Guidelines for Career Development Practitioners discussing CAAI scores with
individuals.and groups
Before using CAAI-UK and discussing test results with anyone, it is likely that you would find
it helpful to familiarise yourself with the underpinning theory. The attached article from
Graduate Market Trends gives an introductory overview. A more detailed consideration is in
Savickas (2013), which outlines how career adaptability comes from the developmental
tradition and in particular to career construction theory (though please note that the final
section gives a detailed account of its use in in-depth guidance, which is less likely to be
relevant to your professional context).
These notes provide guidance for a brief feedback session, discussing an individual’s CAAIUK results with them. They could be adapted for group feedback or other forms of
intervention.
Of course, you already have much expertise to enable you to do this. Your core guidance
and facilitation skills of establishing rapport, contracting, exploring and agreeing next steps
are all useful elements of your repertoire.
Opening:
Ask the client how they found the experience of completing the CAAI-UK. Provide brief
background of its origins and how they are participating in a pilot for its use in UK HE. It may
also be helpful to explain that it focuses on the psycho-social resources needed to cope
effectively with ongoing tasks and transitions as they develop their career. Emphasise the
focus on long term development rather than fixed plans.
Ensure they understand that the instrument assesses their levels of development of 4
competences that individuals need in order to manage their own career over time.
Developing these competences will provide an underpinning framework to support the
specific ‘tasks’ of their own career management (e.g. researching options, making a decision,
looking for opportunities, making applications). Depending on the time you have available,
you may wish to find out more about their specific planned tasks and ground the remaining
discussion in this. Build this in to your contracting at the outset: if you will not have time to
discuss their specific areas of interest, make clear that the focus is on their adapt-abilities.
Score feedback:
The table demonstrates how scores can be calculated. The scoring guidance below the
form shows how the individual’s data can be compared to data gathered as part of the
validation of the CAAI-UK during 2013. However, it is important to use the student’s
perception of their own abilities as the most important determinant of any intervention.
(Statistical information tells us about populations as a whole and very little about individuals)
CAAI – UK Scoring Table
Factor
Concern
Control
Curiosity
Confidence
Adaptability
How to score
Sum of Qs 1-6
Sum of Qs 7-12
Sum of Qs 13-18
Sum of Qs 19-24
Sum of Qs 1-24
Your score
Scoring Guidance
Factor
Concern
Control
Curiosity
Confidence
Adaptability
Average
score in
validation
study
19.59
21.74
19.60
21.31
82.24
Lower range
Middle range
Higher range
(Approx. 70% of
people score
within this range)
Below 15
Below 18
Below 15
Below 17
Below 70
24 - 15
26 - 18
24 - 15
25 - 17
95-70
Above 24
Above 26
Above 24
Above 25
Above 95
Intervention Strategies:
These interventions focus on developmental guidance that orient individuals to the task at
hand and suggest effective coping strategies that have worked for others in the past.
Indicated strategies: For those individuals who score in the lower range, consider offering
them comprehensive interventions that address motivation to work and increase career
adaptability in general. Techniques from motivational interviewing that seek to generate
from within the client intrinsic motivation to act by exploring their ambivalence can be useful
here.
Selective strategies: For those who score in the middle range (see above) consider offering
target interventions that address specific weaknesses or gaps in their career adaptability
profiles. The table below gives suggestions for interventions according to each dimension.
For low concern, the motivational interviewing ideas mentioned above may prove useful.
Low control might benefit from reflecting on decision making styles and strategies. Low
curiosity could be addressed by finding an engaging use of labour market information:
informational interviewing for some, using LMI datasets for others. Low confidence could be
addressed through reflective tasks that build awareness of learning from prior experiences.
Do note that these ideas are all routinely used in guidance practice and you will no doubt
have your own preferred approaches that can be integrated with CAAI interventions.
Universal strategies: For individuals who score highly on all dimensions, they can be
reassured by their high levels of adaptability. However, they will still have specific vocational
developmental tasks they are about to encounter in connection to their own particular
interests and goals. As such, individuals who score above the middle range can be referred
to local provision as appropriate to these tasks.
Savickas, M. (2014) Personal Communication
Ending:
In closing the discussion, it is good practice to invite the client or group to consider what they
will take away from the conversation, naming specific actions they will take. It would be
helpful for us if you could note down both general impressions and specific actions for our
evaluation.
Finally, if they have any further questions about the CAAI-UK or Career Adaptability
principles please give details of project manager Toni Wright or CAAI-UK Steering group
chair Gill Frigerio.
Thank you for engaging with this exciting and groundbreaking research to develop practices
based on emerging theoretical considerations, helping career development practice to
evolve in line with the changing labour market, and ensuring it is therefore of greatest
possible value to our users. Your input and feedback is much appreciated.
GILL FRIGERIO/TONI WRIGHT