Career Assessments of an individual is conducted of some or all of these personal attributes for example- interests, work values ability and skills are often used by career development professionals. And in order to impact their potential success and satisfaction with different career options these assessments are necessarily conducted. Also Career assessments have played a critical role in career development and economy development. The results of the Career Assessment are authorized for career exploration, career planning, and career guidance purposes only. No other use of this tool or any part of this tool is valid or authorized. Career Assessment tools administered by the Career Development Professionals. It presents the basic rules and procedures for administering the Ability Assessment. It includes checklists, guidelines, and other information designed to make your job easier.

1. Careerlinked Education Council
(An apex organisation established under section 8 of MCA, Govt. of
India)

2. AN INSIGHT OF CAREER ASSESSMENT
PROCESS
Psychometric Assessment And
Dermatoglyphics

3. Career Assessment
Aptitude:
what the
user likes
to do
Attitude:
what is
important
to the user
Ability:
what the
user can
do well

4. Career Assessments
• Career Assessments of an individual is conducted of some or all of these personal
attributes for example- interests, work values ability and skills are often used by
career development professionals. And in order to impact their potential success
and satisfaction with different career options these assessments are necessarily
conducted. Also Career assessments have played a critical role in career
development and economy development.
• The results of the Career Assessment are authorized for career exploration, career
planning, and career guidance purposes only. No other use of this tool or any part
of this tool is valid or authorized.
• Career Assessment tools administered by the Career Development Professionals. It
presents the basic rules and procedures for administering the Ability Assessment. It
includes checklists, guidelines, and other information designed to make your job
easier.

5. Ability Assessment Proceedings
• Ability Assessment- An individual’s strength is assessed and aftermath use of
results to identify training needs and occupations that the client may wish to explore
further. Individuals are strongly encouraged to use additional information about
them when making career decisions.
• To help an advisors to achieve this goal, a script is provided for to read as he/she
introduces and gives directions for each part. This is why advisors are instructed to
read the directions “verbatim.”
• Assessment Fairness procedures are determined where the Indian multicultural
diasporas are not impacted by any language harshness, not offended members of a
particular group, or might otherwise distract clients from the task at hand. No any
biased potential material is being used for the age, sex, disability, ethnic group, or
religion.
• Second on fairness is determined with such assessment questions which one group
of clients outperforms other groups in spite of similar levels of ability. Questions
that demonstrated different difficulty levels across groups (e.g., women, men) were
scrutinized for the existence of possible bias to determine whether they should be
eliminated from the Career Assessment.

6. Ability Assessment
Referred to as parts of exercises the ability assessment is conducted in 6 separately timed out
sections. Administer the paper-and-pencil exercises (approximately 1.5 hours - 2 hours)
1. Arithmetic Reasoning- Consists of mathematical word problems requiring addition,
subtraction, multiplication, or division of whole numbers, fractions, and percentages.
No. of items are 18 and time given is 20 minutes.
2. Vocabulary (Verbal)- Consists of indicating which two words out of four have either
the same or opposite meanings. No. of items are 19 and time given is 8 minutes.
3. Three- Dimensional Space (Spatial)- Consists of determining which one of four three-
dimensional figures can be made by bending and/ or rolling a flat, two-dimensional
form. No. of items are 20 and time given is 8 minutes.
4. Computation- Consists of mathematical exercises requiring addition, subtraction,
multiplication, or division of whole numbers. No. of items are 40 and time given is 6
minutes.
5. Name Comparison (Clerical Perception)- Consists of determining whether two names
are the same or different. No. of items are 90 and time given is 6 minutes.
6. Object Matching- Consists of identifying the one drawing out of four that is the exact
duplicate of the figure presented in the question stem. No. of items are 42 and time given
is 5 minutes.

7. Assessment Conditions
Assessment Conditions: The value, accuracy, and acceptance of assessment scores are
affected by the procedures and conditions under which an assessment is administered.
Poor assessment conditions may adversely affect individuals’ assessment scores,
preventing them from demonstrating their true potential, knowledge, skills, and abilities.
The procedures for administering assessments must elicit the clients’ best performance.
Order of Administration: The standard order of administration is the same as the order in
which instructions are presented. If the 6 paper-and-pencil exercises are administered, they
should be given in order. Directions for scoring these exercises are incorporated within the
directions for administration appearing in this lesson. The exercises in the Ability
Assessment are administered from standardized scripts. These scripts provide for
consistency across different advisors.
Reassessment: A six-month wait before administering the assessment again is advisable. This
period of time lessens any possible practice effect and helps the client obtain the most
useful and valid results.
Eligibility Condition:
 must be at least 12 years old;
 must be proficient in reading English; and
 should not have taken any form of the Ability Assessment within 6 months.

8. Reporting Assessment
A customized result is obtained by the client. The score report was designed to be self-
interpretable by clients. The assessment report:
1. reviews the purpose of the Ability Assessment and the information it provides;
2. explains the percentile scores shown on each client’s ability profile;
3. describes the link between the ability score and Job Zones;
4. suggests ways to explore careers using the information, and
5. presents lists of occupations, by each Job Zone, that fit the client’s profile;
6. advise the client to keep a printed copy of the score report for their future reference
Clients should be encouraged to look at occupations in their current and future Job Zones
and identify ones that are of particular interest. They can explore these further using
Occupations link of the website. Ask them to think about whether they can picture
themselves working in the occupations listed in their report. They also should look at the
occupations on the remaining lists.

9. Education, experience, and training questionnaire
responses relate to the five Job Zones
Education Related Work
Experience
On-the-Job
Training
Job
Zone
Less than High School None
None, short
demonstration, or
training up to 6
months
1
High/Secondary School Up to 1 Month
More than 6
months, up to 1
year
2
Senior
Secondary/Intermediate
More than 1 month, up to
2 years
More than 1 year,
up to 2 years
3
Bachelor’s Degree More than 2 years, up to
6 years
More than 2 years 4
Bachelor’s Degree Plus More than 6 years 5

10. Aptitude Assessment- Holland’s RIASEC Theory and Typical Traits
Realistic (R) Realistic types are practical,
"hands on," and like to work with things,
machines or equipment.
Investigative (I) Investigative types like
to work with ideas and problem-solving.
They tend to be analytical, intellectual and
enjoy math and/or science.
Artistic (A) Artistic types tend to be
independent, expressive and creative.
They enjoy using their imagination and
creative expression in areas such as art,
music, drama or writing.
Social (S) Social types prefer to deal with
people, and enjoy helping, informing,
teaching, inspiring, counseling or serving.
Enterprising (E) Enterprising types tend
to be persuasive, energetic, sociable,
adventurous, ambitious and risk-taking.
They enjoy leading, managing and
organizing.
Conventional (C) Conventional types
prefer to deal with data and things. They
tend to be careful, conforming,
conservative, conscientious, structured
and pay attention to details. They often
enjoy an office environment.

11. Career Paths Matching Holland’s Code
Realistic Skilled trades such as carpenter, electrician,
plumber, cook or chef, drafter, firefighter, machine operator,
sound technician, industrial arts teacher, truck driver,
equipment repair, management, pilot, dental
hygienist/assistant, landscaping, HVAC, and more.
Investigative Other health science, including doctor,
dentist, psychiatrist, veterinarian, lab scientist, chemist,
biologist, mathematician, pharmacist, psychologist, science
teacher, zoologist, anthropologist,
chiropractor, meteorologist, botanist, research analyst,
oceanographer, geologist, astronomer, physicist, librarian,
historian and more.
Artistic Marketing, advertising, architect, commercial
art/graphic design, industrial design, creative writer, critic,
dancer, decorator, director, editor, journalist, video game
design, art, music , model, fashion designer, floral designer,
photographer, singer, travel guide, producer and more.
Social Teacher, coach, athletic trainer, health sciences,
dietician, judge, librarian, banker, personal or home care
aide, social worker, translator, counselor/psychologist,
hospitality/hotel management, religious vocations and more.
Enterprising Manager/supervisor, entrepreneur, inspector,
arbitrator, athletic director, attorney, banker, education
administrator, government official, financial institution
manager, financial planner, management analyst, politician,
real estate agent, sales or sales management, foreign service
officer, and more.
Conventional General office work, data entry, economist,
banking, budget analyst, postal service worker, proofreader,
reservations agent, tax preparer, insurance worker, court
reporter, medical transcriptionist and more.

12. The Theory Description
• A person is likely to be most satisfied and productive if there is a fit between their
personality-interest type and their work environment.
• When we notice the order of these six types- Personality types or jobs that are next
door to each other are most alike. For example, people like the R type are most like
the I types and the C types. This is what is meant by consistency. On the other hand,
types most unlike each other are across the hexagon from each other, just as in the
relationship of R and S or I and E.
• There are fewer jobs available that combine opposites (such as CA, IE, RS, and the
reverse of these letters). Also, people with the opposite codes might feel torn
between doing one kind of work or the other. If jobs that combine these opposites
cannot be found, it may be better to assist the individual to choose one of the two
areas for work and to attempt to use the other in community, home, or leisure
activities.

13. RIASEC- Chronological Order and the Differentiation Profile
The letter R can be placed at any point on the
hexagon, but once it is placed, the order, in
clockwise fashion, must be R, I, A, S, E, C. For this
reason, the theory is sometimes called the RIASEC
theory.
Differentiation simply refers to the shape of the
profile of a person’s interest.
Noticing figure right we see that it has one R which
is quite low and there’s S which is quite high. There
are four others that are in-between. The shape of this
profile that this person has well-defined interests. So
a person seeking to help this person find a training
program or a job would starting out with training
programs or jobs that are coded with the Holland
Code letters S and E.
Here the six Holland types, S, is markedly higher
than the other five. The second area, E, is also high;
and related to the order on the hexagon, these two are
next door to each other. So, this is a well-
differentiated, consistent profile. There should be a
number of jobs that combine these two interest areas,
and this person is ready to make a choice.

14. Assessment Differentiation Profile 2
A high flat profile. We can notice that all six
of the Holland Codes are high, although S and
E are slightly higher than the rest. But that
does not mean much with this type of
differentiation. This person has really high
interests in all six areas. We can help him or
her to decide which of these six areas to use
in work and which to use in other life roles.
We might determine which occupations by
considering the person’s educational level, the
job market related to each of the groups, and
the values of the person. It appears that this
person has several strong areas of interest.
This gives us a lot to work with, but the
person will need help in deciding which one
or two areas of interest to use in work. We
can consider the person’s work skills,
educational level, risk factors, and the job
market in assisting this offender to identify
possible jobs.

15. Assessment Differentiation Profile 3
A low flat profile. This person does not
have well defined interests. This person
would be a challenge to work with. We
might start by eliminating areas where
the person does not have skills and those
where the job market is really tough.
It appears that this person has no strong
areas of interest. This person may not
have been exposed to any of these areas
of work. This kind of profile can also
reflect depression, but we should not
jump to this conclusion. A person with
this type of profile needs extensive
assistance to eliminate areas that are
impossible due to lack of education or
other reasons, and to focus on remaining
areas.

16. Work Attitude Assessment
• Work values are an important part in the career decision-making process. It is
important to select career options, which best fit one’s values. The work values may
change as work situations change.
• The Work Values fall into one of the following six categories, based on Dawis and
Lofquist's Theory of Work Adjustment:
1. Achievement
2. Independence
3. Recognition
4. Relationship
5. Support
6. Working Conditions

17. Work Adjustment Theory
The theory is quite extensive and complex, there are four major concepts that are
critical to its understanding. A summary of each concept is listed below:
1. The fit between the needs of an individual and the reinforcer’s provided by the
work environment affects how satisfied the individual is with work.
2. The fit between the abilities of an individual and the ability requirements of the
occupation affects what the theory calls “satisfactoriness.” This term refers to how
satisfied the work is with the individual. To make the theory a little more user-
friendly, “satisfactoriness” can be thought of as how well the individual “performs”
on the job.
3. Performance influences satisfaction, and satisfaction influences performance.
4. How long an individual stays on the job (i.e., tenure) is affected by both satisfaction
and performance.

18. Dermatoglyphics– the science of finger
prints
The word Dermatoglyphics comes from two Greek words (dermas - skin and glyphic - carve) and
refers to the friction ridge formations which appear on the palms of the hands and soles of the
feet. The scientific study and analysis of finger print are called Dermatoglyphics.
Dermatoglyphics Terminology
What are Fingerprints?
 Raised ridges of skin on the hairless surfaces of hands and feet (Dermal Ridges)
 Primates and other animals have them
 Provide traction and every ridge contains a gland
Ridges
 The skin on the inside surfaces of our hands, fingers, feet, and toes is ridged or covered with
concentric raised patterns. These ridges are called friction ridges and they provide friction
making it easier for us to grasp and hold onto objects and surfaces without slippage. It is the
many differences in the way friction ridges are patterned, broken, and forked which make
ridged skin areas, including fingerprints, distinctive.

19. Global Versus Local Features
• Two types of fingerprint characteristics are used in identification of individuals:
Global features and local features.
• The local features are known as minutiae points. They are the tiny characteristics of
fingerprint ridges. Their two-dimensional arrangement is distinctive and is used for
recognition. It is possible for two or more individuals to have similar global features
but still have different and distinctive fingerprints because the local features, that is,
the two dimensional arrangement of minutia points is different.
 You must find 12 points of minutiae to match a print
 Label each with a number and a line to show its location
 Make a key at the bottom of the two prints

20. Global Features
Global features are those characteristics that one can see with the naked eye and include:
• Pattern Area - The pattern area is the part of the fingerprint that contains the global
features. Fingerprints are read and classified based on the information in the pattern area.
Certain minutia points that are used for final recognition might be outside the pattern
area.
• Core Point - The core point, located at the approximate centre of the finger impression,
is used as a starting reference point for reading and classifying the print.
• Type Lines - Type lines are the two innermost ridges that start parallel, diverge, and
surround or tend to surround the pattern area. When there is a definite break in a type
line, the ridge immediately outside that line is considered to be its continuation.
• Delta - A place where two lines run side-by-side and then diverge with a significant
recurving line - a triangle is formed. The delta is the point on the first bifurcation (forks
into two different directions), abrupt ending ridge, meeting of two ridges, fragmentary
ridge. The delta is located directly in front of the lines point of divergence. It is a definite
fixed point used to facilitate ridge counting and tracing.
• Ridge Count - The ridge count is most commonly the number of ridges between the
delta and the core. To establish the ridge count, an imaginary line is drawn from the delta
to the core; each ridge that touches this line is counted.

21. Three classes of Fingerprints
Loops
The loop is the most common type of fingerprint pattern and 60% of the world’s population has them.
 Ridges start on one side, rise towards the centre, and return back to the side they started from
 Has 1 delta 2 types of loops
- Radial (thumb)
- Ulnar (pinkie)
Arches
The arch pattern is a more open curve than the loop. 5% of the world’s population has them.
Start on one side, rise towards the centre, then leave on the other side.
 No deltas
 There are 2 Types of arches
- Plain
- Tented
Whorls
Whorl patterns occur in about 35% of all fingerprints and are defined by at least one ridge that
makes a complete circle.
 Has some ridges that form circles or spirals Has 2 Deltas
 4 types of whorls

22. Three classes of Fingerprints
Plain Double Loop Central Pocket whorl Accidental whorl
Four types of whorls

23. Multiple Intelligence
• Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple
Intelligences. Gardner articulated 9 criteria for a behaviour to be considered an
intelligence. Although the distinction between intelligences has been set out in great
detail, Gardner opposes the idea of labeling learners to a specific intelligence. Each
individual possesses a unique blend of all the intelligences. Gardner firmly
maintains that his theory of multiple intelligences should "empower learners", not
restrict them to one modality of learning.
Gardner argues intelligence is categorized into three primary or overarching categories,
those of which are formulated by the abilities. According to Gardner, intelligence is:
I. the ability to create an effective product or offer a service that is valued in a
culture,
II. a set of skills that make it possible for a person to solve problems in life, and
III. the potential for finding or creating solutions for problems, which involves
gathering new knowledge.

24. Innate Talent
Gardner chose 9 abilities that he held to meet these criteria:
1. Verbal-Linguistic Intelligence - well-developed verbal skills and sensitivity to the
sounds, meanings and rhythms of words.
2. Mathematical-Logical Intelligence - ability to think conceptually and abstractly, and
capacity to discern logical or numerical patterns.
3. Musical Intelligence - ability to produce and appreciate rhythm, pitch and timber.
4. Visual-Spatial Intelligence - capacity to think in images and pictures, to visualise
accurately and abstractly.
5. Bodily-Kinesthetic Intelligence - ability to control one's body movements and to
handle objects skillfully.
6. Interpersonal Intelligence - capacity to detect and respond appropriately to the moods,
motivations and desires of others.
7. Intrapersonal Intelligence - capacity to be self-aware and in tune with inner feelings,
values, beliefs and thinking processes.
8. Naturalist Intelligence - ability to recognize and categorize plants, animals and other
objects in nature
9. Existential Intelligence - sensitivity and capacity to tackle deep questions about human
existence, such as the meaning of life, why do we die, and how did we get here.

25. Understanding Howard Gardner’s
Multiple Intelligence Theory

26. Dermatoglyphics and Learning Styles
Learning style is an individual's natural or habitual pattern of acquiring and processing
information. One of the most common and widely-used categorizations of the various
types of learning styles is Neil Fleming's VARK model. Children are identified by
their following preferences:
 Visual Learners - Visual Learners learn best by seeing (pictures, movies, diagrams).
Graphic displays such as charts, diagrams, illustrations, hand-outs, and videos are all
helpful learning tools for visual learners. People who prefer this type of learning
would rather see information presented in a visual rather than in written form.
 Aural Learners - Auditory learners learn best by hearing information (music,
discussion, lectures). They tend to get a great deal out of lectures and are good at
remembering things they are told.
 Reading and Writing Learners- Reading and Writing Learners prefer to take in
information displayed as words (making lists, reading textbooks, taking notes).
Learning materials that are primarily text-based are strongly preferred by these
learners.
 Kinesthetic Learners -Tactile learners learn best by touching and doing
(experiments, movement, and hands-on activities). A Kinesthetic learner is fine in
expressing their thoughts and feelings using body language and prefers to gain
knowledge or learn through process and movement.

27. How to take finger prints
(A) Automated Fingerprint System
There are two main ways of scanning fingers. An optical scanner works by shining a bright
light over your fingerprint and taking what is effectively a digital photograph. If you've
ever photocopied your hand, you'll know exactly how this works. Instead of producing a
dirty black photocopy, the image feeds into a computer scanner. The scanner uses a
light-sensitive chip called a CCD (charge-coupled device) to produce a digital image.
The computer analyses the image automatically, selecting just the fingerprint, and then
uses sophisticated pattern-matching software to turn it into a code.
Another type of scanner, known as a capacitive scanner, measures your finger electrically.
When your finger rests on a surface, the ridges in your fingerprints touch the surface
while the hollows between the ridges stand slightly clear of it. In other words, there are
varying distances between each part of your finger and the surface below. A capacitive
scanner builds up a picture of your fingerprint by measuring these distances. Scanners
like this are a bit like the touch screens on things like iPhones and iPads.
► Scanned fingerprints are uploaded into a computer database, which transforms it into
digital minutiae. This is then used to analyses the characteristics of the person with the
help of the software to generate the Dermatoglyphics report of the client.

28. (B) Manual Fingerprint Method
►Step ♯ 1. >> Rub the side of a
pencil on a piece of paper.
► Step ♯ 2. >> Rub your finger on the
patch where you rubbed with the
pencil.
► Step ♯ 3. >> Get a friend to get a
piece of tape (preferably scotch clear
tape).
► Step ♯ 4. >> Put your finger on the
tape
► Step ♯ 5. >> Take the tape off
gently
► Final Print

29. Importance of Dermatoglyphics Report
Dermatoglyphics can produce significant gains in children's learning and development.
Integrating Dermatoglyphics findings with early childhood education assists many
children in avoiding poor outcomes, such as dropping out of school. Although the
benefits seem to cross all economic and social lines, the most significant gains are
almost always noted among children from families with the lowest income levels and
the least amount of formal education.
Use of Dermatoglyphics report in early childhood education are equally effective in
promoting the learning and development of young children. Some additional
characteristics of a Dermatoglyphics based early education program are as follows:
 Children have safe nurturing and stimulating environment.
 Parents plan a balanced learning schedule in which the children do not feel fatigued.
 Suggest ways for strong foundation in language development, early literacy and math.
 The program engages children in purposeful learning activities and play based on
Dermatoglyphics.
 The advisor regularly communicates with parents so that they are active participants in
their children's education.

30. Thank You
Feel free to contact
Premanand
Will be more than happy to help you in re-engineering your
career.
Contact- 91-9953946694
E-mail Id- premanand09@gmail.com
Web links : www.margdarshak.org, www.careerlinked.org