Santa Barbara: Academic Innovations.