Vocopher: Career Inventories
Ohio Career Development Association
Conference, OH
Nov 18th , 2005
Kevin Glavin
kglavin@kent.edu
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 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 how 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:
CDI Scale Scores for Laura
Laura: Crystallization without Exploration
100
DM, 99
PO, 99
90
80
CDK, 90
CP, 72
70
COT, 75
60
%
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 discussions. 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 university. 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.
WW, 57
50
40
CDA, 40
30
20
CE, 18
10
0
CP
CE
DM
WW
PO
CDA
CDK
Scale
Laura: High school senior
20
COT
Case Study 1: Continued
CDI Scale Scores for Laura
Laura: Crystallization without
Exploration
DM, 99
PO, 99
90
80
CDK, 90
CP, 72
70
COT, 75
60
%
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.
100
WW, 57
50
40
CDA, 40
30
20
CE, 18
10
0
CP
CE
DM
WW
PO
CDA
CDK
Scale
Laura: High school senior
21
COT
Case Study 2:
CDI Scale Scores for Rod
Ben: Exploration for Specification
CE, 91
90
DM, 95
PO, 99
COT, 90
80
WW, 84
CDA, 78
70
60
%
With the exception of Career Planning, all
the scores were at or above the 75th
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 planning 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 social
psychologist and sociologist, and his
knowledge score here was very high. His
second occupational choice was Group FWriting and Law, which shows his defined
interests in writing and research.
CDK, 96
100
50
40
CP, 44
30
20
10
0
CP
CE
DM
WW
PO
CDA
CDK
COT
Scale
22
Case Study 2: Continued
CDI Scale Scores for Rod
Ben: Exploration for Specification
CE, 91
90
DM, 95
PO, 99
COT, 90
80
WW, 84
CDA, 78
70
60
%
Both of these occupational group preferences
agreed with the interest data obtained from the
SCII. In fact, during the interpretation of the
results, Ben was eager to point out the agreement he had seen between the two tests, with
knowledge 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 security, marriage, and family input for
his preferred occupation. 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.
CDK, 96
100
50
40
CP, 44
30
20
10
0
CP
CE
DM
WW
PO
CDA
CDK
COT
Scale
23
Case Study 3
CDI Scale Scores for Elsie
Amy: Exploration for Scope without Depth
100
WW, 97
90
CDK, 82
80
70
DM, 64
60
%
On the CDI profile, the low scores on the CP (19th
percentile) and CE (38th percentile) scales, as
contrasted with the high score on the WW scale (96th
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 lowaverage exploratory attitudes. Indeed, she indicated
that she had devoted little time even to thinking about
career planning and exploration because she had
interests in so many diversified 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 certain respects,
she had done her exploratory homework because she
was familiar with the DOT and the Occupational
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.
50
COT, 56
PO, 42
40
CE, 39
30
CP, 20
CDA, 28
20
10
0
CP
CE
DM
WW
PO
CDA
CDK
Scale
24
COT
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/Promotion. In fact, Amy checked the same number of occupations in
each group. There appeared to be a common theme in both groupsmanagement. But Amy did not have much knowledge of these occupations,
according to the CDI results. In doing fantasy exploration during counseling,
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 Orientation 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 marketable, 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 organizations. 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 appeared to be a
counseling objective. During both the second and third sessions, Amy realized this need. The tests prompted her to begin thinking about career goals
that would be compatible with marriage. 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 number 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 showing 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
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
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
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
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
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
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 minicycle 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
Growth
Growth
Growth
43
Who is concerned with what?
Exploration: Establishm
Implementa ent:
tion
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 the 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 (4th 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 (2nd 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