Career Planning and Assessment


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Career Planning and Assessment for Career Practitioner

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Career Planning and Assessment

  1. 1. Career Planning and Assessment TECK L. TAN
  2. 2. Career Development Model      Personal Career Branding Job Search Documents Social & Online Networking Applications & Interviews Work Experience Create Your Future      Decision Making Goal Setting Prioritizing Tasks Action Planning Reality Testing Plan Your Actions Know Your Value      Values Interests Strengths Personality ambitions Know Your Options      Industry Trends Occupational Research Education Paths Work Environments Career Options
  3. 3. Top 10 Considerations in Career Planning 1. Education 2. Work environment 3. Future outlook 4. Personality 5. Aptitudes/skills 6. Earning 7. Interests 8. Values 9. Working conditions 10. Career paths
  4. 4. What is the Ideal Job?  The right job enhances your life  It is personally fulfilling because it nourishes the most important aspects of your personality Enhance Your Life  It suits the way you like to do things and reflects who you are  It lets you use your innate strengths in ways that come naturally to you  It doesn’t force you to do things you don’t do well Your have the skills to do it Use Your Innate Strengths Ideal Job Suits your personality Suits your interest
  5. 5. How Do You Know If You’re In the Right Job  Look forward to going to work  Feel energized most of the time by what you do  Feel your contribution is respected and appreciated  Feel proud when describing your work to others  Enjoy and respect the people you work with  Feel optimistic about your future
  6. 6. The Nature of Career Exploration  Career Planning is a long-term goal  Career planning is the planning of one’s life work that give meaning and satisfaction over the life span  Career planning involves exploring alternatives, aiming to maximize future success and satisfaction Long term goal Give meaning Satisfaction Exploring alternatives Nature of Career Planning
  7. 7. Career Exploration Stages 1. Vocational Assessment Self-assessment b. Peer-assessment c. Professional assessment a. 2. Occupational Exploration a. b. c. 3. Occupational Profiling a. b. c. 4. 5. Using a cross-walk classification system Completing a series of career assessment inventories and tests Talking with a professional career counsellor Using occupational briefs and biographies Talking with people who work in the occupation Trying the occupation out yourself Decision Making Planning
  8. 8. Career Exploration  Assessment  Other Considerations Other Considerations  Labour Market Search  Information Interviews  Work Experience  Decision Making  Action Planning • Work Location • Physical Demand • Training Required • Salary Range • Aptitudes • Work Values
  9. 9. Role of Assessment in Career Planning  Assessments are used to help clients learn more about their interest, values and skills  Assessment Instruments help clients understand their career needs and possibilities so they can make wellinformed decisions about their future  Career assessment is a process and not just a product.  CDP plays an important role in this process by o Orienting clients to assessment procedures o Answering their questions about the purpose of specific instrument o Following through to help them use these results to explore and make decisions about occupations and jobs suggested by the results Interests Values Skills
  10. 10. Comprehensive Vocational Assessment Aptitudes, Work Values, Personalities Interests, Physical Conditions Vocational Profiling NOC, DOC, SOC Occupational Analysis Career Planning
  11. 11. Aptitudes – Measure of Potential to Learn an Activity General Learning Ability Verbal Aptitude Numerical Aptitude Spatial Aptitude Form Perception Clerical Perception Motor Coordination Finger Dexterity Manual Dexterity
  12. 12. Terms  Assessment – covers the administration of many types of instruments  Instruments – general terms that includes both tests and inventories  Test – generally applied to a scientifically developed instrument that measures ability (the potential to learn something) or achievement (tests have answers that are right or wrong)  Inventory –used to describe a less formal questionnaire that is designed to help individual learn more about themselves. (No right or wrong answers for inventory). The assessments used in most career development settings fall into this category
  13. 13. Relationship between Theory and Assessment  Theory – an attempt to explain the factors involved in the career planning process. Theories can help CDP know how to assist clients in identifying what is important to them and what to consider when making a career decision  Assessment are one of the “bridges” ta brings conceptual theories into practice; they represent a way of putting into operation the theory’s constructs
  14. 14. Holland’s Theory  Most people and work environments can be categorized by of the six types  Goal of the instrument such as Interest profiler, and Self-Directed Search, is seeking to define an individual’s Holland Code  The theory is the underlying foundation for the assessment and the interpretation guidelines  Examples of assessment based on Holland’s Theory o Interest Profiler o Campbell Interest and Skill Survey o Career Liftoff o Interest Determination, Exploration and Assessment system
  15. 15. Super’s Theory  An individual’s career development is divided into a number of development stages  Each stage has a list of specific tasks that should be accomplished during that stage  When the tasks of a given stage are accomplished, an individual is developmentally on schedule or mature and, therefore, is more likely to accomplish the tasks of the next life stage  However, the individual is developmentally off schedule or immature and may have difficulty in life stages that follow  Examples of Assessment based on Super’s Theory o Adult Career Concerns Inventory o Life-career Rainbow
  16. 16. Guidelines for Selecting and Using Assessments  An assessment can be a potential harm to a clients o o  Assessments that do not fit their needs Assessments that administered or interpreted improperly CDP’s Responsibility about assessment o Understand and work within the ethical standards that apply to the use of assessments o To practice only within the scope of the CDP’s role o To work only with those assessments you have been trained to use
  17. 17. What Instruments will be Most Appropriate for your Clients 1. What does the instrument cost? 2. Who is your target audience? 3. How will the results be used? 4. What are the psychometric properties of the instruments, meaning the construction and validation of the items? 5. What format is best? 6. How much time does the instrument take to administer and interpret 7. How will the results be formatted and given to the student or client? 8. Who will interpret the results and what are their qualifications? 9. Is appropriate documentation provided? 10. What do your colleagues think of this instrument and its publishers?
  18. 18. What Ethical Issues Need to be Considered?  A career practitioner is limited to working with Level A assessments  Working with Level B or C instruments is not ethical without completing additional training  Ethical Considerations o Ensure that assessment you are using has validity o Do not use material outside the copyright law o Do not share client’s information o Do no reproduce material without proper consent from publisher o Ensure your client is properly prepared for the assessment
  19. 19. Common Pitfalls of Career Planning  Overdependence on assessment instruments  Inadequate interpretation  Inappropriate use  Inadequate client preparation
  20. 20. How are Assessment Instruments Used? Four basic uses for assessment instruments in career development  Career Exploration – exploring career possibilities by first learning more about a client’s interests, preferences, skills or values  Career Decision Making – helping clients make effective career decision by understanding their decision-making style and identifying potential barriers (Career Beliefs Inventory)  Educational Planning – determining educational progress and identifying needs or problems (WorkKeys) Career Exploration  Career Adjustment – helping clients to make their current jobs as satisfying and productive as possible (Job Survival and Success Code) Career Adjustment Assessment Usage Educational Planning Career Decision Making
  21. 21. What are Formal Assessments?  Formal assessments are inventories or tests that have been developed by experts according to scientific principles of test construction, also called standardization. It involves specific steps that must be followed in developing, administering, and interpreting them. They typically produce scores or score profiles as part of their results
  22. 22. Overview of Factors in Formal Assessments  Type of assessment to use  Types of scores  Level of difficulty  Credentials need to administer Type of Assessment Administration time  Credential Required Level of Difficulty Admin Time Types of Scores
  23. 23. Major Categories of Formal Assessments Interest  Interest Inventories  Ability Tests  Work Values Inventories  Personality Inventories Ability Skills Inventories  Maturity  Career Beliefs and Thoughts Inventories  Beliefs Skills Thoughts Career Maturity Inventories Personality Work Values
  24. 24. Informal Assessments            Force-choice Activities Card Sorts Checklists or Structured Worksheets Guided Imagery Transferrable Skills Activities Checklists of Interests, Values, Abilities Interviews Group Discussions Writing Samples Observation of Skills Being Demonstrated Job Shadowing
  25. 25. Informal Assessments  Informal assessments are subjective  Informal assessments sometimes require more time to administer  Informal assessments demand thoughtful interpretation  The validity of most informal assessments may be questionable
  26. 26. Comparison of Formal and Informal Assessments  Formal assessments o Standardized and structured o Validity, reliability, and bias o Additional training usually required  Informal Assessments o Easier to use o Less specialized training o Subjective/Open to greater interpretation
  27. 27. 7 Steps in Working with Assessments 1. Determine whether assessment would be helpful to the client 2. Select the instrument or instruments best suited to the client’s needs 3. Prepare the client for assessments 4. Administer the assessment 5. Interpret and use the results 6. Maintain records 7. Practice only within your boundaries/competencies level (A,B,C)