Automated Services Essay Example for Free

Automated Services Essay Guidance and Counseling System is the most critical discipline office in many institutions such as the education sectors. Schools, Colleges, and Universities are depending on the Guidance Office to guide students to secure their welfare mentally and academically. Students that are carefully guided by the office until they graduated are most likely to be successful in their professional careers. Guidance and Counseling System is composed of many services that help the student cope in their school life particularly in College life which is the transition of puberty and adolescence. Students find it hard during college to express themselves and make important decisions regarding their career. So the Guidance and Counseling Office will enable them to make wise decision by offering them Guidance Services essential functions. In UPH-DJGTMU, the Guidance and Counseling Office is using manual system, that’s why their services is not that efficient. The Automated Services of Guidance and Counseling Office will enable their services be more available to students. Project Context UPH-DJGTMU Guidance and Counseling Office has a hard time attending to their offered services because it doesn’t have an automated Guidance System. And because of that, student is not serve completely, its services is not implemented well because of manual system of doing task such as updating particular records, inventory of student records, scheduling student counseling, updating career information, proposing seminars and orientations, handling student complaints, issuing a parents meeting with the counselor, making contact with outside companies for the student tracing program after they graduate and other important services. Those tasks are sometimes not well handled because the office has limited personnel. Since the Guidance and Counseling Office is lacking of manpower, it is understood that all services and task of the Office cannot carry out smoothly. That’s why our group decided to propose an Automated Guidance System which we called Automated Services of UPH-DJGTMU Guidance and Counseling Office. Purpose and Description This system will enable the Guidance personnel’s to keep their student service systematic. The Inventory Service will keep records of the student basic information. The Information Service will orient the students particularly the freshmen’s on how to choose their career by showing the possible job opportunities of their offered courses. The Counseling Service will keep track of the students counseling record and to help them win mental and academic problems in college life. The Follow-up Service shall assist the students in situating themselves on finding the most appropriate job after they graduate. The Placement Service includes a Virtual Tour that shows the Dean’s Office of the Medical University and other important offices. Referral Service shall recommend students into a more specialized person regarding their mental case problem. The Seminar Inquiry will keep track of the seminars and orientations of the Guidance Office that has been executed on Medical University. It allows seminar evaluation to recognize the importance of a seminar. The Letter Information stores all the letters made to stored records and review for future use. The Student – Teacher Welfare Section will help the both party to express their complains and do further actions regarding the issue. All references and records are kept confidential because the system is password protected and can the password can be modified from time to time. Objectives a. General Objective: To develop a system for the automation of the Guidance Services that can help them serve students with the highest quality. b. Specific Objectives: * To automate Student Profile Records for faster indexing. * To update orientation and seminars simultaneously by the help of surveys. * To orient the students particularly the freshmen’s on how to choose their career by showing the possible job opportunities of their offered courses. * To keep track of the students counseling record. * To recommend students into a more specialized person regarding their mental case problem. * To record and evaluate seminars * To enable Virtual Tour on the Medical Building Dean’s Offices and other important Office. * To record student-teacher complains and make actions to solve conflicts between student and professors. * To allow the Graduate Students to register into the Graduate Tracer Study which will enable them to find suitable job according to their respective course. Scope and limitations The proposed system was designed and developed to provide UPH-DJGTMU the most effective tool to innovate their current Guidance System. This system is composing of the following features: * Inventory Service * Information Service * Counseling Service * Placement Service * Follow-up Service * Referral Service * Seminar Inquiry * Letter Information * Student-Teacher Welfare Section It limits the user only to Guidance Personnel’s and not made to be used by students. Benefits and Impacts The system was made to serve the students of UPH-DJGTMU by helping them thru the Guidance Services what will make huge change on the services done on manual system. To produce academically and mentally molded students is the goal of the automation. In this study, the target beneficiaries are students. The system will offer them systematic guidance services which will guide them throughout college life, they will be given the opportunity to enhance their abilities and talents by seminars, the system will also guide the student to the right path of choosing career the right course when they enroll. The system will also enhance the student-teacher relations in school, this will lessen the conflict issues between other faculties and students. The automated system will also refer students to outside institutions regarding mental issues to help them cope up with mental problems. The system also has company affiliation so when they graduate, the Guidance Office will also help them find a suitable job fit in their talents and capabilities. Definition of Terms Technical Terms 1. System – it is any collection of components elements that work together to perform a task and it is used in a variety of context. 2. Evaluation – act of considering or examining something on order to judge its condition 3. Hard disk – A permanently installed, continuously spinning magnetic storage medium made up of one or more rigid disk platters. 4. Memory – The memory area in which all programs and data must reside before programs can be executed or data manipulated. Non-Technical Terms 1. Field – The smallest logical unit of data. Ex: are employee number, first name and price. 2. Record – A collection of related fields (such as an employee record) describing an event or an item. 3. Password – A word or phrase known only to the end user. When entered, it permits the end user to gain access to the system. 4. Record – A collection of related fields (such as an employee record) describing an event or an item. Acronyms 1. RAD – Rapid Access Development 2. JAD – Joint Application Development Chapter II REVIEW OF RELATED CONCEPTUAL LITERATURE / SYSTEMS The concept of developmental guidance was born early in the 20th century. From its inception through the 1950s, the focal point of guidance in a school setting was vocational education and training. Heavily influenced by the industrial revolution and world war, the concern of counselors and teachers alike was to prepare students for life after high school. From a guidance perspective specifically, that meant steering students to careers that best fit their abilities and goals. By the 1950s, developmental guidance had grown to incorporate the molding of student attitudes and behaviors. More emphasis was placed on the mental health and emotional well being of children. (Muro Kottman, 1995) By the late 1960s, the role of the school counselor began to take its current shape. In its contemporary state, guidance has grown to include counseling, planning, placement, referral, and consultation Schmidt, 1993). At the same time, guidance at the elementary school was being developed and implemented. Along with the development of elementary guidance came the emphasis on prevention, intervention, and coordination (Muro Kottman, 1995). As the field of developmental guidance has grown, so have the emphasis educators have placed on coordination and cooperation. In a well functioning school environment, cooperation exists between all school staff members. For a comprehensive guidance program to flourish, cooperation between school counselors and teachers is paramount. According to Nugent (1990), next to counselors, teachers are the most important component in implementing a successful comprehensive guidance program. By and large, teachers are the key adult figure in the average pupil’s school day. They are the most influential figures, be it positive or negative, to the average student. This is particularly true at the elementary level, where children spend the majority of their day in one classroom. School counselors and teachers have co-existed in the school setting for quite some time. One would assume that over that period of time both professions would come to understand and accept one another. Some research suggests otherwise. According to Myrick (2003), some teachers hold misconceptions about the role and function of counselors. Counselors are sometimes reviewed as administrative assistants who have little time to counsel students. Fueling the misconception is the fact that some teachers distrust counselors, due to their apparent alignment with administration. These teachers are wary of counselors observing students in their classrooms. They worry that their teaching methods are being evaluated as if counselors work as the eyes and ears of the administration. Teachers who are uncooperative and unsupportive have criticized developmental guidance in general. These teachers believe that counselors have little, if any, impact on student behaviors or student performance. They do not like students from their classrooms working with counselors. They may even refuse to send their students to the guidance office. The refusal is based on the belief that counselors really do not help, and sending students to the guidance office during class time is a waste of time that only penalizes the student. Still other teachers will send their students to see the counselor, but only during student recess (Muro Kottman, 1995).