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The present study focused on the impact of the System of Interactive Guidance Information (SIGI), a relatively new computer-assisted instructional system (CAI), on career decision-making processes of 72 volunteer undergraduate college students. The experimental treatment included pre-post testing, brief interviewing (15 minutes), and a 3-hour interaction, with SIGI scheduled in 1-hour time blocks within a 10-day period. Decision-making stage, as measured by Barren's Vocational Decision-Making Checklist, and locus of control of reinforcement, as measured by Rotter's scale, were the outcome variables investigated. Students were randomly assigned to a treatment group (n = 48) or to a wait/control group (n = 24). Results showed significant (p < .05) positive changes for the treatment group on pre-post measures of decision-making stage related to choice of college major. No significant changes (p < .05) were found in pre-post decision-making stage measures related to vocation or to locus of control of reinforcement. The results suggest that brief exposure to a CAI mode can have positive effects, particularly for improving skills related to choice of college major.

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This article focuses on how a few of the ideas of Alvin Tomer [5] may be applied to the theory of vocational development. The purpose is not to argue that Tomer has a theory of vocational development or that his thinking replaces the work that has been done in this field. He does, however, generate some observations about thenature of our changing society, the pace of change, and implications for personality and vocational development that are worth discussion and incorporation into the field.Most vocational theories seem to agree that vocational choice is developmental, a process. Further, most agree that personality factors both affect and are affected by vocational or career processes. Super's conceptualization of the vocational process, simply stated, is that an individual's occupation provides a role that is appropriate to his self-concept [4]. Vocational choice is the translation of self-concept into occupational terms.Roe's theory sought to relate Maslow's need hierarchy to vocational development by examining the relationships between parent and child that generate needs, attitudes, and interests influencing vocational choice [6]. Holland set up personality conditions that sought satisfaction and matched them to corresponding occupational environments that provided satisfaction [6]. The reality of the rapidly changing environment as it affects the individual and the occupational world is not adequately dealt with in most vocational theory. This issue is, as Barry and Wolf [1] point out, merely a corollary included in most theories and does not occupy the position of prominence that Tomer demands. Tomer adds a new dimension to the concept of developmental process-speed of transience:Much of our theorizing about social and psychological change presents a valid picture of man in relatively static societies--but a distorted and incomplete picture of the truly contemporary man. It misses a critical difference between the men of the past or present and the men of the future. This difference is summed up in the word "transience." (6, p, 44] What is future shock? It is the dizzying disorientation brought on by the premature arrival of the future. It is culture shock in one's own society. Tomer demonstrates the accelerated thrust of change. A profile of some of the factors reflecting this speeded change with its radical impact 92 DECEMBER 1972