A National Job Analysis of the
Professional Counselor
December 2010
Conducted for the
National Board for Certified Counselors and Affiliates
Copyright © 2010. PROPRIETARY. All rights reserved. No part of this publication may be reproduced or
transmitted in any form or by any means, electronic or mechanical, including photocopy or recording, or any
information and retrieval system, without permission in writing from the National Board for Certified Counselors
and Affiliates, Inc.
Table of Contents
Page
Executive Summary .............................................................................. 1
Introduction ........................................................................................ 4
Methodology ......................................................................................... 6
Findings
Survey Response Results .............................................................. 9
Rating Reliabilities ........................................................................... 9
Task List Completeness ............................................................... 10
Tasks/Activities ............................................................................ 10
Factor Analysis .............................................................................. 12
Tasks ......................................................................................... 12
NCE Test Composition .................................................................. 14
Summary ............................................................................................ 15
Appendix ............................................................................................. 17
A. NCE Practice Analysis Survey ................................................. 17
EXECUTIVE SUMMARY
This report describes the procedures followed in the job analysis conducted for the
National Board for Certified Counselors by The Center for Credentialing & Education,
Inc. (CCE) in 2010. The purpose of this analysis was to describe the job tasks
performed by professional counselors. The resulting examination framework will be
used for the continued development of a professional, job-related licensure certification
examination.
The NBCC Job Analysis Advisory Committee (AC) conducted the activities necessary to
identify the job tasks which were the basis for the job analysis survey and the
subsequent test framework for the National Counselor Examination for Licensure and
Certification (NCE). The AC members were identified through nomination by the NBCC
from current and past NBCC development committee members. All AC members were
experts in the duties and activities associated with the profession. The AC was
responsible for the following activities regarding job analysis survey development:
a.
b.
c.
d.
identifying job tasks,
developing a sampling plan,
establishing the survey rating scales, and
determining the demographic variables.
The draft job analysis survey was distributed to all AC members via the use of an
internet based web form. Based on comments from the AC the survey instrument was
modified and the final survey was created for distribution to stratified sample of NBCC
certificant holders and licensed professional counselors; all surveyed were National
Certified Counselors both licensed and non licensed.
Three thousand two hundred eighty seven (3,287) surveys were disseminated to
potential respondents. Individuals responding could do so via the enclosed paper
survey form or they could submit their responses via the internet. There were eight
hundred eighty (880) usable surveys completed, and most were completed using the
online form. One hundred seven (107) surveys were returned either incomplete, past
the extended deadline, or not deliverable. Therefore, the corrected return rate was
27.7%, which is high for a survey of this type and length. Responses to the
demographic questions indicated that there were sufficient numbers from relevant
groups for subsequent analyses.
The respondents were asked to provide demographic data and to evaluate 196
counselor tasks. More than 97% of the respondents felt the job task list adequately or
completely addressed the responsibilities of the professional counselor. Summary
statistics were computed for the demographic data. The task ratings were summarized
and a factor analysis performed.
All of the counselor tasks were rated as important and frequently performed by the
professional counselor. Therefore, the examination content outline was constructed
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from the 196 items. The AC decided that 160 examination items would continue to
sufficiently sample the content domain to render a pass or fail decision based on
examination scores. The resulting examination matrix and detailed content outline will
be used by the NBCC Examination Development Committee to assemble future
examination forms.
The eight hundred eighty (880) respondents were asked to list the state regulated
professional licenses or certifications they held. The respondents had the choice of
fourteen (14) professional credential categories. Although each category was
represented (including licensed physician) the largest categories were licensed
professional counselor (N=534 – 60.7%), licensed clinical mental health counselor
(N=136 – 15.5%), and licensed or certified school counselor (N=127- 14.4%). We
assume that the LPC and LCMHC categories are mutually inclusive, therefore a total of
at least 670 (76.1%) of the respondents were state regulated counseling professionals.
Comparison of licensed/certified versus non-state licensed/certified counselors reveals
no differences in answering items related to both importance and frequency of the 196
defined tasks. Although we are certain that there are no differences between National
Certified and licensed/certified counselors; NBCC will continue in future job analyses to
partition the two groups for comparison.
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INTRODUCTION
The purpose of conducting this job analysis was to provide a basis for the continued
development of the National Counselor Examination for Licensure & Certification (NCE)
and ensuring that the content of the examination is job-related. The National Board for
Certified Counselors requested the Center for Credentialing and Education (CCE) to
facilitate a study which would identify the relevant tasks required to conduct safe and
effective practice.
The NBCC appointed an Advisory Committee (AC) to assist in the development of the
job analysis survey instrument. The AC reviewed professional materials to develop a
thorough list of tasks required for professional counselors to perform the job. The job
analysis survey was distributed to a representative sample of professional counselors
according to the sampling plan developed by the AC. The returned surveys were
analyzed to determine the importance of each to the professional counselor, and how
frequently each was performed.
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METHODOLOGY
Creating the Advisory Committee
The AC provided expert subject matter consultation throughout the stages of the job
analysis process to ensure that expert judgment was available to the Center for
Credentialing & Education (CCE) staff. The members of the AC were selected to reflect
diverse backgrounds within the profession.
Advisory Committee Responsibilities
1.
2.
3.
4.
Provide CCE current information about the job.
Develop the Job Analysis Survey:
a. develop a sampling plan for the survey,
b. identify tasks for the survey instrument,
c. determine the survey rating scales,
d. determine the relevant demographic variables of interest, and
e. integrate the definition, tasks, rating scales, and demographics into a
survey instrument.
Review the final form of the Job Analysis Survey for completeness, relevance
to the profession, appropriate language and clear instructions.
Interpret and review survey results, determine task exclusion criteria, and
create the final detailed content outline.
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Designing the Job Analysis Survey
Task/Activities List
The NBCC AC developed a comprehensive list of job tasks needed to perform the job.
The draft document consisted of 196 task statements. Survey respondents were
allowed to suggest additional tasks. The complete Job Analysis Survey and cover letter
are shown in Appendix A.
Rating Scales
The AC also developed the rating scales used in the job analysis survey.
importance scale, and a frequency scale were included as part of the survey.
An
Two rating scales were used for the Task items. Both scales are Likert-Type 5-point
scales. The scales were designed to identify the tasks considered most important, and
the most frequently performed by professional counselors. This data was used to
ensure that the examination assesses tasks that are relevant to the safe and effective
performance of counselors as define by counselors. The following scales were used:
Scale
Definition
Importance
Tasks/Activities
How important is the task to your safe
and effective performance as a
practicing counselor?
Frequency
As a practicing counselor, how often do
you perform the activity?
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Response Options
1. Not important
2. Somewhat important
3. Moderately important
4. Important
5. Extremely important
1. Never
2. Rarely
3. Occasionally
4. Frequently
5. Almost Always
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Background Information Questions
The demographic section of the survey was designed to gather information about the
counselor survey respondent. The AC reviewed and modified survey questions that
were presented to the AC. Additional demographic questions were added by the AC to
help qualify the respondents, and to assist in establishing the validity of the data. The
following characteristics about the counselor survey respondent were available:
•
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Location of employment
Work activity type
Years of experience
Employment status
Primary work setting
Secondary work setting
Time spent in direct counseling service
Time spent in administrative counseling activities
Annual pro bono counseling hours
Age groups served
Racial/ethnic groups served
Theoretical approaches used
Highest academic degree
Education program Council for Accreditation and Related Educational Programs
(CACREP) or Non-CACREP
Professional voluntary certifications held
State regulated licenses or certifications held
Professional association memberships held
Service provided
Client populations
Gender of respondents
Ethnic identity of respondents
Draft Survey
The survey sections were incorporated into a draft survey. The draft survey was
reviewed by the AC via an internet based web form. This on-line review allowed the AC
to comment on all the survey components. A report on suggested changes, additions,
and time spend to complete the survey was reviewed by the AC Chair. Appropriate
changes were made to the survey prior to distribution to the sample population.
Survey Distribution
The survey and cover letter (Appendix A) were sent to 3,287 professional counselors
throughout the United States. The sample was stratified across geographic region to
ensure representative proportions within and across nine regions. Regions consisted of
New England, Middle Atlantic, East North Central, West North Central, South Atlantic,
East South Central, West South Central, Mountain and Pacific. Stratifying by state
would eliminate many states with small populations from proper scrutiny. Inclusion of
regions allows for typical practice across state lines.
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FINDINGS
Return Rate and Sample Size
Of the 3,287 surveys originally disseminated, 880 useable surveys were returned.
Ninety-five surveys were returned as non-deliverable, and an additional 12 surveys
were considered non useable because they were not delivered in time for data analysis.
Therefore, the corrected return rate was 27.7%.
Task and Respondent Rating Reliabilities
Table 1 presents the coefficient alpha internal consistency reliability estimate and the
intraclass correlation for the tasks statements. These statistics were used to determine
the extent to which tasks were consistently rated within each survey section, and to
determine the extent to which the respondents were consistent in their ratings. The
ratings were considered highly reliable.
Scale
Table 1: Task Reliabilities
Reliability
Tasks
Intraclass Correlation
Coefficient Alpha
Importance
196
.99
.96
Frequency
196
.99
.98
.
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Coverage of Tasks
Inadequately
2%
Completely
31%
Adequately
67%
Figure 1. Task Coverage
The respondents were requested to indicate how well the survey covered the important
activities of the counselor. They could select one of the following responses: completely,
adequately, or inadequately. Figure 1 shows that of the 790 respondents who answered
this question, 98% thought the survey completely or adequately described the
professional counselor.
Tasks/Activities
Central tendency was computed for the Importance and Frequency ratings of each item.
The purpose of these data was to determine which tasks will remain on the final content
outline and be used in the development of examination items and examinations.
The data was normed, the t-scores (mean of 50 and standard deviation of 10) and the
means and standard deviations are presented in Appendix C. The means, standard
deviations and t-scores were computed from the items comprising each category. The
Frequency rating was given priority and the rankings determined by the t-scores. The
largest t-score received a rank of 1 and the smallest the rank of 10. This data is
presented in Table 1.
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Table 1: Categories as Presented on Survey
Frequency
Mean SD
Overall
Survey
Id
Content
Counsel clients with issues
I
related to:
Structure the counseling
process for individuals,
couples, family, or groups
II
by:
Conducting initial
III
assessment of client by:
Conduct the on-going
IV
assessment by:
Administering
IV.1 assessments/tests
Interpreting
IV.2 assessments/tests
Provide professional
V
service by:
Supervision and
VI
consultation:
Practice counseling
techniques by
VII implementing:
VIII Provide self care by:
t-score
3.12 0.95
Importance
Mean SD t-score
3.58 0.74
Rank
7
2.88 0.69
47
3.55 0.55
50
3
3.64 0.60
55
3.93 0.42
55
5
3.30 1.03
52
3.59 0.81
50
4
3.47 0.74
54
3.72 0.63
52
10
2.01 0.45
38
2.64 0.34
37
9
2.17 0.36
40
2.78 0.29
39
6
2.97 1.06
48
3.42 0.86
48
8
2.69 0.65
46
3.49 0.49
49
2
1
3.94 0.90
4.07 0.51
59
60
4.10 0.70
4.41 0.25
57
61
Table 3 outlines the rule approved by the AC to ensure that the tasks included on the
final examination content design were performed frequently enough or found important
enough to be performed by a minimally competent counselor.
Table 2: Decision Rule
1. Keep only tasks rated by respondents and with an overall t-score at or above
30 for either frequency or importance
Factor Analysis
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Factor analysis was performed to identify item clustering and item relationships.
Tasks
Factor analysis identified five Task factors. Each factor is composed of related items.
With few exceptions, the individual items are highly rated for either or both importance
and frequency. Special consideration should be given to items which have a significant
difference between the importance and the frequency ratings.
After reviewing the factor analysis and based on subject matter expert opinion relating
to the counseling profession the AC decided to structure the National Counselor
Examination content outline on the original task categories.
The AC concluded that the ratings obtained from the job analysis survey were
consistent with their evaluation of the profession. Subsequently, the AC agreed that the
results of the job analysis survey were adequate for the purpose of establishing the
content and developing the examination specifications for a national counseling
examination.
Examination Item Classification and Development
Examination items must represent the tasks required for the safe and effective
performance of counseling. Each examination item must be categorized by a category
and task. The categorization is used to compile the items, according to the Examination
Content directions, for an examination.
Each examination item must be given a Content (Category) and Sub content (Job
Analysis item) code. The Content code is the number of the Category and the Sub
content is the number of the Item from the examination framework in Appendix D. For
example: II-23 would be used to categorize items pertaining to “Helping clients develop
support systems” which is the twenty-third item in the second category.
The format of an examination item (multiple choice, etc.) is the responsibility of the item
writers and is not a topic addressed by this job analysis. However, professional
standards for item writing must be followed.
The specific items to be included in an examination must be coded as indicated above
and must be selected as specified for the Examination Content.
Examination Content
The content of an examination must represent the Tasks required for the safe and
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effective performance of counseling and must ensure adequate and equitable coverage
of the categories. Coverage is the inclusion of an appropriate percentage of items from
each category.
The percentage of items from each category is derived from the percentage of the total
number of tasks comprising each category, the responses to this job analysis and the
professional opinion of experts in the counseling profession.
The suggested percentage of items to be included from each category is the product of:
1. The total number of tasks comprising each category
2. The responses to this job analysis
Categories and Percentage of Examination Items
After reviewing all the data the AC decided to consolidate original categories IV, V, and
VIII, and categories VI and VIII. The percentage of examination items to be drawn from
each category (domain) is presented in Table 3
Table 3: Category representation on an examination
Number of items on the
Suggested number of the items
content outline
on an examination
Factor
1. Fundamental Counseling Issues
40
32
2. Counseling Process
55
3. Diagnostic and Assessment services
32
4. Professional Practice
45
45
25
38
5. Professional Development, Supervision, and Consultation
24
20
Examination Composition
In consultation with CCE, the NBCC AC evaluated the results of the job analysis to
develop the test specifications. It was determined that the examination should be
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composed of items from each of the categories according to the “Suggested number of
the items on an examination” column of the above table. The distribution of items on
each form of the NCE, including field test, linking, and scored items will be developed by
the NCE Examination Committee as part of the NCE Test Framework.
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SUMMARY
A job analysis can be effective only to the extent to which the items actually evaluated
are meaningful for and pertinent to the profession. The iterative, multiphase process
used in this study was implemented successfully with this criterion in mind. Numerous
professionals provided input about the final form of the survey distributed. Thus, the
survey distributed was one that had both items and a format that readily could be
interpreted by professional counselors.
Respondents in this study were all NBCC credential holders and/or licensed
professional counselors who effectively represented a cross section of those who
identify themselves as professional counselors.
More specifically, the sample
encompassed appropriately proportionate counselors in regard to their varying
professional credentials, personal characteristics, and employment settings. Because
the respondents represented the major facets of the counseling profession, it is
reasonable to assume that their responses also effectively represented the nature of the
work in the counseling profession.
The comprehensiveness and diversity of the sample has several important implications
when considering the results of this study. For example, the sample was of sufficient
size so that the statistical analyses applied could be used with confidence; the basic
theoretical assumptions underlying them were not violated. More important, however,
the nature of the sample implies that the results were derived primarily from practicing
professionals. The results reflect the realities of counseling practice, rather than
esoteric opinions of what counseling practice is supposed to be.
The major goal of this study, to develop a base of counseling job activities for the
continued development of a criterion-referenced examination, was accomplished. Each
form of the examination will follow the test specifications as outlined in this report, thus
providing evidence to support decisions regarding candidates’ abilities to perform the
counselors’ job.
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Appendix A
The National Certified Counselors
Job Analysis Survey
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Dear National Certified Counselor:
The National Board for Certified Counselors (NBCC) is requesting your
participation in a national job analysis survey to determine the important activities
and issues relevant to the work of a professional counselor. The survey will be
used to review and revise the National Counselor Examination for Licensure and
Certification (NCE). A job analysis study is an essential step in keeping
examinations current and job related.
By completing the enclosed survey, you will be participating in the unique effort
to improve the NCE. Please take the time to complete the survey and return it to
NBCC in the enclosed self-addressed, postage-paid envelope. If you have any
questions or need assistance in completing the survey, please contact Shawn W.
O’Brien at NBCC (336) 547-0607 or obrien@nbcc.org.
The survey can also be completed on-line at
http://www.ResourcesForCounseling.com/ja_nce.aspx. The survey is best
completed with Internet Explorer 6.0 or later or fully compatible browser. The
survey will be unavailable daily from 12:00 (midnight) to 1:00 a.m. ET.
On behalf of NBCC, I would like to thank you for taking the time to complete this
important survey. By your participation, you are helping to undertake one of the
most important projects in establishing evidence for the validity of the NCE, and
the continued development of professional counseling.
Sincerely,
Thomas W. Clawson, Ed.D, NCC
President and CEO
National Board for Certified Counselors, Inc and Affiliates
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