Vocopher A WebLibrary of Free Career Inventories

1
Vocopher A Web-Library of Free Career
Inventories

• American Counseling AssociationApril 7th, 2005
• Kevin Glavin
• Kent State University, Kent, OH
• kglavin_at_kent.edu
• Dr. Mark Rehfuss
• Regent University, VAmrehfuss_at_regent.edu

2
Agenda

• Introduction to Vocopher The Online Career
  Collaboratory. http//www.vocopher.com.
• Instruments available on Vocopher
• Who is using Vocopher?
• How do I get Access to Vocopher?.
• Types of Vocopher Accounts
• Introduction to the Career Development Inventory
  (CDI).
• Overview of Supers construct of Career Maturity
• Live demonstration on how to administer and
  interpret the results of the CDI.
• Interactive Case studies to practice
  interpretation of CDI results.

3
What is Vocopher

• Vocopher is a collaboratory involving academic
  professionals, career counselors, and
  professional web developers. The purpose of
  Vocopher is to provide researchers and counselors
  with career resources with which to further their
  research and assist their clients respectively.
  These services are provided free of charge in the
  hope that others will join us in this
  collaborative effort.

Register
Admin
User Login
4
Instruments currently available on Vocopher

• Career Development Inventory (CDI). College Form
  and School Form
• Adult Career Concerns Inventory (ACCI)
• ACCI - Portuguese paper version

5
Who is using Vocopher?

• World wide
• Within the United States

6
How do I get Access to Vocopher?

• Accessing Vocopher Video (Users)
• Accessing Vocopher Video (Admins)

7
Types of Vocopher Accounts

• User Students, Individual clients, Counselor
  trainees
• Admin Faculty, Researchers, Counselor
  Practitioners
• Super Admin Me (Kevin Glavin )

8
Introduction to the Career Development Inventory

• Interest inventories are commonly used to assist
  students with vocational choices. However, the
  results of such instruments offer little value if
  the individual lacks the requisite attitudes and
  competencies required to make sound vocational
  decisions.
• The Career Development Inventory (CDI), created
  by Albert Thompson, Richard Lindeman, Donald
  Super, Jean Pierre Jordaan, and Roger Myers, can
  be used before administering an interest
  inventory to measure an individuals readiness to
  make vocational choices, or with an interest
  inventory to determine how best to interpret the
  interest inventory results.

9
Introduction to the Career Development Inventory

• The CDI operationally defines Supers structural
  model of career choice readiness among
  adolescents and emerging adults.
• Inspired by the construct of reading readiness,
  Super, at mid-century, reasoned that the
  readiness to and resources for making fitting
  educational and vocational choices emerged during
  childhood and developed during adolescence.
• He spent nearly 40 years identifying the critical
  attitudes and competencies that lead to sound
  educational and occupational decisions,
  constructed inventories to measure these
  attitudes and competencies, and then studied
  their development in students from middle school
  through college.

10
The Concept of Career Choice Readiness

• Super believed vocational choice to be an
  individuals attempt to implement their
  self-concept in a work role. Through fitting
  work, individuals can manifest their self-concept
  in daily activities (e.g. counselors manifest
  their self concept of helper).
• The choice of an occupation, or course of study,
  is a major decision that adolescents must make as
  they enter the adult world. A students level of
  satisfaction and success depends upon the realism
  and wisdom of their educational or occupational
  choice. To make a fitting choice, and to avoid
  educational or occupational failure, and
  frustration, individuals must possess the
  requisite readiness and resources.
• Career choice attitudes denote an individuals
  disposition with regard to the amount of thought,
  effort, and planning they give to future
  occupational or educational choices.
• Career choice competencies denote an individuals
  ability to apply their knowledge and
  understanding of careers and the world of work in
  making rational educational and career decisions.
  

11
The Concept of Career Choice Readiness Attitudes
(CP CE)

• The two most important attitudes are
  planfulness and exploration.
• 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 ones field of interest. All
  of these can help one gain a clearer
  understanding of ones vocational interests.
• Attitude toward exploration means curiosity about
  the world of work and ones 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 ones field of
  interest. Adequate exploration involves one using
  the resources available oneself to gain
  information on careers and the world of work.

12
The Concept of Career Choice Readiness
Competencies (DM WW)

• The two critical competencies are skill at
  decision-making and knowledge about occupations.
• Decision-making competence
• means the ability to apply the principles of
  rational decision making to ones educational and
  vocational choices.
• Occupational or World of Work knowledge
• in breadth, means knowing the requirements,
  routines, and rewards of a variety of occupations
  in which one may be interested.
• in depth, means having detailed knowledge about
  the occupational group that one currently
  prefers.

13
Supers Model of Readiness

• These four variables,
• two attitudinal (Planfulness and Exploration) and
  
• two cognitive (World of Work knowledge
  Decision-Making),
• compose Supers model of readiness for making
  vocational choices during adolescence.
• Super and his colleagues operationally defined
  this structural model of vocational development
  during adolescence and emerging adulthood by
  creating the Career Development Inventory.

14
Interpretation of the CDI ScalesCP, CE, DM, WW

• There exist two versions of the CDI.
• CDI School form designed for students in grades
  8-12
• 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.
• Scores are reported for four 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)

15
Interpretation of the CDI Scales PO

• In addition to the four scales, there is a fifth
  scale
• 5. Knowledge of Preferred Occupation (PO).
• PO measures the amount of in-depth knowledge one
  has with respect to their primary field of
  interest.
• PO is measured separately from the other four
  scales, and should not be administered to
  students below the 11th grade. This is due to
  the fact that it is unlikely such students have
  acquired the knowledge and maturity to answer the
  questions in an informed manner.

16
Interpretation of the CDI Scales PO

• When administered to the appropriate population,
  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.

17
Interpretation of the CDI ScalesCDA, CDK, COT

• The CDI also reports on three composite scales
• Career Decision Attitudes (CDA) is the
  combination of CP and CE.
• Career Decision Knowledge (CDK) is the
  combination of DM and WW.
• Career Orientation Total (COT) is the combination
  of CDA and CDK.
• These composite scores exist to help gain a more
  reliable measure of attitudes toward career,
  knowledge of careers and the world of work.

18
Interpretation of Attitudinal Scales CP CE
19
Interpretation of Competency Scales DM WW
20
Interpretation of PO Score
21
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.
• Most importantly, scores should be used to
• Raise a students awareness of imminent and
  future vocational decisions
• Instill a sense of curiosity about the world of
  work and ones place in it
• Stimulate discussion about current and future
  vocational choices

22
Case Study 1 Interpret the CDI Scores for Sean
23
Case Study 2 Interpret the CDI Scores for Rod
24
Case Study 3 Interpret the CDI Scores for Elsie
25
CDI Case Study Interpretations

• View Interpretations

26
The CDI on the Internet

• With the permission and encouragement of the CDI
  authors, the CDI is now available at no charge on
  the internet. The CDI is one of a number of
  career instruments available through Vocopher
  The Online Career Collaboratory
• http//www.vocopher.com

27
The CDI on the Internet

• Scoring of the CDI is done on the internet, and
  the results are shown immediately to the user.
  It is important that practitioners take the time
  to interpret these results with their clients.
• Practitioners can use the ideas presented herein
  to help raise their clients level of awareness
  and curiosity with regard to vocational decisions
  they will be required to make. Suggestions for
  improving ones decision making skills and
  knowledge about the world of work have also been
  outlined. Additional ideas are presented in the
  CDI manual, which is also available on Vocopher.

28
Suggested Additional Readings

• Glavin, K. W. (2004). Retrieved Oct 17, 2004,
  from Vocopher The Online Career Collaboratory
  web site http//www.vocopher.com.
• 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,
  Palo Alto, CA Consulting Psychologists Press.