Psychometrics & Other Assessment Tools in Career Counseling

Your Facilitator

• NarejoHR, • Established 2002

• Service Offerings, Growing Businesses Through People

• Rahila Narejo • Chief Executive & Lead HR Consultant, NarejoHR (Pvt.) Ltd. • Psychobiologist, Univ. California, Los Angeles • Psychometrician, British Psychological Society (Levels A + B) • Certified Balanced Scorecard Professional, Palladium Group • Columnist, DAWN Newspaper, Workplace Sanity • Associate Certified Coach (ACC), International Coaching Federation • MSc. NeuroLeadership, Middlesex Univ. & NeuroLeadership Institute

Learning | Consulting | Assessment | Search

!

Agenda 10 am - 5 pm

TIME ITEM

10:00 – 11:00 Welcome, Intro, Ground Rules

11:00 – 11:15 Tea break

11:15 – 13:00 Learning Objective 1 Learning Objective 2

13:00 – 14:00 Lunch

14:00 – 15:30 Learning Objective 3

15:30 – 15:45 Tea break

15:45 – 16:30 Learning Objective 4

16:30 – 17:00 Review, Closing

Learning Objectives

1. The Difference Between Objective and Subjective Assessments

2. Importance of Validity and Reliability of Assessment Tools

Practice (10A’s): 3. Incorporating Assessments into Counseling 4. Effective Client Debriefing and Action Planning

Over half of all Counselors Make This Mistake

Tell

• Self Assessment

• Occupational Exploration

• Decision Making

• Job Hunting

• Work Adjustment

Facilitate

Shawn Ogimachi, Department of Counselor Education, San Jose State University

Career Counseling Stages

Interests

Abilities/Skills Values

Your Job?

Usman Riaz

Interests

•  Strong Interest Inventory

•  Career Assessment Inventory

•  Self-Directed Search

•  Kuder instruments •  Kuder Occupational Interest

Survey •  Kuder General Interest Survey

Write your “10 Truths” 1.  ______________________________________________________

2.  ______________________________________________________

3.  ______________________________________________________

4.  ______________________________________________________

5.  ______________________________________________________

6.  ______________________________________________________

7.  ______________________________________________________

8.  ______________________________________________________

9.  ______________________________________________________

10.  ______________________________________________________

•  Armed Services Vocational Aptitude Battery; Differential Aptitude Test

•  Campbell Interest and Skills Survey

•  Skills Confidence Inventory

•  Self-estimates of abilities

Abilities/Skills

•  Minnesota Importance Questionnaire

•  O*NET Work Importance Profiler

•  Values Scale

•  Salience Inventory

Values

•  These programs combine interests, abilities, and values assessments • Kuder Career Planning System

• COPSystem •  Integrated assessment and career information

systems •  These systems include multiple assessments as well as

an integration of occupational information •  DISCOVER Program

•  SIGI-Plus

Integrative Career Assessments

Ø Assessments rather than “tests”. Designed to measure aspects of individuality not achievement, abilities, or intelligence. Ø Increase client participation and client confidence Ø Assessment provides focus and suggestion into client’s exploration of the world of work and opportunity

Ø Objective & Subjective Assessments

Career Assessment

Ø Many clients expectations of career counseling revolve around “testing” and the “tests”

Ø Historical record of usefulness for career decision makers

Ø Assessments are not used by anyone other than the counselor and client and are confidential

Ø Assessments give suggestions, but should not tell clients what to do, clients make the decision

Ø Counselors select, administer, and interpret career assessment instruments to assist clients in occupational exploration and career decision making.

Career Assessment

Objective & Subjective Assessments

•  Gather reliable information for initial self-analysis.

•  Build self-esteem by recognizing unique strengths and skills.

•  Provide a springboard for discussion and enhanced self-awareness.

•  Form the basis for targeted career, industry, and workplace exploration.

•  Aid in the decision-making and action plan stages.

Objective Assessments

•  Constructed by Assessment Experts

•  Unbiased, impartial responses

•  Examples: •  Myers-Briggs Type Indicator (MBTI), •  the Golden Personality Type Profiler (GPTP), •  Keirsey Temperament Sorter, •  the Holland Self-Directed Search (SDS), •  other assessments built on the time-tested and well-

respected Holland RIASEC model.

What does personality have to do with careers?

•  John Holland studied people and careers.

•  He found that people who had a career that matched their personality were happier.

Holland’s RIASEC Model

Which

RIASEC

type are you?

Other Assessments with RIASEC Output

•  The O*NET Computerized Interest Profiler (for Windows), which you can download atwww.onetcenter.org/CIP.html

•  http://www.careersportal.ie/careerguidance_toolbox.php

Let’s see how we do!

•  As a group, tape your 6 occupation cards under the corresponding personality

•  Example:

What Holland Code do you think a __________is most like?

Psychometric Testing (Workplace Application)

•  Example of when testing may be appropriate: •  If the desired job role requires a certain level of basic

skill e.g. literacy or numeracy

•  Dyslexia assessment, if you notice difficulty in doing some tasks at work

•  If the client has no idea of the type of role they would like to do or be best suited to

•  If a client’s career or job seeking abilities appear to be affected by a change in their cognitive abilities e.g. memory functioning, emotional regulation

Achievement – designed to measure how much an individual has learned. (Past)

Ability – measures the maximum performance and the level of present ability an individual has to perform a current task. (Present)

Aptitude – reveals the probable future level of ability to perform a task. (Future)

Past/achievement

Present/Ability Future/Aptitude

Measures

Subjective Assessments

•  Constructed by Counselors and even Clients

•  Feelings-based, visioning input

•  Equally valuable information as Objective Assessments

•  Consistency comparison between Objective and Subjective can verify results

•  Examples: •  Questionnaires, exercises

•  journaling

•  guided imagery

Reliability Validity

Measures

– consistent results

– measuring what it says it measures

1.  Is the SAT an Objective or Subjective?

2.  Is the SAT an Achievement or an Aptitude (for college) test?

3.  Is the SAT valid?

4.  Is the SAT reliable?

Example –SAT Scholastic Aptitude Test

•  Objective, but never proven to predict future college success, numerous studies show grades are superior predictors.

•  The SAT was really an achievement test.

•  The SAT is not valid because it measures achievement rather than predicting future success (aptitude).

•  Prep courses dramatically increase scores on the SAT.

•  The SAT is not reliable because individuals can have inconsistent results from different sittings.

•  The SAT is, however, a goldmine for the College Board’s ETS, is defended by powerful lobbyists at all levels of government and education.

•  Psychometrically, a poor test; economically a boon.

Example –SAT Scholastic Aptitude Test

1. Selection or Prescription 2.  Administration 3. Interpretation

Counselor Use of Assessments

•  1) At Ease •  2) Agenda

•  3) Active Listening •  4) Asking Powerful Questions •  5) Acknowledgement

•  6) Action ~ Accountability

•  7) Applause

Structure of a Counseling Call

(3+7) 10 A’s

1.  At Ease: Putting the client at ease by creating trust and intimacy

2.  Agenda: 2: overall agenda that will put the client on a path of lifelong fulfillment, the big “A” agenda (or, the life agenda); and the little “a” agenda, or immediate agenda for call

3.  Active Listening: Interactively listening to and with the client

4.  Asking Powerful Questions: Asking questions that bring forth new insights, ideas, empowerment, and action

5.  Acknowledgement: Acknowledging the client’s strengths, resourcefulness, wholeness

6.  Action ~ Accountability: clarify actions that will lead to agreed-upon results It is the client’s responsibility to take action, not yours. Inquire about how the client wants to hold him/herself accountable

7.  Applause: Celebrating successes and wins, even in the midst of “failure”

1. Greet the client warmly & establish rapport

2. Explain Confidentiality

3. Establish an Agenda for the Counseling Call

Practice

Agenda

Groups of three – Counselor, Client, Observer Spend five minutes interviewing, using open ended questions to “10 Truths,” Holland Code, and Visioning Observers record good “powerful questions” to report back

Practice

Awareness

•  What will that mean for you/others? What do you want/need?_______________________________________________________________________________________________________________________________________________________________

•  On a scale of 1-10, how committed are you to making that happen? _______________________________________________________________________________________________________________________________________________________________

•  What is the right action to take at this time? __________________________________________________________________________________________________________

Action

Question Time

Thank You!

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