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Individual/Group Assessment in Career Counseling: Nontest Techniques

Individual/Group Assessment in Career Counseling: Nontest Techniques. Prof. Dr. Fidan Korkut-Owen. Career Counseling Competencies Individual/Group Assessment Assessment? How? Formal Assesments Some formal assesements’ name Informal / qualitative assessment ( nontest ) Examples.

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Individual/Group Assessment in Career Counseling: Nontest Techniques

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  1. Individual/Group Assessmentin Career Counseling: Nontest Techniques Prof. Dr. Fidan Korkut-Owen

  2. Career Counseling Competencies • Individual/Group Assessment • Assessment? How? • Formal Assesments • Some formal assesements’ name • Informal / qualitative assessment (nontest) • Examples Dr. Korkut-Owen, 2014-15, METU

  3. Career Counseling Competencies Dr. Korkut-Owen, 2014-15, METU • Career Development Theory • Individual and Group Counseling Skills • Individual/Group Assessment • Information/Resources • Program Promotion, Management, and Implementation • Coaching, Consultation, and Performance Improvement • Diverse Populations • Supervision • Ethical/Legal Issues • Research/Evaluation • Technology

  4. Assessment —defined here as the use of any formal or informal technique or instrumentto collect data about a client—should still be valued in the 21st century as a toolused by counselors or by clients themselves to gather data useful in the career planningprocess. Dr. Korkut-Owen, 2014-15, METU

  5. Old and New Approaches • The old model of the trait-and-factor approach (oftencalled the “test-’em and tell-’em”approach) should be replaced with a view of assessment. • Assessment is one of several tools that are used to assist the client with careerchoices; others may include • interviewing, • use of Web-based career planningsystems and sites, • group work, • and completion of specific assignments (such asinformational interviewing, job shadowing, internships, and coursework). Dr. Korkut-Owen, 2014-15, METU

  6. Assessment instruments and techniques are commonly divided into two broad categories: formal (tests)andinformal(non-test) Dr. Korkut-Owen, 2014-15, METU

  7. Formal/quantitative assessments • Assessments labeled formal may be timed standardized tests or non-timed standardizedinventories. • Some of the most important properties that counselorsneed to know when selecting instruments include the following: • Validity • Reliability • Fairness related to diversity • Comparison Dr. Korkut-Owen, 2014-15, METU

  8. Both of them are important • Formal and informal assessments should use together • Both of them have some advantages and limitations Dr. Korkut-Owen, 2014-15, METU

  9. Dr. Korkut-Owen, 2014-15, METU

  10. Advantages of formal assesments • More concrete results • In a short time it is easy to collect data from a big group Limitations of formal assesments • Ignoring individial differences, personal meanings Dr. Korkut-Owen, 2014-15, METU

  11. Some Formal Assesments Dr. Korkut-Owen, 2014-15, METU • Career Attitudes and Strategies Inventory (Holland & Gottfredson,1994). • Career Beliefs Inventory (Krumboltz, 1991) • Career Factors Inventory (Chartrand, Robbins, &Morrill, 1997) • Career Maturity Inventory (Crites and Savickas, 1995) • Career Thoughts Inventory (Sampson et al., 1996) • Career Decision Scale (Osipowet al., 1997) • Career Decision Profile (Jones, 1986)

  12. Some interest tests • Interest Determination, Exploration, and Assessment System (Johansson,1996 and 2000). • Interest Explorer, (Riverside Publishing, 1998) • Kuder Career Search with Person Match™ , (Zytowski and Kuder, 2003) • Self-Directed Search (Holland, 1996) • The Strong Interest Inventory, (Strong, 2004) Dr. Korkut-Owen, 2014-15, METU

  13. Some Skills tests • SkillScan , (Beckhusen, 2010) • WorkKeys , (ACT, 2010) Combination of interests and skills • Campbell Interest and Skill Survey (Campbell, 2000) • The Armed Services Vocational Aptitude Battery ( U.S. Department ofDefense, 2005) • The Career Planning Survey (ACT, 1997) Dr. Korkut-Owen, 2014-15, METU

  14. Abilities * O*Net Ability Profiler (United States Department of Labor Employmentand Training Administration, 2001b) Inventories of personality type • * The Myers-Briggs Type Indicator (Myers & Briggs, 1998) • * The Personality Type Profiler , (Golden, 2004). Dr. Korkut-Owen, 2014-15, METU

  15. Work values • O*Net Work Importance Profiler , (United StatesDepartment of Labor, Employment and Training Administration, 2001c) • Super’s Work Values Inventory — (revised , Super and Zytowski, 2006) Dr. Korkut-Owen, 2014-15, METU

  16. Some of the Turkish Scales Kendini Değerlendirme Envanteri (KDE) Akademik Benlik Kavramı Ölçeği (ABKÖ) Mesleki Olgunluk Ölçeği Akılcı Olmayan Mesleki İnançlar Mesleki Uyum ve Mesleki İyimserlik Ö. Kariyer Geleceği Ölçeği (KARGEL) Kariyer Kararı Ölçeği Çalışma Anlayışı Ölçeği Dr. Korkut-Owen, 2014-15, METU

  17. Informal / qualitative assessment(non test techniques) Informalassessments • .. may need to be altered from clientto client • .. often consist of games or simulation exercises that are flexible, open-ended, holistic, and non-statistical. • .. are developed according to constructivistideas. Constructivistsbelieve that there are multiple meanings and multiple realities. Dr. Korkut-Owen, 2014-15, METU

  18. Advantages of informal assesments • They • are lowcostor free of charge, • may not require the ordering of materials in advance, • may not require as much time to administer as formal assessments, • may be less anxiety-producing for the client. Limitations of informal assesments • Interpretation process needs to be very careful. • Hard to develop • Better to use with formal assessments Dr. Korkut-Owen, 2014-15, METU

  19. Examples of informal assessments. • Card Sorts, • Genograms, • Time Line, • Early Recollections, • Life-space Map, • Career Fantasy (Guided Imagery), • CheckLists, • Forced-choice Activities, • Structured Interviews , etc Dr. Korkut-Owen, 2014-15, METU

  20. 1.Card sorts • Card sorts are possibly the most common form of qualitative assessmentavailable to career counselors. Most card sorts focus on a particulartopic, for example occupations, work values, or motivation. Dr. Korkut-Owen, 2014-15, METU

  21. 2.Genograms • A genogram, family tree, or occupational tree may uncover the patterns of family influenceon a client. • For example,information may be gathered on family values in relation to gender rolesor education, the nature of family support, socioeconomic and ethnicbackground, and family patterns of decision making and coping withtransition. Dr. Korkut-Owen, 2014-15, METU

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  23. 3. Time/lifeline • Constructing lifelines is useful for assisting clientsto review their life histories. Through a well constructed timeline, thepatterns and themes of the client’s lifecareer may become more visible. Dr. Korkut-Owen, 2014-15, METU

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  25. 4. Early recollections • Family themesand patterns become entrenched from an early age • In processing the activity, the goal is forclients to discern their life themes and discuss how they might extendinto the future. Dr. Korkut-Owen, 2014-15, METU

  26. 5. Life-space map • A life-space map is a drawing or diagram by whichthe client and counselor work together to represent the client’s ideasand feelings in a visual form. • The process should be flexible, and the person should be encouraged to draw, use symbols, images, metaphors, icons, or write words or short sentences. • Mapping your career life • Family career map Dr. Korkut-Owen, 2014-15, METU

  27. http://www.sociodynamic-constructivist-counselling.com/maps_visualizations4.htmlhttp://www.sociodynamic-constructivist-counselling.com/maps_visualizations4.html Dr. Korkut-Owen, 2014-15, METU

  28. 6. Career Fantasy • A career fantasy is an activity in which a counselor asks one or more individualsto relax, close their eyes, and imagine an ideal day that includes time at a worksite. • Guided imagery Dr. Korkut-Owen, 2014-15, METU

  29. 7. A checklist • A checklist is a series of items that may relate to an individual’s preferred worksetting, job characteristics, work tasks, work values, interests, or skills Dr. Korkut-Owen, 2014-15, METU

  30. 8. A forced-choice activity • A forced-choice activity is one in which an individual is asked to make a choicebetween two options that are quite different from each other or to rank-order threeor more activities. • This kind of assessment may be applied to work values, job characteristics,and work settings. Dr. Korkut-Owen, 2014-15, METU

  31. 9. Structured interview • In a structured interview a counselor asks questions that are related tosome theoretical base. • For example, during an intake interview, a counselor might ask a student to provide information about coursework, past jobs, or extracurricularor volunteer activities etc. Dr. Korkut-Owen, 2014-15, METU

  32. Thank you  Dr. Korkut-Owen, 2014-15, METU

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