psy 2201 ch 8 career assmt

8/12/2019 Psy 2201 Ch 8 Career Assmt

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Chapter 8:Career and Occupational Assessment

Interest Inventories

Special Aptitude

Multiple Aptitude Tests


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Defining Career andOccupational Assessment

Career and occupational assessment can occurat any point in life--most critical at transitionpoints.

Counseling and assessment can help in thisprocess.

Three kinds of assessment that can be helpful:1.

interest inventories2. special aptitude tests

3. multiple aptitude tests


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Interest Inventories

Used to determine:

likes and dislikes of a person

personality orientation toward the world of work.Many are good at predicting job satisfaction.

Three we will look at:

1. Strong Vocational Interest Inventory

2. Self-Directed Search (SDS)

3. Career Occupational Preference System InterestInventory (COPS)


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Strong Interest Inventory

Developed as Strong Vocational InterestBlank in 1927

For ages 16 and older, takes 35 to 40

Five different interpretive scales or indexes:1. General Occupational Themes

2. Basic Interest Scales

3. Occupational Scales4. Personal Style Scales, and

5. The Total Response Index


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Strong: General OccupationalThemes

Most commonly used score on the Strong

Offers three letter code based on Hollands hexagonmodel (see Figure 8.1,p. 150; Box 8.1, p. 151)

Identifies top three Holland codes in hierarchicalorder


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Strong: Basic Interest Scale andThe Occupational Scales

Basic Interest Scales (see Figure 8.2, pp. 152-153): Shows top 5, and separately, top 25 broad interest

areas. Relates them to Holland Code. Uses T Scores

Occupational Scales (see Figure 8.2, p. 152): Original basis of the 1927 Strong Compares clients interests to interests of same sex

individuals who are satisfied in their jobs. Lists 10 occupations to which client is most similar. Separately compares client to 211 occupations (not in

Figure 8.2) The higher the T-Score, the more similar are ones

interests to those in the stated jobs.


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Strong: Personal Style Scales andTotal Response Index

The Personal Style Scales

Gives estimate of client in certain activities:

1. work style (alone or with people)

2. learning environment (practical vs. academic)

3. leadership style (taking charge vs. letting others take charge)

4. risk taking-adventure (risk taker vs. non risk taker).

T-scores comparisons to men, women, or both.The Total Response Index:

Percentage of clients responses across all areas measured (e.g.,school subjects, leisure activities).

Helpful if you suspect a response set.

Large percentage of indifferent or dislike scores can sometimes bean indication of depression or apathy.


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Strong: Normative and TestWorthiness Info

Can be mailed, software to use on workcomputer, or administered on Internet.

Norm data updated in 1992-1993 from over55,000 people in 50 occupations. (More recentupdate may now be available)

Reliability from mid .60s to mid .90s fordifferent subsections.

Evidence of concurrent validity of personalitycode with current jobs held.

Could use more predictive validity.


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Self-Directed Search (SDS)

Created by Holland--based on hexagon (Figure

8.1., p. 150)

Can be self administered, scored, and

interpreted, but always good to have acounselor guide a client.

Primarily based on interests, but also includes

self-estimates of competencies and ability.

Client obtains 3-letter Holland code


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Self-Directed Search (Contd)

Can cross-reference code with the 1300 occupations

in Occupations Finder or 1200 occupations in

Dictionary of Holland Occupational Codes.

Four forms for young adults through older adults.

Administered by booklet, on computer, or on Web.

Form R norms based on 2,602 people in 25 states.

Reliability coefficients range from the .80s to .90s.

Moderate correlation with job satisfaction.


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Career Occupational Preference System(COPS)

The three instruments measure interests,abilities, and values (Table 8.1, p. 155)

1. Career Occupational Preference System InterestInventory (COPS).

Scores are related to a career cluster model used to guidethe individual to a number of career areas (Figure 8.3, p.156).

2. Career Ability Placement Survey (CAPS). Measures abilities across 8 different dimensions related to

career cluster (outer circle of Figure 8.3).


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COPS (Contd)

3. Career Orientation Placement andEvaluation Survey (COPES).

Assesses values important in occupationalselection and job satisfaction.

Scales are based on eight dichotomous poles(Table 8.2, p. 157), which then are keyed tothe career clusters in Figure 8.3


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Other Common InterestInventories

Campbell Interest and Skill Survey(CISS)

SIGI PLUS: Computer based careerself-assessment program primarily forhigh school and college students

Career Assessment Inventory (UsesHolland Code)


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Multiple Aptitude Testing

Measures several abilities.

Used to predict how an individual mightperform in different jobs.

Often used in conjunction with interestinventories.

Usually used for career counseling.

Factor analysis often used with multipleaptitude tests to assure purity of the differentsubtests.


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Armed Services MultipleAptitude Battery (ASVAB)

Most widely used multiple aptitude test.

Developed by military.

Eight power tests:1. General Science 5. Mathematics Knowledge

2. Arithmetic Reasoning 6. Electronics Information

3. Word Knowledge, 7. Auto and Shop Information

4. Paragraph 8. Mechanical ComprehensionComprehension


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ASVAB (Contd)

Gives scores for the eight tests (See Box 8.2).

Also, gives 3 exploration (composite) scores in verbalskills, math skills, and science and technical skills.

Test often given by the military for free in HS.Takes 170 minutes to take.

Reliability for tests and composite scores: .66 to .92.

Test does show moderate to strong predictions for

success in military jobs.Correlations ranging from .70 to .86 with theCalifornia Achievement Test.


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Differential Aptitude Test

For grades 7-12.

Measures students ability to learn and be successful incertain areas related to occupational skills.

Often administered/interpreted by school counselors.Takes approximately 1.5 to 2.5 hours.

Eight separate tests that measure: verbal reasoning,numerical reasoning, abstract reasoning, perceptual

speed and accuracy, mechanical reasoning, spacerelations, spelling, and language usage.

Also includes a Career Interest Inventory (CII) toexamine interests in conjunction with ability.


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DAT (Contd)

Reliability of different tests range between 80and .95.Correlations with the DAT and several other

major aptitude tests (ACT, ASVAB, SAT, andthe California Achievement Test) rangedbetween .68 and .85Correlations with DAT scores and high school

grades are sound.Little data exists regarding predictive validityin job performance.


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Special Aptitude Testing

Measures a homogenous area of ability.

Used to predict success in a specific vocation.

Good for helping individuals decide if they might dowell in a specific occupation or to help employers andschools make decisions about hiring/admitting.

Discuss: How is it to measure some special aptitudeslike art, music? (See Figure 8.4, p. 163).


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Special Aptitude Testing

Some of the more population Special Aptitude Tests: Clerical Test Battery

The Minnesota Clerical Assessment Battery

U.S. Postal Services 470 Battery Examination

Federal Clerical Exam

SkillsProfiler Series Mechanical Aptitude Test

Technical Test Battery

Wiesen Test of Mechanical Aptitude

Arco Mechanical Aptitude and Spatial Relations Tests

Bennett Test of Mechanical Comprehension Music Aptitude Profile

Iowa Test of Music Literacy

Group Test of Musical Ability

Advanced Measures of Music Audiation.


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The Role of Helpers inCareer and Occupational Assessment

These tests dont require advance training

However, test examiners should haveknowledge of testing and specific knowledge ofthese instruments.


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The Role of Helpers in Career andOccupational Assessment (Contd)

Examples of how helpers provide occupational and careerassessment

1.Middle school counselors provide interest inventories tohelp students examine occupational likes and dislikes.

2.High school and college counselors provide interestinventories to help students think about occupationalchoices and make tentative choices about college major.

3.High school counselors orchestrate the administration ofmultiple aptitude tests and help interpret those tests

4.Private practice clinicians give interest inventories and

aptitude tests to help clients examine what theyre goodat and to guide clients into good occupational fits.

5.Even private businesses today can be found offeringcareer and occupational assessment.


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Final Thoughts ConcerningOccupational and Career Assessment

As with all testing, occupational and career assessmentshould not be done in a vacuum.Understanding the complexities of ones interests andabilities and eventual occupational choice is critical.

Clients make choices for such reasons as:1.Psychodynamic reasons (e.g., parental influences),2.Social pressures (e.g., racism, sexism, peer

pressure),3.Environmental concerns (e.g., the economy), and4.Family issues (e.g., sibling rivalry).

Therefore, occupational and career decisions should bethoughtful and wise.

psy 2201 ch 8 career assmt

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