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Interest and Vocational Testing
PSY 614 Instructor: Emily E. Bullock, Ph.D.
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Vocational Testing can include an assessment of…
Interest Skills (Aptitude, Ability, Self Ratings) Values Decision-Making Styles Career Thinking Career Maturity Personality Card Sorts Computer-Assisted Career Guidance Systems Vocational Rehabilitation/Disability Evaluations Resume/Cover letter analysis Group Activities Checklists of Job Seeking Activities
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Vocational Assessment from a CIP Perspective
EXECUTIVE PROCESSING DOMAIN KNOWLEDGE DOMAINS DECISION-MAKING SKILLS DOMAINS SELF KNOWLEDGE OPTIONS KNOWLEDGE CASVE META-COGN.
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Vocational Assessment: Self-Knowledge Domain
Values Interests Skills Work with your client to differentiate Interests, Values, and Skills
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Self Knowledge Domain: Interest
Most commonly considered aspect of Vocational Assessment Interest: “a response of liking” (Strong, 1943, p.6); “a learned affective response to an object or activity” (Murphy & Davidshofer, p. 38) Can be used in practice to predict choices Constraints on using interest alone to make a choice Examples of Interest Measures Strong Interest Inventory Self-Directed Search Kuder Occupational Interest Survey COPS PGI O*NET Interest Profiler
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Self Knowledge Domain: Interest
Expressed vs. Assessed (Inventoried) Interest Trait and Factor vs Actuarial Approaches Purpose, Benefits, Drawbacks of Interest Assessment
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Interest Assessment: Holland’s Theory
Holland’s theory has been used to develop measures of values, skills, and most notably interests 4 key propositions: Most people can be categorized as one of six personality types There are also six environments People search for environments that will let them exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles. Behavior is determined by the interaction between personality and environment
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Interest Assessment: Holland Hexagon
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Interest Assessment: Self-Directed Search (SDS)
Utilizes Holland’s RIASEC theory as a way of classifying an individual’s interests Assign each test taker with a three-letter code that best represent the personality of the test taker Possible to self administer, score, and interpret Latest version 1994 Adaptable to individual or group administration settings
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Interest Assessment: SDS
Forms of the SDS Regular-Form R Appropriate for HS, College, and Adults Easy-Form E (4th grade reading level) For HS students and Adults with limited reading ability Career Planning-Form CP Appropriate for Middle School or Junior High Students Adaptations for Culture, Language, and Disability Australia, Canada, China, Finland, France, Greece, Guyana, Hungary, Indonesia, Israel, Italy, Japan, Netherlands, New Zealand, Nigeria, Norway, Poland, Portugal, Russia, Saudi Arabia, Slovenia, South Africa, South America, Spain, Switzerland'; English-Canadian, Spanish, Vietnamese, and Braille; chidren’s version Online Paper & Pencil Computer (non-online) program Publisher: Psychological Assessment Resources,
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Interest Assessment: SDS Psychometric Properties of Form R
Norm group 2,602 students and working adults spread over 25 states and the District of Columbia. more females than males, age ranged from 17 to 65; mean age was 23.5 Internal consistency: r = 0.90 to 0.94 Test-retest reliability: 0.76 to 0.89 Predictive validity demonstrated with respect to occupational choice and college major in high school, college, and adult samples. Construct validity has been reported in over 500 investigations Career Explorer (middle school) version has comparable psychometric properties and a norm group of yr olds
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Interest Assessment: SDS
In terms of the RIASEC areas individuals rate their Activities Competencies Preferences Occupations Self-estimates List their occupational aspirations, which are referred to as occupational daydreams.
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Interest Assessment: SDS
Strengths Linked to a myriad of career-planning resources Multiple versions and adaptations to meet the needs of the test taker Format appealing to clients and created to be easily accessible Weaknesses Developed to be self interpretable but could be misused in such settings Lack of predictive validity studies
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Interest Assessment: Strong Interest Inventory
Originally the Strong Vocational Interest Blank in 1927 (Has also been named the Strong-Campbell Interest Inventory) Current version revised in 2004 and based on Holland’s theory since the ’90s Administration time is minutes Normative Sample: 2,250 employed adults; representative of the US culturally & ethnically based on 2000 US Census
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Interest Testing: SII Available in multiple languages; 9th grade reading level Item format: Strongly Like, Like, Indifferent, Dislike, Strong Dislike Scales General Occupational Themes Basic Interest Scales Occupational Scales Personal Style Scales Typicality Index
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Other Interest Inventories
Personal Global Inventory (PGI) O*NET Interest Profiler Explore this website and these inventories
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Self-Knowledge Domain: Values Assessment-CACG and Card Sort
SIGIPlus Values High Income Prestige Independence Helping Others Security Variety Leadership Field of Interest Leisure Early Entry Examples of other Values Measures available Minnesota Importance Questionnaire Survey of Interpersonal Values Other CACGs Various Card Sorts
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Self Knowledge Domain: Skills Assessment
Eureka Skills Inventory Worksheet ACT Inventory of Work-Relevant Abilities (IWRA) But don’t forget… Intelligence Tests School Grades Self Report Other Aptitude Surveys
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Vocational Assessment: Decision-Making Domain
Career Decision Scale: Two Domains: Certainty and Indecision Career Decision-Making Self Efficacy Scale: Provides information regarding “'Self-Appraisal, Occupational Information, Goal Selection, Planning, and Problems-Solving”
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Vocational Assessment: Decision-Making Domain
Computer Assisted Career Guidance Systems (CACGs) The CASVE Cycle
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Vocational Assessment: Metacognitions Domain
Career Thoughts Inventory-Constructed to assess “dysfunctional thinking in career problem solving and decision making” Considered to be a career-decision making readiness screener Based in and created by the CIP theorists Scores reported CTI Total Decision-Making Confusion Commitment Anxiety External Conflict
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Metacognitions Domain: CTI Psychometric Properties
Norms: high school students (n = 396), college students (n = 595), and adults (n = 571) Reliability Internal Consistency Validity High face valid instrument Content validity assessed through panel of CIP experts Construct validity demonstrated through factor analysis yielded the three identified subscales
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Metacognitions Domain: CTI
Strengths Short in administration time Uniquely identifies dysfunctional thinking related to career decision making Integrated into intervention strategies and commonly used theoretical orientation Weaknesses Lack of empirical evidence on the usefulness of the workbook Requires background in the theory to use effectively in practice
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