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121 views35 pages

Career

Uploaded by

api-178294569
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Career Assessments

Alison McLaughlin Giovanni Hertel

Assessment Instruments
Test VS Inventories Norms Reliability Validity

Holland Code
Realistic Investigative

Convention al

Artistic

Enterprising

Social

SelfDirected Search
Assess aspirations,
activities, competencies, interests, and other selfestimates

Roughly 20 minutes to
complete

Original Named SelfDirected Search R

There is a Canadian,
Spanish, and Chinese version of this assessment.

Vocational Preference Inventory


Psychological inventory Self Perceived Competencies 15-30 minutes

Other Relevant Assessments


Career Attitudes and Strategies
inventory

Position Classification inventory Environmental Identity Scale Five-Factor Model

Role of Assessment

By comparing the counselors assessment of the client of the students Holland type with that of an object inventory, the counselor can get confirmation or to determine why there is a discrepancy if one exist.

Occupational InformationOccupations themselves are dived by the 6 Holland codes. It is the counselors duty to conceptualize client problems, classify occupational informational, introducing inventories and making sense of congruence and differentiation.

Goals of Career Assessments and Counseling


Autonomy
Nonmaleficence

Beneficence
Justice

Fidelity

MBTI What is it?


Created by Isabel Briggs
Myers and Katharine C. Briggs (mother and daughter)

It is an indicator, not a tests,


so there are no right or wrong answers/better or worse types

Based on Carl Jungs theory


of personality

Enhances self-awareness
and self-management

Most popular psychological


assessment in the world

Helps aid in communication


by allowing us to appreciate similarities and differences

Interpersonal relationships

Leadership training and development


MBTI applications

Workplace dynamics

Learning preferences

Career counseling

Myers Briggs Type Indicator (MBTI)

MBTI does not:


TEST INTELLIGENCE

DESCRIBE YOUR SKILLS AND ABILITIES


PREDICT WHO YOU WILL LIKE AND DISLIKE DETERMINE HOW YOU WILL ACT DETERMINE WHAT CAREER YOU SHOULD
CHOOSE

THE CONCEPT OF PREFERENCE

Natural

Unnatural Difficult

Easy
Quick Comfortable

Slower
Awkward Took more Energy

Effortless

REVIEW OF THE EIGHT PREFERENCES

Extraversion and Introversion Where you prefer to get and focus your energy or attention

REVIEW OF THE EIGHT PREFERENCES

Sensing and iNtuition What kind of information you prefer to gather and trust

REVIEW OF THE EIGHT PREFERENCES

Thinking and Feeling What process you prefer to use in coming to decisions

REVIEW OF THE EIGHT PREFERENCES

Judging and Perceiving How you like to live your outer life

How the MBTI affects Major and Career Choice MBTI type should not steer some toward or away from a particular career or activity It is only one piece of the puzzle.

How the MBTI affects Major and Career Choice


Outside Letters E/I and J/P Preferences

These impact the


PROCESS The ways you explore The ways you decide E/I work environment

J/P style of working

How the MBTI affects Major and Career Choice


Middle Two Letters S/N and T/F

These impact the actual


major or career choice

S/N fields of work

T/F tech/scientific OR
communication/service

Strong and MBTI interpretation

COMBINING THE MBTI AND THE STRONG


MBTI INBORN PREFERENCES WHO am I and WHY I want
to work

STRONG SOCIALIZED INTERESTS WHAT I want to do and


WHERE I want to do it

Based on Carl Jungs theory


of personality

Based on John Hollands


theory

STRONG AND MBTI OVERLAP


General Occupational Theme and MBTI type overlap
word patterns appear in both

Basic Interest Scales and MBTI type overlap job


families/interest areas appear in both

Occupational Scales and MBTI type overlap MBTI


most popular careers found in Occupational Scales areas

Combining Type and RIASEC


REALISTIC NT, ST

CONVENTIONAL ST, SF

INVESTIGATIVE NT, ST

ENTERPRISING
No type correlation

ARTISTIC NF, NT

SOCIAL NF, SF

Strong and MBTI Case Study In Interpretation


1. The first step as a counselor is to examine Terris
results for interpretability before she comes in for her session. 1. Turn to page 9 of her Strong report and look at the very
bottom to see if she responded to all the questions. 2. Also note if the combination of item responses are consistent. 3. Next, turn to page 2 of her MBTI report and review Terris clarity of her preferences.

DO YOU THINK TERRIS STRONG AND MBTI ARE ACCEPTABLE TO INTERPRET?

Strong and MBTI Case Study In Interpretation


2. The next step is to select your interpretation strategy
appropriate for Terri. 1. Note in her Strong where her Social theme is ranked. 2. Review her E-I dichotomy of the MBTI to see where she
falls to determine if it would be more beneficial for Terri to spend time talking through her reports to gain more understanding or if two sessions would be better to allow Terri to reflect in between. HOW WOULD YOU DESIGN YOUR INTERPRETATION SESSIONS WITH TERRI AND WHAT APPROACH WOULD YOU TAKE?

Strong and MBTI Case Study In Interpretation


3. Explain MBTI preferences
1. Next you would explain to Terri what the different MBTI
preferences mean and discuss with her accurately she thinks they describe her. Spend a little time looking at page 2 of her MBTI report to understand what her ISFJ type means. 2. For areas that the client may disagree with or not understand, spend some more time discussing these areas integrating what you know about the client.

Strong and MBTI Case Study In Interpretation


4. Explain Strong General Occupational Themes and
Basic Interests Scales 1. Look on page 2 and 3 of her Strong to note these
results. 2. How do her top five interests areas on page 3 fit with the careers she is exploring?

Strong and MBTI Case Study In Interpretation


5. Summarize Strong Occupational Scales
1. Note the results on page 4 and 5 of her Strong report.
What would you point out to Terri? 2. What do you notice about her top ten strong occupations on page 4?

Strong and MBTI Case Study In Interpretation


6. Suggest a follow up appointment and combine the two
assessments 1. A lot of information has been given to Terri at this point, so it
makes sense to plan a second session to let Terri reflect on the combined report and what we have talked about in this session. 2. A useful suggestion is to have Terri review the combine report and highlight key points from each assessment that she feels are accurate between the two sessions. 3. In the next session we will bring the two reports together and develop an action plan. Review the combined report to prepare for your next session with Terri. WHAT DO YOU NOTICE ABOUT THE COMBINED REPORT? DO THE TWO ASSESSMENTS OVERLAP OR DO THEY PROVIDE CONFLICTING INFORMATION?

Strong and MBTI Case Study In Interpretation


7. Develop an action plan
1. Terri has confirmed through the assessment and
interpretation that both education and nursing are fields that she would likely find satisfying. 2. She is now considering a new occupation of special education teaching that incorporate her two interest areas. 3. A great next step would be to show Terri how to use the O*NET website to research special education and other areas she is interested in.

KEY POINTS TO REMEMBER


Focus on the practical implications of assessment
results, while referencing the assessment data for support

After interpretation a plan for working together should


be presented, agreed upon, and carried out.

Written reports should be given to the client This structured approach does not work for every
counselor or client.

Counseling Skills
Helping Skills Attending Skills

Questions
Statements & Reflections Continuing Responses

Giving Information, not Opinion


Reinforcement

References
Hays, D. G. (2013). Assessment in counseling: A guide to
the use of psychological assessment procedures. Alexandria, VA: American Counseling Association.

Holmes, C. (2007). Career development using the MyersBriggs Type Indicator tool. Presentation at UNC-Chapel Hill. decision making. Mountain View, CA: CPP.

Hirsh, K. W., & Hirsh, E. (2007). Introduction to TYPE and


DiTiberio, J. K., & Hammer, A. L. (1993). Introduction to
TYPE in college. Mountain View, CA: CPP
Counseling. United States.

Sharf, S. R. (2006). Applying Career Development Theory to

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