career and employment assessment

1. career and employment assessment Chapter 11 Lisa Dieter Lorena Irigoyen Margaret Estrada Erika Montoya

2. CAREER ASSESSMENT • Systematic process to help individuals with career development and making informed decisions • Foundation for planning a career • Used for individuals to understand themselves • Find career options of their liking • Make informed decisions about future career prospects

3. Career Assessment (cont.) • Help make decisions • Entering the world – after • Graduating High School • Graduating College/University • Making Mid Life Career Change • Losing a job • Moving to a new town • Help identify individual interests’, values & personalities • Career assessment is gathering information using several assessment instruments and strategies • Do’s & Don’ts

4. Employment Assessment • Systematic approach to gathering information about applicants job qualifications • Agencies must determine assessment strategy for their needs • Reduce degree of error in making hiring decisions

5. Employment Assessment (cont.) • Trends in employment assessment • Impact of Technology • 24/7 access • Ease-of-use • Immediate scoring/assessments • More limited need for test administrators • Convenient, cost effective & efficient • Internet-based assessments are becoming the norm

6. Assessment Centers • Considered a technique or approach to assessment • Group-oriented • Standardized series of activities that provide human behaviors relevant to work performance • Use in human resources management • To decide who to select or promote • Diagnose strength and weakness in work related skills • Develop job relevant skills

7. Combined Assessment Programs • COPSYSTEM – Career Occupational Preference System (COPS) aids people in career selection by assessing a person’s abilities, interests and values. • The Program includes three inventories: 1. Career Occupational Preference System (COPS) Interest Inventory 2. Career Ability Placement Survey (CAPS) 3. Career Orientation Placement and Evaluation Survey (COPES)

8. Kuder Career Planning System • Originated from Dr. Frederick Kudor, career industry professional • Internet System that assists people with evaluating their career interests, options and success • Can be used by middle school students, high school students, college students, and adults • Includes the following: 1. The Kuder Career Search with Person Match 2. The Kuder Skills Assessment 3. The Super’s Work Values Inventory-revised

9. Discover • Comprehensive Career planning program available online through the American College Testing Program (ACT) • Gathers detailed data about individual career values, interests, and abilities via self-assessment information • Provides assistance with college planning and future career choice • The World-of-Work Map

11. Assessment Centers (cont.) • 4 characteristics of assessment centers • Attendees usually the company wants to evaluate for promotion or training • Evaluated in groups of 10-20 • Evaluation is done by several assessors • Can take several days to complete

12. Assessment Center (cont.) • Situational judgment test • Work Sample • In-Basket Test • Thornton & Byham (1982) identified 9 dimensions measured in assessment centers • Communication skills • Planning & organizing strategies • Delegating responsibilities • Decisiveness • Initiative • Stress tolerance • Adaptability • Tenacity

13. Initial Interview • Counselors gather background information. • Counselor may ask questions relevant to career assessment. • They may ask client to describe their typical day. • Counselors may use the interview to evaluate the importance of the work role in comparison to other roles.

14. Interest Inventories • Interest means likes, preferences, or things that people enjoy. • Are used to evaluate how closely an individual’s interest match those of different occupations. • Since most individual’s want a career that is tied to their interest, and Interest Inventory is a commonly used in career assessment.

15. Self-Directed Search (SDS) • Guides an individual through an evaluation of their abilities and interests. • Used by high school and college students or adults returning to the workforce. • May be used by anyone between the ages of 15 – 70. • Based on Holland’s theory (RIASEC model). Realistic (R), Investigative (I), Artistic (A), Social (S), Enterprise (E), and Conventional (C) • Individual’s evaluate and record their interests and abilities on the inventory. • After taking the inventory, the SDS, provides individual’s with their three letter summary code. EX. CES

16. Self-Directed Search (SDS) • Has different forms to use with a specific population Form E – Helps individuals with limited reading skills. Form CP – Focuses on the needs of those who have high levels of responsibility. Form R – helps those not yet in the workforce and matches them with their interest and skills. Example of Form R:

17. Code ces

18. Strong Interest Inventory (SII) • It evaluates an individual’s interest in a broad range of occupations, work activities, leisure activities, and school subjects • Used by adults, college and high school students, starting at age 14 and up. • Results are comprehensive and it several pages long. • Results are presented by several themes and scales.

19. Your Highest Themes Your Theme Code Artistic, Investigative, Social AIS Your Top Five Interest Areas Areas of Least Interest 1. Writing & Mass Communication (A) Management (E) 2. Performing Arts (A) Computer Hardware and Electronics (R) 3. Visual Arts & Design (A) Military (R) 4. Culinary Arts (A) 5. Law (E) Your Top Ten Strong Occupations Occupations of Dissimilar Interest 1. Librarian (A) Physical Education Teacher (SRC) 2. Technical Writer (AIR) Physicist (IRA) 3. Broadcast Journalist (AE) Athletic Trainer (IRS) 4. Graphic Designer (ARI) Mathematician (IRC) 5. Photographer (ARE) Mathematics Teacher (CIR) 6. Reporter (A) 7. Chef (ERA) 8. Attorney (A) 9. Editor (AI) 10. Translator (A) Your Personal Style Scales Preference 1. You are likely to prefer a balance of working alone and working with people 2. You seem to prefer to learn through lectures and books 3. You probably are comfortable both leading by example and taking charge 4. You may dislike taking risks 5. You probably enjoy both team roles and independent roles

20. Campbell Interest and Skills Survey (CISS) • Its purpose is to help individuals understand how interest and skills work into their occupational world. • Focuses on careers that require college education. • Used for individuals who are going to college or are college educated • It asks the test takers 200 interest items and 120 skill items • It has three scales: 1. Orientation scale: has seven broad themes that correspond to Holland’s model (RIASEC) 2. Basic interest and skills scales: more detailed; takes you one layer deeper into the basic scales under each Orientation. 3. Occupational Scale: Your scores are compared with those of people who are successful and satisfied in each occupation.

21. CISS continued • Two scores are calculated based on interest and skills • Scores result in four patterns. 1. Pursue: Interest and skill are both high. 2. Develop: Interest is high and skill is low. 3. Explore: Skill is high and interest low. 4. Avoid: Interest and skill are both low.

23. Other Interest Inventories • Harrington-O’Shea Career Decision Making System Revised • (CDM-R) • Interest Determination, Exploration, and Assessment System (IDEAS) • Jackson Vocational Interest Survey (JVIS)

25. Employment Assessment • The Employment Industry relies on a multitude of assessments to hire prospective employees and promote employees from within the organization. Assessments will insure that the right candidates will be selected, and thus minimize any error in selection. Employment Assessment includes: 1. Selection Interviews 2. Biographical Information 3. Assessment Centers

26. Selection Interviews • Gather information about the candidates qualifications that are relevant to the job description • Interesting Research Facts: 1. Interviewers form decisions about interviewees at the beginning of the interview 2. Negative descriptions are more highly judged than positive qualities 3. Verbal cues are less significant than visual cues 4. Interviewee marks vary depending on the number of candidates 5. Interviewees who resemble the interviewer to include, but not limited to personality traits, gender, and race

27. Selection Interview Cont.… • Leniency Error – Rating of superior to other applicants • Central Tendency Error – Rating of average to other applicants • Stringency Error – Rating of poor to other applicants • Halo Error – A couple of positive or negative qualities of an applicant influences their other characteristics • Contrast Effect - Interviewers are biased in having past applicant’s qualifications interfere with their decision making

29. Biographical Information • Obtain background information on prospective employees to assist employers in assessing the probabilities of future behavior • Perspective employees feel more comfortable in disclosing their past behavior in written applications than in voicing their reasons for such behaviors • Utilized to make decisions about employee assignment and job descriptions

30. tests • Employers have prospective employees complete tests during the selection process, to better match and employee to the area of employment • Such tests include: 1. Test used in the Private Sector 2. Test used in the Military 3. Test used in the Government

31. Tests used in the private sector • The Career Attitudes and Strategies Inventory (CASI) • The Comprehensive Ability Batter (CAB) • The Comprehensive Personality Profile (CPP) • The Employee Aptitude Survey Test Series (EAS) • The Employment Barrier Identification Scale • The Employee Reliability Inventory • The Job Effectiveness Prediction System • The Personnel Selection Inventory (PSI) • The Wesman Personnel Classification Test • The Wonderlic Personnel Test

32. Tests used in government • 1883 Federal Government begins Employment Assessment • 1979 U.S. Office of Personnel management created exams for over 1000 types of jobs • State and local Government agencies require testing of applicants • States regularly require occupational and professional licensing

33. Tests used in military • Used for selection and classification • Examples: 1. Armed Services Vocational Aptitude Battery (ASVAB) 2. Cadet Evaluation Battery (CEB) 3. Air force Officer Qualifying Test (AFOQY) 4. Alternate Flight Aptitude Selection Test (AFAST) 5. Defense Language Aptitude Battery (DLAB)