Vocopher Career Inventories Ohio Career Development Association Conference

Vocopher: Career Inventories Ohio Career Development Association Conference, OH Nov 18 th , 2005 Kevin Glavin kglavin@kent. edu Kent State University Career Assessments Kevin Glavin, Kent State University

Agenda • Content versus Process Oriented Career Instruments • The Career Development Inventory – – – Theory Administration Scoring Demonstration of CDI on the Internet Case studies Career Construction • The Adult Career Concerns Inventory – Donald Super’s Theory of Career Activities and Developmental Tasks – The Mini Cycle of career transitions – Demonstration of ACCI on the Internet – Case studies 2

Process Oriented Career Instruments • Career Development Inventory (CDI) • Adult Career Concerns Inventory (ACCI) Traditional approach: Trait/ Factor theory Individuals are matched to occupations based on the degree of ‘fit’ between their character traits and the factors required to be successful in a specific occupation. Most commonly, career assessments are used as ‘test and tell’ instruments. These instruments (SDS, SII) focus on the content of one’s choice. It is just as important, if not more so, to focus on the process of one’s choice. Process involves how one arrives at their choice, and helps prepare individuals to make mature educational or vocational decisions. 3

Publisher: Vocopher Contact: kglavin@vocopher. com Web: http: //www. vocopher. com Developed by: Albert Thompson, Richard Lindeman, Donald Super, Jean Pierre Jordaan, and Roger Myers Career Development Inventory Career Assessments Kevin Glavin, Kent State University

Career Development Inventory Donald Super believed vocational choice to be an individual’s attempt to implement their self concept. Through work one is given the opportunity to fulfill this self concept. Accordingly, the choice of an occupation is a major decision that adolescents must make as they enter the adult world. The worker’s level of satisfaction and success depend upon the realism and wisdom of their occupational choice. In order to make a fitting choice, and to avoid occupational failure and frustration, individuals must possess the requisite readiness and resources. Through a program of research conducted over three decades, Super identified the attitudes and competencies that enable adolescents and emerging adults to make fitting occupational choices. Career choice attitudes denote an individual’s disposition with regard to the amount of thought, effort, and planning they have given to future occupational or educational choices. Career choice competencies denote an individual’s ability to apply their knowledge and understanding of careers and the world of work in making rational career related decisions. The two most important attitudes are planfulness and curiosity. 5

CDI: Practical Applications The CDI operationally defines Donald Super’s model of career choice readiness among adults and emerging adults. The concept of ‘career maturity’ is being replaced with ‘career adaptability’. Career maturity refers to the maturation of inner structures, and is measured by society’s definition of developmental milestones. The problem is that these milestones are based on chronological age. In addition, the concept of maturity does not take into account external factors that affect each individual differently. From a contextual perspective it makes more sense to observe an individual’s adaptation to their environment. The CDI is used: • To measure an individual’s readiness to make vocational or educational decisions. • To increase awareness regarding time frames and the need to plan and explore one’s place in the world of work. • As a needs assessment with larger groups. • To suggest specific interventions based on an individual’s scores, and aimed at assisting the individual in adapting to her or his environment. 6

CDI: Administration and Scoring • There exist two versions of the CDI. 1. CDI School form designed for students in grades 8 12 2. CDI College form designed for college students. • Both forms measure the same constructs, yet differ in content according to the educational level of the subjects being tested. • The CDI consists of 2 parts, which can be taken separately. Each part takes approximately 40 minutes to complete. – Part I consists of 4 sections (Career Planning, Career Exploration, Decision Making, Knowledge of the World of Work). Each section contains 20 questions, making a total of 80 items. – Part II consists of 40 questions related to an individual’s knowledge of their preferred occupation. • Administration and scoring of the CDI is conducted via the Internet at http: //www. vocopher. com – A report is generated immediately upon completion of the instrument. The report shows an individual’s scores as standard scores and percentile scores. A line chart provides a graphical representation of an individual ’s results. 7

Interpretation of the CDI Scales: CP, CE, DM, WW Scores are reported for 5 basic scales and 3 composite scales: – The Attitudinal Components: 1. Career Planning (CP) 2. Career Exploration (CE) – The Critical Competencies: 3. Decision Making (DM), 4. Knowledge of the World of Work (WW) 5. Knowledge of Preferred Occupation (PO) – Combined scores (or composite scores) 6. Career Development Attitudes (CDA) » Combination of scores on CP and CE 7. Career Development Knowledge (CDK) » Combination of scores on DM and WW 8. Career Orientation Total » Combination of scores on CP, CE, DM, and WW 8

CDI: Career Planning • • Attitude toward planning reflects a future orientation, an awareness of choices to be made, and a disposition to be involved in preparing to make imminent and distant choices. Well developed attitudes toward planning prompt behaviors such as discussing career plans with adults, getting part time jobs, taking part in college or community activities, and finding out what people do in one’s field of interest. All of these can help one gain a clearer understanding of one’s vocational interests. Example Questions on CP section 1. Finding out about educational and occupational possibilities by going to the library, sending away for information, or talking to somebody who knows: A. I have not yet given any thought to this. 20. What sort of working day and work week the future might have in that occupation: A. Hardly any knowledge. B. I have given some thought to this, but haven't made any plans yet. C. An average amount of knowledge. C. I have some plans, but am still not sure of them. D. I have made definite plans, but don't know yet how to carry them out. B. A little knowledge. D. A good deal of knowledge. E. A great deal of knowledge. E. I have made definite plans, and know what to do to carry them out. 9

CDI: Career Exploration Attitude toward exploration means curiosity about the world of work and one’s place in it. Well developed attitudes toward exploration prompt behaviors such as information seeking, role playing, and talking with career counselors, professors, and professionals in one’s field of interest. Adequate exploration involves making use of the available resources to gain information on careers and the world of work. Example Questions for CE Section Choose the one best answer for each question to show whether or not you would go to the following sources for information or help in making your plans for work or further education This time choose the one best answer to show much useful information the people or sources listed below have already given you or directed you to in making your plans for the future. 24. Counselors in the college counseling center or placement office. A. Definitely not. B. Probably not. C. Probably. D. Definitely. 34. Counselors in the college counseling center or placement office. A. Definitely not. B. Probably not. C. Probably. D. Definitely. 10

The Concept of Career Choice Readiness: Competencies (DM & WW) Decision-making competence (DM): Relates to one’s the ability to apply the principles of rational decision making to one’s educational and vocational choices. Fictitious scenarios are used to illustrate individuals in the process of making career decisions. Based on the information given, one is asked for the most appropriate solution from a list of possible answers. It is proposed that individuals who can solve the career problems in these scenarios are likely to make wise decisions regarding their own careers. Occupational or World of Work knowledge in breadth (WW): Involves knowing the requirements, routines, and rewards of a variety of occupations in which one may be interested. in depth (PO) – preferred occupation: Involves having detailed knowledge about the occupational group that one currently prefers. 11

CDI Report 12

Interpretation of CDI Scale Scores • When all scales are high: – This indicates the individual has the requisite attitudes and competencies required to make sound educational and vocational decisions. – One is able to place more confidence in the results derived from interest inventories. • When scores on CP and CE are low: – Be careful when administering an interest inventory. The individual does not have the information required to make educated choices, and the results may cause further confusion. The individual may end up with more information and less direction. Instead, use the interest inventory to stimulate thoughts about interests – Counselors can teach Holland’s hexagon and explain the different personality types. The party exercise can be used as a basis for helping the client explore their own personality type. – An interview with a counselor can focus on the clients expressed interests, occupational daydreams/aspirations (if any) – Use of the Career Style Interview (developed by Dr. Mark Savickas) can be helpful in identifying themes and preoccupations. 13

Interpretation of CDI Scale Scores In addition, scores should be used to: • Raise a student’s awareness of imminent and future vocational decisions • Instill a sense of curiosity about the world of work and one’s place in it • Stimulate discussion about current and future vocational choices NOTE: The CDI norms are the original norms. When interpreting CDI results one should: 1. Prepare local norms 2. Interpret the profiles ipastively. An individual’s rating of the relative importance of an item compared with other items. Ipsative scores do not allow for comparisons among people 14

Interpretation of Attitudinal Scales: CP Scale High Scores Career High scores on CP indicate one Planning has actively engaged in career planning activities and behavior, indicating they have an appropriate awareness of occupational decisions that need to be attended to; as well as a heightened sense of curiosity with regard to their place in the world of work. As a result, high CP scores indicate a readiness to narrow one’s choices and focus on advanced exploration in a few occupational fields. Low Scores Low scores on CP indicate one may have given little thought to career decisions, and therefore may not yet be serious about attending to future occupational or educational choices. One may benefit from increasing one’s awareness of current and future occupational decisions that need to be made, as well as engaging in activities that arouse one’s curiosity about different occupational paths. 15

Interpretation of Attitudinal Scales: CE Scale High Scores Career High scores on CE Exploration indicate one has actively employed the resources available to them, and gathered information relevant to future occupational choices. One may be ready to engage in broad exploration of the world of work and to investigate occupational fields that attract them. Low Scores Low scores on the second attitudinal scale, CE, indicate one has not yet adequately explored sources of quality information regarding career opportunities available to them. One may benefit from identifying quality resources and investigating a number of different occupational fields. 16

Interpretation of Competency Scales: DM Scale High Score Low Score Decision Making High scores on DM indicate that the student has developed the essential decision making skills for making effective vocational decisions. Thus, one may now be ready to match their abilities and interests to the requirements and rewards of different educational majors and occupations. Because DM represents one’s skill at applying the principles of rational decision making to educational and vocational issues, low scores indicate that the student may benefit from studying and practicing the principles and processes involved in effective decision making; such as identifying the problem and gathering the information required to solve the problem. 17

Interpretation of Competency Scales: WW Scale High Score World High scores on WW of Work indicate that students may have a broad fund of information to support their career decision making. However, one still may need to gather more information about the specific occupations one is now considering before one commits oneself to a particular choice. Low Score Low scores indicate that the student may need more information about, and inquiry into, occupational fields and career development tasks before making important career decisions and occupational choices. Students may benefit from learning more about one’s tentative preferences, how people get jobs in those occupations, and how they adjust to those jobs. 18

Interpretation of PO Score Scale High Score Low Score Knowledge of Preferred Occupation Hi scores on PO indicate one has gathered detailed information about their preferred occupation. This indicates one may now be ready to narrow their choice to a few occupational fields. Low scores on PO indicate one may need to gather more detailed information regarding their occupation of choice. Such information can be ascertained from professors, career counselors, and professionals already working in that field 19

Case Study 1: Laura: Crystallization without Exploration Laura, a high school senior, believed that her clearly defined career goal to become a lawyer stemmed from exposure to and guidance from her father, a practicing lawyer. She took the CDI S Form. Her high score on Knowledge of Preferred Occupational Group appeared appropriate in light of her familiarity with her father's work as described in family and individual dis cussions. Laura also maintained that her career planning was directed toward actively preparing for college programs of a high caliber, and as a result she emphasized the importance of school work, extracurricular activities, and prelaw requirements to gain entrance into a fine uni versity. She cited additional planning activities, such as reading law journals and volumes such as Gideon's Trumpet, as further evidence of career planning. Thus, Laura deemed her performance on the Career Planning Scale to be accurate. Laura: High school senior 20

Case Study 1: Continued Laura: Crystallization without Exploration Because Laura portrayed her career related activities as narrowly focused on law, she was not surprised to find that she scored below average on Career Exploration. Most of her energy had been directed toward investigating kinds of law rather than types of career, and she reported relying primarily on her father as a source of information. Her average performance on the World of Work Scale was explained by her assertion that "I know a little bit about some things and a lot about law. " Laura's perspective on the working world had been limited to the narrowly defined legal area. Laura: High school senior 21

Case Study 2: Ben: Exploration for Specification With the exception of Career Planning, all the scores were at or above the 75 th percentile. The client appeared well on the way to identifying a career. In discussing the results, however, there was some concern with the low score on CP. During the interview Ben indicated that he had done more plan ning than the percentile of 46 indicated. Although he had done a great deal of exploration, he lacked specific planning, such as talking to people in the field or getting a summer job related to his interests. Ben's first preference was for Occupational Group D Social Science: Research, which includes research so cial psychologist and sociologist, and his knowledge score here was very high. His second occupational choice was Group F Writing and Law, which shows his defined interests in writing and research. 22

Case Study 2: Continued Ben: Exploration for Specification Both of these occupational group preferences agreed with the interest data obtained from the SCII. In fact, during the interpre tation of the results, Ben was eager to point out the agree ment he had seen between the two tests, with knowl edge supporting interest. The CDI and SCII, seen in the light of his high school record, appeared to support his career goals. The only issue that demanded attention during the third interview was clarification of what the members of these professions actually do on a daily basis, i. e. , their career lifestyles. Because Ben needed to explore career lifestyles in depth, this became his assignment at the close of counseling. The remainder of the time spent with this student was used to clarify priorities for education, financial se curity, marriage, and family input for his preferred occu pation. In addition, by using fantasy exercises, Ben tried to grasp what it would be like to be in this career setting. The client was working at a level that most college freshmen do not attain; he was as mature as his CDI scores indicated. 23

Case Study 3 Amy: Exploration for Scope without Depth On the CDI profile, the low scores on the CP (19 th percentile) and CE (38 th percentile) scales, as contrasted with the high score on the WW scale (96 th percentile), were a cause of concern. The discussion generated by this profile lasted an entire session, during which Amy indicated that the CP and CE scores were accurate in showing very little planning and low average exploratory attitudes. Indeed, she indicated that she had devoted little time even to thinking about career planning and ex ploration because she had interests in so many diversi fied areas. Amy had a great deal of knowledge about the world of work. This she attributed to talking with her parents about the "real world. " Her knowledge of what people actually do in certain settings was extraordinary. In cer tain respects, she had done her exploratory homework because she was familiar with the DOT and the Occupa tional Outlook Handbook. Although she read about all of her areas of interests, none seemed to seize her attention. The more she had explored, the more confused she became. After looking at the library materials, she stopped her pursuit of additional exploration or planning; hence, perhaps, her low CP and CE scores. 24

Case Study 3: Continued Amy: Exploration for Scope without Depth In her choice of a preferred Occupational Group, she faced a difficult decision between Group J Business: Management, and Group K Business: Sales/Promo tion. In fact, Amy checked the same number of occupations in each group. There appeared to be a common theme in both groups management. But Amy did not have much knowledge of these occupations, according to the CDI results. In doing fantasy exploration during counsel ing, she could not picture herself in the role of manager. Although Amy had read what these people do, she could not answer even half of the test questions correctly. Further discussion uncovered the fact that she really chose this group for no particular reason; she was equally interested in half a dozen other groups. We seemed to be at a dead end in career counseling. The data did, however, support what Amy already knew about herself. She had done very little exploration in depth and little planning. In fact, she did not even have a reason for being in college. Her Academic Orien tation score (36) from the SCII supported the observation that a higher degree was of very little importance to her. 25

Case Study 3: Continued Amy: Exploration for Scope without Depth In effect, Amy desired a four year degree that was mar ketable, should she need to use it. Recognition of this led to further discussion of priorities. Foremost in her mind was not a degree, but getting married during her college years. As a marital if not an occupational explorer, she was socially involved in a sorority and in other organiza tions. A good job with financial security was not a crucial objective for her. She had done well in all of her basic courses and showed some interest. Finding a focus ap peared to be a counseling objective. During both the second and third sessions, Amy real ized this need. The tests prompted her to begin thinking about career goals that would be compatible with mar riage. Her extroverted personality (49 on the IE scale of the SCII) seemed to point in the direction of people oriented careers. She was now able to get a sense of direction that she had not had before; she saw why she had such ill defined interests. The SCII clarified the confusing num ber of ill defined interests simply by reflecting them objectively and helping her to face them, and the CDI was useful in giving her a development direction and show ing her need for exploration in depth. 26

Career Construction (Savickas, 2005): Dimensions of Career Adaptability Career Construction updates and advances Super’s theory of vocational choice development in a multicultural society and global economy. The change from an industrial society to a knowledge based society has led to a new construct, career adaptability: Dimensions of Career Adaptability: Organized into a structural model with 3 levels: • Level 1: Highest and most abstract. Contains 4 dimensions of career adaptability. These represent general adaptive resources and strategies that individuals use to manage critical tasks, transitions, and traumas as they construct their careers. • Concern (Becoming concerned about one’s future as a worker. Having a future orientation, planfulness helps individuals become aware of impending occupational decisions) • Control (Increasing personal control over one’s vocational future) • Curiosity (Displaying curiosity by exploring possible selves and future scenarios) Helps to provide a fund of knowledge which individuals can use to make informed decisions. • Confidence (Strengthening one’s confidence to pursue aspirations) 27

Career Construction (Savickas, 2005): The schema for assessing career adaptability Adaptability Dimension Career Problem Attitudes/ Beliefs Competence Coping Behaviors Career Interventions Concern Indifference Planful Planning Aware Involved Preparatory Orientation Exercises Control Indecision Decisive Decision making Assertive Disciplined Willful Decisional training Curiosity Unrealism Inquisitive Exploring Experimenting Risk taking Inquiring Information Seeking activities Confidence Inhibition Confidence Problem Solving Persistent Striving Industrious Self esteem building Source: Savickas in Brown and Lent 2005, p. 53 28

Publisher: Vocopher Contact: kglavin@vocopher. com Web: http: //www. vocopher. com Developers: Donald Super, Albert Thompson, Richard Lindeman Adult Career Concerns Inventory Career Assessments Kevin Glavin, Kent State University

Introduction to the ACCI The ACCI operationally defines Donald Super’s model of career adaptability in adulthood. Super’s initial model focused on career maturity and career development. This was later revised by Super and Savickas to focus on career adaptability and career construction. This model does not view careers as linear, rather, they are subject to transitions and fluctuations influenced by economic, social, and psychological variables. Such transitions can be a major cause of concern, especially those that are not planned. In our current world of work occupations have become less predictable and less stable. As a result we are now likely to see individuals making increasingly frequent transitions to different jobs and occupational fields. Successful individuals will be those who proactively reassess their work life situation, explore new possibilities, and plan their transitions accordingly. Career management and adaptability are now the keys to career construction. 30

Introduction to the ACCI The ACCI contains 61 items and takes approximately 20 minutes to complete. The first 60 items ask individuals to indicate their current level of concern related to current career activities. Responses are measured on 5 point lickert scale where 1 = “no concern”, and 5 = “great concern”. The 60 questions relate to 4 career activities, Exploration, Establishment, Maintenance, and Disengagement. There are 15 questions for each activity. The final item asks the individual to specify her or his current career change status. There are 5 options, ranging from 1 = “I am not considering making a career change” to 5 = “I have recently made a change and am settling down in the new field”. 31

ACCI: Practical Applications The ACCI can be used with adults: 1. In career counseling and planning to identify the career activity, and specific developmental tasks, an individual is most concerned with. 2. As a needs assessment when administered to larger groups. Focused interventions can be advised based on identified career concerns. 3. To teach career construction theory to counselor trainees. 32

Exploration: Specification involves reducing a group of preferences to an occupational choice. This is a important task as it involves one revealing their identity. “Stating an occupational choice constitutes a very public presentation of the self; it displays who we are and announces what we want to become. ” (Savickas, 2004)” Specification requires one display a readiness to make occupational or educational decisions. Super believed the following to be measures of such readiness: – – – Career Planning Career Exploration Decision Making Skills Knowledge of the world of work Knowledge of preferred occupation 33

Exploration: Implementation requires one actualizes the occupational preference specified in task 2 (specification). This involves obtaining a job in that specific occupational field. One is likely to try out more than one job in their chosen field, each time finding a job that better suits them. This trial and error period helps in finding a position that is most congruent with one’s interests, values and self concept. The task of implementation can be thought of as the school to work transition that adolescents and young adults inevitably face. With adults it is considered a job, or occupational transition. 34

Establishment: Stabilizing & Consolidating Establishment involves one becoming established in their specified occupation. Establishment is determined by the mastery of 3 tasks, stabilizing, consolidating and advancing. Stabilizing requires that one become stable in their new position by adapting to the culture of the organization whilst also showing competence in their job related tasks. New employees are advised to make themselves familiar with the people, politics, history, values and goals of the organization. In addition, one must show aptitude and ability in their work performance. This requires that one know exactly what is expected of them, know how they will be assessed, and take responsibility for the tasks they will now be held accountable for. Consolidating involves the consolidation of one’s position within the organization. This can be mastered by attending to both personal and interpersonal issues. Personal issues involve developing good work habits such as having a positive attitude, as well as developing a conscientious and disciplined work ethic. Interpersonal issues involve getting along with co workers, and establishing friendly and collaborative relationships. Understanding the politics of the organization will help one with this task. Individuals are also encouraged to develop a cooperative and supportive attitude toward supervisors and co workers. Those with good communication skills are likely to build friendships within the work place, as well as develop productive working relationships. 35

Establishment: Advancing is the process through which one seeks to gain promotion within an organization. In order to advance one is required to show initiative and take on greater responsibilities. It is important for one to pay attention to the goals of the organization, and be able to adapt oneself accordingly. One may find it is not possible to advance any further within their current organization. In this case, one may be forced to acquire a new job in another organization where there is greater opportunity to advance. 36

Maintenance: Upholding Society expects adults to eventually maintain their position in an organization. Employees are expected to at least maintain their current level of productivity and become committed to the success of the institution. The maintenance activity is not characterized by progress via tasks as seen in previous activities. Rather, it deals with preservation. As such, it focuses on the manner in which an individual seeks to maintain their current position. Three styles of maintenance have been identified, upholding, updating, and innovating. Upholding can be broken down into active and passive upholding. Active upholding can be described as maintaining the status quo. That is, one actively strives to maintain their current level of productivity. One is proud of what she or he has achieved and intends to maintain those standards they have set for themselves. Passive upholding however, sees individuals who care less about what is expected of them. They are possibly waiting to retire, or seeking a new position. Regardless, they are holding on rather than upholding. 37

Maintenance: Updating and Innovating Updating: Individuals who update actively seek ways to “do things better”. They are invested in the success of the organization and stay afresh of new developments in their field. They stay abreast of new technologies and seek to update their skills through continuing education and training. Innovating: Innovating involves proactively seeking new challenges and trying to find ways to complete routine or mundane tasks faster and more efficiently. For example, designing an online form to collect feedback on presentations as opposed to collecting data using the traditional paper and pencil format and entering the data manually. Upon innovating, one may well decide it is time for a transition and therefore recycle through the mini cycle of career activities. 38

Disengagement is the process by which one disengages from one job or occupation in order to transition to another. An individual who is active in disengagement is also likely to be active in exploration. Disengagement will involve deceleration as one manages her or his time between fulfilling current work responsibilities with exploring new possibilities. Dan Rather: Disengaging? “… Rather says he's not retiring; he's just changing jobs again” CBS News Correspondent 39

Donald Super’s Theory of Career Activities and Developmental Tasks • • Career Activities • • Exploration – Crystallization – Specification – Implementation Establishment – Stabilizing – Consolidating – Advancing Maintenance – Upholding – Updating – Innovating Disengagement – Decelerating Developmental Tasks Most individuals who seek counseling do so during the exploration and disengagement stages 40

Super’s Mini cycle The diagram below illustrates Super’s concept of the mini cycle. There are four activities one may progress through as they transition from one job to another, or one occupation to another. Exploration Growth Disengagement Establishment Maintenance 41

The Mini Cycle The mini cycle describes how an individual can successfully navigate the transition between jobs as well as between occupations. A mini cycle may consist of 2 or more career activities. For example, it is possible for an individual to successfully complete the developmental tasks within the exploration activity, specifying and implementing a vocational choice. However, upon establishing oneself in a new job, one may decide he or she does not want to stay in that line of work, and therefore may return to exploration. In such a case it is likely the individual is engaging in both establishment and ‘new’ exploration at the same time. Exploration Growth Establishment 42

Multiple mini cycles In our current economy we are likely to see careers constructed of numerous jobs and occupations. Therefore, we will see individuals recycling through the mini cycle. These mini cycles constitute transitions between jobs and occupations. Successful transitions require proper planning and management. One could say career management is now a prerequisite for career construction. Career counselors need to become familiar with the concept of the mini cycle. Difficulties in navigating the mini cycle will prompt individuals to seek vocational guidance. Counseling in these cases should focus not only on helping the client with interventions based on their current position in the mini cycle, but it should also focus on educating clients. Education should explain the concepts of the mini cycle, as well as career management and career construction. This will help normalize the client’s experience as well as prepare them for future transitions. Growth 43

Who is concerned with what? Exploration: Establishme Implementat nt: ion Stabilizing Maintenanc e: Updating and Innovating Disengage ment: 44

Who is concerned with what? Exploration: Specification Establishment: Advancing Establishment: Stabilizing Barack Obama Tony Blair Rod Stewart Maintenance: Updating and Innovating Disengagement: Maintenance: Consolidating Donald Trump Hillary Clinton Dan Rather Freddy Adu Establishment Advancing Disengagement: Maintenance: Updating and Innovating Bill Gates Mike Tyson 45

ACCI: Sample Questions 46

ACCI: Sample Output 47

Interventions based on ACCI scores • Exploration: – Crystallization • Encourage broad exploration of self and world of work. Assist clients in voicing their interests, values, beliefs, competencies. – Specification • Requires help with decision making, how to make a choice. Reduce the group of occupations to a specific occupation. Assist client with in depth exploration of occupations specified in crystallization. The client should become aware of the day to day work responsibilities, earning potential, opportunities for advancement, and training and education required for such occupations. The U. S. Department of Labor maintain a website where one can search the “Occupational Outlook Handbook”. http: //www. bls. gov/oco/home. htm – Implementation • Assist with resume writing, job hunting, interview skills. 48

Interventions based on ACCI Scores • Establishment: – Stabilizing • Assist individuals with concerns related to adapting to the new organization and ‘fitting in’. Provide assistance in clarifying responsibilities. How to deal with first month at work. – Consolidating • How to win support of employer. How does one develop a good reputation? Provide assistance in developing good communication and interpersonal skills. Working as part of a team. Developing discipline in work and maintaining a good work ethic. – Advancing • What are the possibilities for promotion? How do I get my work noticed? How do I show I am competent? Who can help me? Can I advance within my current organization, or is a move required? 49

Interventions based on ACCI scores • Maintenance: – Upholding • Even tough one is now established, maintenance requires one continues to adapt to organizational changes. How have goals changed? Am I continuing to provide value to the company? What is needed to maintain my current position. Am I able to compete with new people entering the field? – Updating • One must keep abreast of new developments in field. Adapt to the use of new technologies. Know where company is going. Develop ways to work more efficiently, both for the benefit of oneself and the company. – Innovating • Attend continuing education training, seminars to renew knowledge of one’s field of work. Requires one sets challenges and develops plans to meet those challenges. Attending seminars will also make individuals aware of new developments in their field which may provide them with new opportunities for growth. Identify the skills the organization is in need of. Make use of training in order to reskill and retool. 50

Interventions based on ACCI scores • Disengagement – As individuals disengage from one job/occupation to another, it is important they plan ahead of time. In planning one is taking a proactive role in constructing the next part of one’s career. Exploration should be done in conjunction with disengagement. One may need to reassess their interests, values, competencies. Exploration during disengagement will lead to a smoother transition between jobs/occupations. One must still attend to the job at hand, and continue to fulfill their work responsibilities. 51

ACCI Output for Jamye Jones 52

Case Study: Jamye Jones Whether to Reenter the Labor Force Jamye Jones is a 37 year old woman who came to the counseling center for help in deciding whether or not to return to college to prepare for a new field of work. At 23, she had become a full time homemaker upon the birth of her first child; before that, she was employed as a physician's assistant. The ACCI indicates that her concerns lie clearly with Exploration, focusing especially on the tasks of crystallizing and specifying a vocational preference, and of planning accordingly and acting. She is not yet seriously concerned with establishing herself in an occupation or with looking ahead to retirement: she evidently feels secure in her home situation and confident of her economic future. Other inventories showed Jamye to have an interest in teaching. In interviewing, the counselor should ascertain how much she knows about teaching. One of the counselor's tasks is to help her to develop concrete plans for clarifying her occupational career goals and to take the necessary steps to qualify for and reenter the work force. Source: ACCI Manual available from http: //www. vocopher. com 53

ACCI output for: Mr. Wilson ACCI Output for Randall Smith Taken from: Vocopher 54

Case Study: Mr. Wilson So close to retirement Mr. Wilson is a 60 year old married male with 4 children. He has worked his entire life as architect for the same company. The company is closing its operation and has offered him a position in their new plant 600 miles away. He states he does not want to begin traveling at this stage of his career, and wants to spend more time with his family. He also states he needs to work several more years in order to save some more money for his retirement. His ACCI scores reflect the activity he is primarily concerned with, that of disengagement. He seems equally concerned with exploration, establishment, and maintenance. He explained that he was not necessarily concerned with one of these activities over the other. “I just need to find a job for the next few years, to hold me over until my retirement kicks in. I don’t need to love it, but I don’t want to hate it. ” Counseling should focus on Mr. Wilson’s plans for retirement as well as exploring jobs that he can quickly enter. He does not want to begin a new career, therefore training is not high on his list of priorities. ACCI results in this situation help to explain Mr. Wilson’s current life situation. 55

ACCI output for: Mr. Smith Taken from: Vocopher 56

Case Study: Mr. Smith In need of change, but what? Mr. Smith is 27 years old and single. He currently works as a computer programmer. When asked what drew him to this field he stated “I just kind of drifted into it. ”. He studied Math as an undergraduate and has a master’s in Business and Technology. He stated he never received any career counseling during college and chose his major based on those subjects he did well in, math and science. He states he is not happy in his current position, or even his occupational field. He would like to transition to a more fulfilling position, but does not know what that would be. Mr. Smith stated he never thought about what he would really like to do. “I believed I had to do what everyone else did, go to college, earn a good degree, get a job, settle down, and marry” ACCI results show Mr. Smith is most concerned with Exploration. Within this activity, it is clear he is engaged in the first task, that of Crystallization. The counselor’s task here is to assist Mr. Smith in taking an inventory of his interests, values, and beliefs. It is important that he be encouraged to think about what he really enjoys, what he finds fulfilling, what kind of environment he would like to work in, and what kind of people he would like to work with. An interest inventory, such as the SDS, may help to clarify interests and values. Sort cards may also be helpful. In addition, counseling should focus on explaining the concept of the mini cycle as well as the likelihood that Mr. Smith may well engage in future transitions. The ACCI can be used to assist Mr. Smith in telling his story as well as helping project his future career aspirations 57

Summary In today’s economy careers are increasingly mobile and complex. Work is less predictable and less stable. Career development is being replaced with career management. Individuals must assume responsibility for the construction of their own careers. This requires that one understand the ever fluctuating nature of careers and adapt accordingly. Career adaptability and career management are the keys to successful career construction. The ACCI can be used: 1. In individual counseling to assist with career planning. 2. To teach counselors theory of career construction. 3. To provide a needs assessment for larger groups. It is this needs assessment that one can derive the maximum benefit from this instrument. It is impractical and costly to provide individual career counseling to large groups of people. ACCI results can be used to determine what course of action or intervention an individual is best suited to. Workshops can be created that focus on helping clients based on the specific stage/task they are most concerned with. Assigning individuals to workshops based on their results helps in addressing the career concerns of the masses. 58

Suggested Additional Readings • Brown, S. D. , & Lent, R. W. (Eds. ). (2005). Career development and counseling: Putting theory and research to work. New York: Wiley • Glavin, K. W. (2004). Retrieved Oct 17, 2004, from Vocopher: The Online Career Collaboratory web site: http: //www. vocopher. com • Savickas, M. L. (2002). Career Construction: A developmental theory of vocational behavior. In D. Brown & Associates (Eds. ), Career choice and development (4 th ed. , pp. 149 205). San Francisco: Josey Bass. • Super, D. E. (1974). Measuring vocational maturity for counseling and evaluation. Washington, D. C. : National Vocational Guidance Association. • Super, D. E. (1990). A life span, life space approach to career development. In D. Brown, L. Brooks, & Associates (Eds. ), Career choice and development: Applying contemporary theories to practice (2 nd ed. , pp. 197 261). San Francisco, CA: Jossey Bass. • Thompson, A. S. , Lindeman, R. H. , Super, D. E. , Jordaan, J. P. , & Myers, R. A. (1981). Career development inventory, Volume 1: User's Manual, Vocopher: http: //www. vocopher. com 59