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Career Assessments Alison McLaughlinGiovanni Häertel
Assessment
Instruments
Test VS Inventories
Norms
Reliability
Validity
Holland CodeRealistic
Conventional
Enterprising
Investigative
Artistic
Social
Self-DirectedSearch
• Assess aspirations, activities,
competencies, interests, and other
self-estimates
• Roughly 20 minutes to complete
• Original Named Self-Directed 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 student’s 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 Information-Occupations 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)
Based on Carl Jung’s theory of personality
Most popular psychological assessment in the world
It is an indicator, not a tests, so there are no right or wrong answers/better or worse types
Enhances self-awareness and self-management
Helps aid in communication by allowing us to appreciate similarities and differences
Myers Briggs Type Indicator (MBTI)
MBTI applicatio
ns
Interpersonal
relationships
Workplace dynamics
Career counseling
Learning preference
s
Leadership training
and developme
nt
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”
“Easy”
“Quick”
“Comfortable”
“Effortless”
“Unnatural”
“Difficult”
“Slower”
“Awkward”
“Took more Energy”
REVIEW OF THE EIGHT PREFERENCES
Extraversion and IntroversionWhere you prefer to get and focus your
‘energy’ or attention
REVIEW OF THE EIGHT PREFERENCES
Sensing and iNtuitionWhat kind of information you prefer to
gather and trust
REVIEW OF THE EIGHT PREFERENCES
Thinking and FeelingWhat process you prefer to use in coming
to decisions
REVIEW OF THE EIGHT PREFERENCES
Judging and PerceivingHow 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 PROCESSThe ways you
exploreThe 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
Based on Carl Jung’s theory of personality
STRONG – SOCIALIZED INTERESTS
WHAT I want to do and WHERE I want to do it
Based on John Holland’s 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
INVESTIGATIVE NT, ST
REALISTIC NT, ST
ARTISTIC NF, NT
CONVENTIONAL ST, SF
ENTERPRISINGNo type correlation
SOCIAL NF, SF
Strong and MBTI Case Study In Interpretation
1. The first step as a counselor is to examine Terri’s 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 Terri’s clarity of her preferences.
DO YOU THINK TERRI’S 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 preferences1. 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 Scales1. 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 plan1. 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 REMEMBERFocus 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.
CounselingSkills
Helping Skills
Attending Skills
Questions
Statements & Reflections
Continuing Responses
Giving Information, not Opinion
Reinforcement
ReferencesHays, 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 Myers-Briggs Type Indicator® tool. Presentation at UNC-Chapel Hill.
Hirsh, K. W., & Hirsh, E. (2007). Introduction to TYPE ® and decision making. Mountain View, CA: CPP.
DiTiberio, J. K., & Hammer, A. L. (1993). Introduction to TYPE
® in college. Mountain View, CA: CPP
Sharf, S. R. (2006). Applying Career Development Theory to Counseling. United States.