G. Brian Jones

Resources for Identifying Training Competencies for Career Guidance Personnel

A staff training approach that is strongly recommended in career guidance literature garner et al., 1976; Bernstein & Lacomte, 1976; Block, 1978; Brammer & Springer, 1971; Froehle, 1976 a & b, 1978; Jones 197h; Jones & Dayton, 1977; Kennedy, 1976; Mitchell, 1975; Shoemaker & Splitter, 1976) tries to help trainees learn and practice the qualities and proficiencies demanded of them for successful interactions with clients. This approach is labeled by various rubrics such as &dquo;performance-based,&dquo; and &dquo;competency-based.&dquo; This article summarizes ways this training approach is defined and suggests resources for implementing it when this type of training is being designed.

A Model for Evaluating Career Education Curriculum Infusion.

G. Brian Jones is a Principal Research Scientist with the American Institutes for Research (Palo Alto, California) Vice-President of the Canadian Institute for Research (Calgary, Alberta), and Staff Psychologist in the Psychological Counseling Services of Foothill Community College (Los Altos Hills, California). His research interests and current activities emphasize these areas: (1) improved planning and accountability models and techniques for human services programs; (2) competency-based training of human services personnel; (3) strategies for increasing citizen impact on government policies and services. The work discussed in this article

Student Orientation to an Individualized Education System

This was an initial attempt to examine experimentally the orientation of 165 fifth graders and 114 ninth graders to an individualized educational system. Little support was found for the hypothesis that the amount of orientation would have an effect on students’ academic performance, and their opinions and knowledge of the system. The following guidelines, based on the interpretations of the results of this study, were suggested for future research in this area: ( 1 ) include pre- and post-measures of student orientation needs on each criterion; ( 2 ) employ a no-orientation control group; ( 3 ) control for the effects of inter-treatment modeling by students; ( 4 ) administer criterion measures related to student orientation needs and the orientation instructional objectives; and ( 5 ) include relevant indices of teacher ability to implement orientation programs.