COMPREHENSIVE INTEREST SCHEDULE (CIS) by SANJAY VOLIRA.INTRODUCTION The strength and direction of the individual's interest represents an important aspect of his, personality. This characteristiceffectshisedu- cational and vocational pursuits. Therefore tbe study of interest has received its strongest impetus from vocational and educational coun- selling. However, (oaslightly lesseréxtent, the developmentoftestsinthisarcahasalso been stimulated by vocational selection and place- ment. From the viewpoint of both the worker andtheemployer,aconsiderationof thei ual sinterestisof practical significance. ) Itwould seem that the mosteasy and direct way ofdetermininganirividual'sinterestindifferent types of work, educational curicullacte.,isto simply ask him, But thereare various studies which show that answers to direct questions about interests are often unrealisticand superfi- cial. This is particularly truc of children and young people at the ages when information regarding interestsisespecially useful forcoun- selling purposes. Thereasons forthissituation are not hard to find. In the first place, most peoplchaveinsufficient informationaboutdif= ferent jobs, courses of study etc. They arc therefore unable to judge whether they would really ikeall thattheirchoicc actually involves. ‘Their interest or lack of interest in a job may come from very limitedinformationof what the day by day work in that ficld involves. ‘N second related factor is the prevalence of ‘glamari zed stereotypes regarding certain voca- tions) the life of the average dector, lawyer, engincer orpoliccofficerisquite different from whatone finds in movies, radio, 1.V.ormaga- is rarcly in a positiontoknow theirown interests in various sts : fields priorto actual participationin these fields. However, by the time individual hasthe benefit ofsuch personal contact, it may be too late for himto profit from thisexperience, sinceachange in vocation at this stage may be difficult or wasteful (Te interest inventories are designed to help ‘Buidanceand vocational counsellortoguidethe students and the employees into areas where they are likely to find the greatest job satisfac- tion [tis nor ameasure of general or specific abilities, including intelligence. Such waits are related toaman'sperformance onthe jobthan tohis satisfactionon the job. These factors or traits like aptitude, abilities, intelligence and personality should bedeterminedbyothermeans and should beconsidered alongwith the interest scores (there issome substantial relationship between (crestand quality of performance, however, it isnot at present well understood. Interest has, moretodo with whetherataskisattempted with motivation rather than how wellitis performed. Thus, insclecting employees oradvising stu- dents, measures ofability areneeded to predict the quality of performance, but measures of interest arealsoneded to suggest theareas that will bemost stimulating forhim)Similarly,one's performanceonthe jobdependSonhisabilities, however whether or not hestaysonthejob will largely reflect whether he likes or dislikes his job. For thisreason, interest ratingsare better indices ofjob persistence than ofjob success. However, in most selection techniques, too much attentions given to efficiency; and too eto satisfactionand enjoyment.GENERAL APPLICATION Onc ofthe major functions of any vocational guidance programmeistohelpanindividual to prcparchim foraright vocational choice which would go well with his developed abilities, ap- titudcs.intelligence, interests, personality char- acteristicsand present situation I'shouldalso cotnbutctohis individual happinessand social ood. because occupation isnotjustameansof insely hood but also a way of life. Vocational surdanceisrelated toone'sacquisitionofknowl- edge, understanding, and skill which actually formthe basis forhis vocational choices. Ac- cordirigto Super(1962) "Vocational guidance isaprocessofhelpinga person todevelopand accept an integrated and adequate picture of himselfandhisrole inthe world of work, totest thisconceptagainstreality, and toconvertitinto areelity with satisfaction tohimselfandto the benefitofsociety”. (Comprehensive Interest Schedule is welladipted to vocational guidanceand coun- selling situations. Itis a check list by whicha person can systematically clarify understanding of his vocational interests)It is designed as a counselling instrument to beused in the situa- tionsin which theclient-councellorrelationship issuch that straight forward and honest expres- sion of choices can be expected. Here the subject expects his interest to be considered and heis not threatened as he might be by the personality orability tests. The interpretation ‘when given, carries considerable force because thestudent can sec thatheis looking athimself ina mirror, and that he is only receiving an analysis of what he himself has said, as no psychological mysteries surround thisinterest schedule. (in industrial settings the use of the Comrehensive Interest Schedulein employee placement, rather han employeeselection, may bemore fruitful especially in large companies wherea wide breadth of occupational possibi tiesare} Bresent)Dunnete and Kirchner(1965) state that use of interestinventoriesin counsel- lingandreassignmentof theindividual employ- eesinthe activitiesthey likemay resultin more job satisfact APPROPRIATE AGE-LEVEL FOR USE (the primary usc ofthe Comprehensive Interest Schedule is for counselling high scchool and college studentsabout theircarcer choices andit is oriented mainly towards that section of the ‘occupational spectrum that the high school and college students ususlly enter)Evidence scems tobe mounting thatoccupatioial choiccisdeter- mined toa greatextent in high school. -veral studies have shown that theinlerest in- Ventoriesarehelpful tomanyhigh school seniors and juniorsin planning their future (Bryan, 1952; Carter, 1944; Strong, 1955; Taylorand Carter, 1942). Because changes in interest scores are more likely between ages of 15 to 20 (Strong, 1943). The Comprehensive Interesr Schedule should therefore be very helpful in counselling students at this age range also} lowever, the emphasisin interpreting scoresinthisagerange shouldbe on planning the general direction ofa career, rather than concentrating on any one occupation. ‘The sample used to standardize the Comprehen- sive Interest Schedule averaged about 30 years of age. As interests change very little after the age of 25 years, the Comprehensive Interest Schedule isalso applicable to adults. Moreover, changes of inerestswith age are relatively mild between the age of 20t0 25 years, therefore use of Comprehensive Interesr Sschedule is q\ appropriate here also, Since mostemployeesin _Any industrial settingare over21 years ofage, this Schedule can also be used very effectively in almostall industrial settings.PLAN OF SCHEDULE Comprehensive Interest Schedule isan objec- tix cde ce representing relative interestincight broad vocational areas Fach ane of these vo- cational arcashave two sub-ficlds (except last two, ie. natureandclerical). Thesecightbroad interestareas areas following: - Administrative -Enterprising 1. INFLUENTIAL 2.VENTUROUS _ -Defence - Sports 3. ARTISTIC -Creative -Performing -Medical - Technical 4, SCIENTIFIC « S.ANALYTICAL — -Expressive ~Computational 6. SOCIAL -Humanitarian - Education 7.NATURE 8.CLERICAL theve eae So in total awe have fourteen occupa- tional interest areas which are compared twice with each of the other interest areas. In this mannerall the fourteen scoresaredirectly com- parable with each other. Inselecting the voca- tional fields for this schedule wetriedtoinclude almostall thecategories of occupations which areincurrentuse, ADMINISTRATION ‘The author feels that the other currently avail- ablcinterestinventoriesand schedulesarerather too long, perhaps longer than they need to be. However, the Comprehensive Interest Sched- ule, on the other hand requires only 10-15 minutesofthe subject’stime. Itcanbeadminis- teredindividually oralsoin group situations. It consists ofa single shectof paperin the formof a fourpage folder. On the double inside pageis printeda large rectangle divided into 14 rows and 14 columns. In cach of these 196 boxes, there is printed a pair of occupations and the subjectisasked simply to mark his preference incach box. ‘The pairs of occupations arc so arranged that the firstitemin any column representsthe same ficld. Similarly, the second item in any row representsthesame ficld. This way cachofthe 14 occupational fieldis compared twice with cach of the other field. The suject is asked to markhispreferencein each pair. Heisaskedto putacirclearoundbothitemsinapairifhelikes both of them. Ifhe dislikes both of them, heis allowed to cross both of them. Ifhe likes only oncofthetwo items, heisaskedtodrawacircle around that particularitemonly. Deuiledinstructions with llustrationsare printed on the front page of the schedule. The test administratorshouldsce thatthescare followed very closely. Further theadministrator should also scc thatthe subject does notskip anything and showshis preference clearly foreach pairof ‘occupation, Notime limitis et, butitshould be pointed out to the subject that the results will probably be better if he works rapidly, as first impression produces atruer picture ofhis likes and dislikes.FAKING ‘One concern using any interest inventory or infact any other psychological testis whether or not people answer thruthfully. Many studies havebeen conducted on thisissue,although the results are notcompletely consistant fromone study toanother. According tol ongstafT(1948), onc canalways fake responses on the interest inventoricsintentionally. Thoughthisisseldoma problem when students are completing the schedule forcounsclling purposes. itcan how- cverbe troublesomeinemploycesclection situ- ations. Tirminimizcthis possibility. subject should be told that the majority of people finish this schedule in 10 minutes timeand thathe should work as fast as possible. Since it takes time to figureouta" proper" answer, thisemphasison speedand time will lead to morehonest answers from the student. Although the possibility of fakingisal- ways there in any psychological test, the fre- quency and impactofthis phenomenonarenot such in this schedule that we become paranoid aboutit. SCORING The Comprehensive Interest Schedule takes about 10-15 minutes ofthe subject's time and givesapeofileof 14 occupational interest scores. The scoxing requires no stencilsar scoring keys. Scoringis done manually and it takes only 2-3 minutesto complete this whole procedure. The ‘Sore faranyofthe field is obtained by counting number of circles around one’s inthe columns and number of circles around two's inthe rows. Ihe maximum range of score for cach field is from 0-28, The scores for two's (or rows) are. writtenin the boxes printed on the right hand side of the schedule, and scores for one's (or columns)are writtenin the boxes printed atthe bottom oftheschedule. These raw scores are than transferred ontotheC.LS. Profile Sheet (in thetable printed forthis purpose). Total rawscore foreach field is calculated by adding the scores of one's (columns) and two's (rows). These scores are than converted into sten scores using norms table (see Norms, Table - 4)RELIABILITY Thetermreliabilityhastwocloselyretated, but somewhat different cannotationsinpsychologi- cal testing, First, itreferstotheextentto which atestisintemally consistenti.c.,consistancy of results obtained throughout the tést whenad- ministeredonce,knownassplit-half reliability. Second, reliability referstotheextentto which ‘a measuring device yields consistent results upontestingandretestingi.c..dependability for predictive purposes, known astestretestreli- eration. Withthis purposeinmind,atrialrunof thepresentinterest schedule was madeto find outthereliability of this schedule. Reliability coefficients were computed on 550 individuals bythesplithalfmethod. UsingSpearman-Brown forinulacorrelation coefficients were firstcom- puted for corresponding rows and columns. Thetest-retest reliability wasalso calculated for thepresent schedule, with225 individuals, by calculating the coefficient of correlation be- ability. tween two sets of scores of the same individual ‘on the same schedule, after two weeks time. “‘[hereliability score forall 14 occupational fiels arc shown in Table - 1. Because of the brevity of this scale the question ofreliability of scoresnaturallyisa firstconsid- * ‘Table - 1 Split-half and Test-retest Reliability Scores ~_Split-Half Test-Retest INFLUENTIAL = Adminitrative 92 2B - Enterprising ot 19 VENTUROUS = Def. 88 2 : Sp. 84 61 ARIISHIC = Creative Cr. 94 15 = Performing ‘Per. 90 n SCIENTIFIC = Medical Med. 93 80 = Technical “Tech. 91 7 ANALYTICAL Expressive Exp. 87 67 Computational Comp. 89 68 SOCIAL ~ Humanitanan Hum. 86 nm Education Kan. a 69 NATURE - Nat 85 62 CLERICAL - cl. 87 64 N= “ 550 225VALIDITY Anindex of validity shows thedegreeto whicha test measures whatit purportstomea- sure, when compared with the criteria. The construction and usc of a test imply that the instrument has been evaluated againstcriteria regarded as the best evidence of traits to be measured by the test. Therefore, selection of satisfactory validation criteriaand demonstra~ tion of an appropriate degree of validity are fundamental toany psychological test. ‘The firstessential quality ofany valid test is that it should be highly reliable. The present scale also shows very high reliability coefficients (sec Table-1, Reliability). A test thatyicldsinconsistentresultsi.e. lowreliability, cannotcorrelate well withameasureofanother variable; inthiscaseacriterion. Itshould be clear that validity isinfact evaluationoftheextentto whichadeviceesti- matesan individual's statusatthe timethetest was administered. From the viewpoint of ap- plied psychology, every test must have high predictive validity. Thisis possible only when thereliability scores of thescalearehigh. The presentinterestscale shows veryhighreliability scores, andhenceitcan beconcluded here that the Comprehensive Interest Schedulehashigh predictive validity. ‘Table - 2: Item Validitiy Scores Lowest Highest Average INELUENTIAL = Adminitrative Adm. 42 86 74 Enterprising Ent 59 96 82 VEN TUROUS - Defence Def. AS 86 By 4 - Sports. Sp. 41 82 69 ARTISTIC Creative Cr. 49 86 2 Performing, Per. 69 8 84 SCIENTIFIC - Medical Med. 43 90 a = Technical Tech 48 92 15 ANALYTICAL =~ Expressive Exp. 48 87 a” = Computational Comp. 40 92 19 SOCIAL - Humanitarian Hum. 40 92 69 - Education « Edn. 46. 86 70 NATURE - Nat 43 90 B CLERICAL, : cl a2 90 BApart from the high reliability and predic- tive validity, item validity of the present schedule was also computed. Each of the 196 pairs of voccations was considered as atestitem. Each pair was correlated with the two scores to which the item contrib- uted. Hence there were 392 item validities to be determined. These validities were investigated to ensure that the items were properly allocated in the’ 14 fields. The individual items showed fairly high validity scores which are higher than item validities in many educational and psycholo,,. tests. We have listed the lowest, the high- est and the average item validity scores for each occuptional field in Table-2. Each item validity score is the correlation be- tween the individual item score and the profile score to which the item contributes. Each of the individual item contributed in general 1/26 ofa profile score. The diago- nal items were omitted in calculating reli- ability and validity. CORRELATIONS BETWEEN OCCUPATIONAL FIELDS The correlations between the 14 occupa- tional fields are shown below in Table-3. The highest correlations were found be- tween Educatin-Expressive .83, Humani tarian-Expressive .75, Creative-Perform- ing Arts 69, Creative Arts - Medical .67, Clerical-Education .67, Humanitarian- Medical -.72, Sports-Expressive-.71, and Table - Correlations Between Occupational Performing Arts-Administrative -.68. In interpretation of these correlations, it must be recalled that an expressed preference for one field represents usually, but not always, an ommited preference for some other field. The negative correlations are due in part to this circumstance. ields Per. Med. Tech. Exp.Comp. Hum. Edn. Nat Cl. ‘Adm. Def. Sp. 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We will discuss the possible interpretation, of low scores, high scores,andalsothe widespread interestscores, and conclude with some suggestions to the counsellorsand personnel sleectionand place- ment workers. We also present here a list of occupations attached to all 14 occupational ficldsin Table-5. Forinterpretationofscores, itisdifficulttoexplainthestatistical toc apersoninexperiencedin psychological esting, therefore, we have used “sten scores" to show howan individual standsin relation toadefined population. The usc of sten scores has been found to be very satisfactory and useful in guidance and employment settings. High and Low Interest Scores: Apersonwithstenscoreof8-10willhavehigh interestinthatparticular occupational ficldand is likely to enjoy his work in that particular occupational field. Whereas. a person withsten score of 1-3 will have littleor no interestin that particular occupational fieldandisnotlikely to enjoy his work in that particular occupational field, Individuals with sten score of 4-7 may have interstinthat particular occupational field, hut may be they are nat very sure about it Generally.a profile hayone or few number of high interestscores. Thisindicates thatthe sub- jectis very clearabouthis occupational prefer- ‘encesor occupational field(s)helikes. Similarly, mostofthe profiles willalsohaveoneorfewlow interest scores, i.e. the subject is very clear about the occupational field(s) he dislikes. In guidance and selection settings, these kind of profiles are very easy to interpret, provided they arcin harmony with theindividual's aptitude, 9 abilities, intelligence and other personality test scores, i.e. ifanindividual shows high interest scoreinany particularareaandhealsohashigh aptitude in that particular field, alongwith the required personality characteristics for thatkind ofoccupation, the work ofaguidance counsel- lorbecomes very easy. However, when these scores are not in harmony, e.g.,a college stu- dentwithhighinterestin Technical fieldhaslow or average mechanical aptitude, says that he wants to bea Mechanical Engineer, should be told that very few people with these kind of scoressucceed to becomea Mechanical Engi- neer. Widespread Interest Scores: Ocassionally, aprofilehaslargenumberofhigh interest scores, scaterred throughout the occu- pational fields. This indicates that the subjectis confused with respectto his occupational pref- erence. In such cases more stress should be put onhisaptitude, ability, intelligenceand person- ality test scores. Research also indicates that individuals with widespread interestarecontent to work in any occuptional field. Generally, these individuals shift from one occupational field to another and advancement in pay or position seems to be more important than the interestin theectivities involved inthe occupa- tion. Thisisincontrastto theprofessionals, who have one or fewhigh interest scores, and seek specific typeof activity in work. ‘Thereally tough guidanceandcounselling situ- ation arises when an individual has no high interestscoresin any of the occupational fields ormay be few, ifany, average interest scores. There can be many intersting reasons for this kind of profile. First, itis possible that the individual isnotcooperatingandmay beaswer- ing the schedulein arandom order. Secondly, /he may have already decided to be a Mechanical Engineer, and thus putting aringacrossoly when this particular occupations, mentionedintheschedule. Thirdly, hemayhave anintcrestof those unusual occupational fields Whilereferringto the resultsofthe Comprehen- sivelnterest Schedule, the counsellormusttake special pains toemphasizeto thesubjectthatit which are not included in this schedule e.g., Marine Diver, Astronautete. Insuchcasesitis, better to have a direct conversation with the subject toknowhis occupational preferences, oraltematively his scoresonothertestsandhis, persona ‘cd to for coun- selling purposes. isnotatest of intelligence, aptitude or abilities for various occupations. Therefore, he should not confuse the scoreson the interest schedule with that of the aptitude or ability tests. If situation demands, the counsellor shouldalso explain thedifference between the two. ‘Table 5 - Showing List of Occupations Involved in Each Occupational Field. a INFLUENTIAL = Administrative LAS.Offices Board Director Executive Manager Election Officer Hotel Manager Vice Chancellor Judge CChiarman of Board District Magistrate Probation Officer Governer Factory Manager, General Manager Diplomat - Enterprising ‘Sales Manager, Fashion Mode! Airplane Pilot Publisher Politician Real Estate Agent Manufacturer Travel Agent Boutique Owner Handicrafts Dealer Stock Broker Film Producer Investment Broker/Consultant Exporter Restaurent Owner Building Contractor Antique Dealer Automobile Dealer VENTUROUS 7 -Defence ArmyMefence Officer Naval Officer Investigating Officer Home Guard Officer C.B.L/ Police Officer Police Commisioner Fire Fighting Officer B.SF.Officer Ship Captain/Crew Member Commando Coast Guard Officer. AirForce Officer Air Force Pitot Security Officer Navigator Scouts Guide Officer Secret Service Agent N.CC.Officer 10-Sports Cricketer, Volleyball Player Wrestler Tennis Player Weightlifier Golfer Boxer Badminton Player Hockey Player Basketball Player Athlete ‘Swimmer, Foothall Player Trekker Archer Mountaineer Gymnast Judo-Karate Expert ARTISTIC. = Creative Beutician Photographer Costume Designer Sculptor Song Writer Painter Dress Designer Commercial Arist Layout Artist Interior Decorator Advertising Manager Landscape Antist Cartoonist Graphic Designer ‘ Make-up Artist - Performing Musician Violinist Classical Dancer Playback Singer ActortActeress br Pianist Band Leader Orchestea Conductor Tabla Master Sitarist Folk Song Singer Classical Singer Folk Dancer “SCIENTIFIC Mechanical Engineer Computer Programmer Flectvical Engineer Textile Engineer Automobile Engineer Architect slectrictsa a Field Worker ul = Medical Chemist Gynaccologist Biologist Child Specialist Dentist Pharmaci Surgeon Radiologist Physician Bacteriologist Psychiatrist X-Ray Technician Physiotherapist Physiologist Technical Civil Engincer Machine Operator Electronic Technician Service Engineer Foreman ‘Computer Engineer Draftsman Mechanic Laboratory Technician Press Worker @ANALYTICAL es - Expressive News Editor T.V. Reporter Journalist Radio Announcer Foreign Correspondent Story Writer Historian Novel Writer Author of Books Magazine Columnist News Reporter An Critic T.V. Show Organiser News Reader - Computational Accountant Mathematician Bank Manager Bank Cashier Cost Analyst Data Analyst Banker Income Tax Consultant Sales Tax Consultant Charted Accountant Statistician inance Manager Auditor ‘Accounts Manager SOCIAL Humanitarian Guidance Counsellor Welfare Officer Social Worker Psychologist YMCA Secretary Schos! Counsellor Red Cross Worker Nurse/Medical Attendent Church Worker Vocational Counsellor Missionary Priest Marriage Couns ‘Community Worker Education Professor History Teacher Lecturer Primary Teacher Nursery Teacher SchoolPrincipal College Principal Mathematics/Physics Teacher Kindergarten Teacher Science Teacher High School Teacher Economics Teacher ‘Art Music Teacher English Teacher “NATURE Zoologist Sheep Farmer Agriculturist Landscape Gardner Farmer Horse Breeder Florist Horticulturist Focest Officer Veterinarian Cattle Farmer Poultry Farmer Horanist Zoo Manager CLERICAL Stenographer Receptionist Data Entry Operator House Keeper Office Clerk Private Seeretary Typist a Telephone Operator Hook Keeper Accounts Clerk ' ont sonal Assistant. Counter Salesman/woman Assistant Reservation Clerk 12C.LS. INDEPTH ANALYSIS Results from career interest testing scales are generally published in some type of graphic format so as to portray the magn tude of the scale scores for the test va ables being measured. Typically. then, the interpretation of the test resulls necessi- tates rather extensive professional study and preperation prior to explaining the complex and unique meaning of the test profiles to test takers, Because of the ad- ditvonal cost involved in preparing a non- technical presentation of the findings, the subjects are seldom provided witha narra- tive summary of the test information for their reference, review, and deliberation after counselling. The trend in recent years has been to rely more and more on computers to score, retreive, and interpret test data as an aid to the professionals in this area. In concert with this trend, the author undertook ef- forts to design the format and specify the program logic basic to the generation of a interest oriented profile report asociated with personality factors. Such reports en- ables both professional counsellors and the subjects to have available to them a computer produced, non-technical narra- Live interpretation of their occupational in- crest areas. These can further be used for personal assessment, carcef counselling and develépmental planning purposes. ‘The C.L.S. indepth analysis report includes information relative toa person's: - General life style for occupational en- vironment; - Work setting and structure preferences; ~ Patterns of interaction with people; and - Patterns of career, occupational, and vocational interests. (The software program for such reports are available at the Computer Applica- tions Division, PS¥-COM SERVICES, B-4, 80/2, S. J. Enclave, New Delhi - 110 029, India) The two principle objectives during the development of the C.LS. indepth analysis report were to provide a unique and inno- vative supplement to career guidance and personal development counselling which: - Helps clients achieve accurate insight about themselves by utilising a report written inanon-technical language which is helpful to people as it is not critical, evaiuative, or confusing to them. - Helps career counsellors, and other pro- fessionals from the routine and time con- suming elements of the diagnostic, inter- pretive, and report writing process of counselling and therapy. Consequently, over the past few years of experimentation, development, and use. the report has proven to be helpful to person's involved in many combinations of career assessment and personal develop- ment programmes. The CIS indepth analysis report mainly consists of the descriptive, narrative, and occupational listings presented by J.L. Holland in Occupational Choice Theory (1973), Holland's theory ofcareer choices holds that the occupational world is repre- sented primarily by six major, but complex personality orientations. These personality _tientations have been borrowed from Hol- land by the author and thenecessary modi-fications and addition of two more areas have been made according to the present Indian conditions. These cight broad inter- estarcas are as following: 1 UENTIAL -Admi - Enterprising L.VENTUROUS = - Defence ports 3. ARTISTIC - Creative - Performing 4.SCIENTIFIC — - Medical - Technical S.ANALYTICAL - Expressive | *Computational 6. SOCIAL -Humanitarian Education 7. NATURE, 8. CLERICAL The description of these interest oriented activities in association with the personal- ity orientations are given below. Please note that the personality orientations of the people with sten scores between 8-10 on the above mentioned interest areas are discussed here. INFLUENTIAL: People who are successful in administra- tive and enterprising occupational fields are convincing, directing or persuading oth- crstowards attainment of their organiza- tional goals and/or economic gains: Their primary personality orientation is that they are very active, socially bold, outgoing, participative and competetive. They tend 14 to have conceptual thinking rather than abstract thinking, and are very realistic and alert to their practical needs. They take on responsibilities very confidently. They are composed and self-assured about them- selves. Sometimes, in extreme cases they are also termed as ‘thick-skinned' due to thejr social boldness. Mostly this group of peopie are generally assertive, independ- ent minded and headstrong about th views. In some job requirements, espe- cially inthe enterprising group, these peole may tend to be very talkative, cheerful, and happy-go-lucky types. They are also frank, expressive, and clearly reflect the group to which they belong. 2. VENTUROUS Successful people in sports and defence occupations are generally adventurous, fre- indly and impulsive. They are highly competetive, stern, and tend to be hostile attimes.-The sense of responsibility and a consistent duty bound behaviour is the core oftheir personality orientation. Most ofthe occupations in both the categories gener- ally demands high self-reliance, tough mindedness and an extremely high persistance towards their job. They are generally unidirectional towards achieving their goals and are therefore very self- confident, placid, secure, and complacent They are generally insensitive to people's approval or disapproval comments about their actions. In other words, they havea ‘doesnot care’ and rudely vigrous attitude towards the accomplishment of their goz! 3. ARTISTIC People successful in creativeand perform- ing arts occupations usually seek opportu- nities for self expression so asto create ert forms, or artistic products. Individuals in , these occupational groups generally tendto be sensitive, and expecting attention. They are imaginative in inner life and in conservation. They also tend to havea high nced forindependenceand self suffiiciency. People involved in both the catagories, creative and performing arts occupations, are generally absorbed in ideas. The per- forming arts area consists of people inter- ested in art, theory, basic beliefs, and they are imaginatively enthralled by inner cre- ations. However, the creative arts group generally consists of forthright, unpreten- tious, and critical kind of people. People in both the groups are generally affected by feclings and havea good insight about their subject and tend to be intellectually adapt- able 4. SCIENTIFIC Successful individuals in medical and tech- nical occupations tend to have conceptual thinking and a high general mental capac- ity. They are inclined to have more intellec- tual interests and show better judgement abilities. They are sclf disciplined, con- trolled, and conscientious to their jobs. Most of the people in these occupations are also experimenting, liberal, and free- thinking in nature. Both the groups (medi- cal and technical) consists of people who are generally sober. taciturn, and serious. “The medical group is mostly full of care, and concern about others. The technical group is generally responsible. consistently ordered and dominated by sense of duty. People in occupations covered under this dimension show socially approved charac- ter responses. self control, persistance, foresight. consideration for othergand re- gard for etiquette and social reputation. In agroup they generally make more remarks than others, specially ina problem-raising and solution-offering situations. 15 S.ANALYTICAL Successful people in expressive and com- putational occupations tend to be sharp at diagnosis, flexible in viewpoint, inclined to ‘study the angels. The expressive group consists of people who are alert to man- ners, to social obligations, and to the social reactions of others. The pattern represents some form of intellectual - educational de- velopmentin terms of shrewd tactical skills. Both the categories represent diplomatic, accomodating, and conforming attitude to- wards their occupation. Jobs in both the categories require a relaxed, tranquiled, torpid, and composed personality orienta- tion, They are also required to organize information and tasks according to pre- scribed plans and well established proce- dures and systems. The chief career-ori- ented activities involved in these cat ries arc investigating, observing, and solv- ing problems with the use of ideas, words, and symbols. 6. SOCIAL ‘Successful people in humanitarian and edu- cational occupations are generally busy in activities which involves being near or at the center of group endeavours, and solv- ing problems through discussions with oth- ers, or by arranging relationships between people so as to enlighten, serve, or train them. They are highly cooperative, partici- pative, and concientiously persistant in their job. They are gentle, kind, and sensitive to other persons needs. They are also gre- garious, emotionally involved with the group they choose to interact. They are generally spontaneous, natural and content with what they have rather than wahat they can have or could have, Their need for extension, i.e. to be participative and altruistic is ex- tremely high7. NATURE Successfil people in occupations related to nature are generally good natured and ready to cooperate. They liketo participate fora good cause and tend to be casual and softhearted. They are generally trustful, adaptabie and warmhearicd by nature. They tend ta be clinging, insecure, expecting affection and sccking help & sympathy from others. They are generally anxious, imaginative in inner life, and acton sensi- tive intutions. They are very lonely, sensi touched and over- come by moods. They are very expressive, conventional, conforming and humble in their behaviour. These individuals show great concern for others and are full of cares. They tend to be silent, slow, cau- tious and stick to their inner values. They are generally self-sufficient and resource- ful, however, like to work inasmall group to which they belong and show depen- dency on this group. tive types i.e. 8.CLERICAL Successful people in clerical occupations tend to have concrete thinking, i.e. low or average mental capacity to do things. How- ever, they are generally very responsible, emotionally disciplined and are dominated by a sense of duty. They are consistently ordered and highly concerned about moral standards and values. These individuals show socially approveed character re- sponses, self-control and persitence in their work. They tend to be very conscientious and show great regard for etiquette and social reputation. In group situations these individuals will pick out persons who are leaders or ones who are effective rather than just popular. They are generally sub- missive, controlled, conforming and group dependent. They also tend to be concerned, introspective and show few artistic re- sponses. 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