Analysis of a Career Assessment Instrument

Topics: Assessment, Myers-Briggs Type Indicator, Keirsey Temperament Sorter Pages: 7 (1158 words) Published: April 26, 2015
RUNNING HEAD: Analysis of Career Assessment Instrument

Analysis of a Career Assessment Instrument
August 20, 2014


Career Assessment Instruments


Career assessment is important for every individual so as to understand their expectations. There are different tools which are used in assessing individuals’ career expectations. These tools can be used to help individuals to come up with conclusions in what they want to do with their lives. However, this should be done with a lot of care to achieve good results. Career assessment instruments are used to measure psychological-personal characteristics which include amplitude, interests, skills and personality type. In dealing with these tools, one has to understand their limitations in order to come up with good results.

Career assessment instrument
Assessment instrument is a method used to collect information concerning learner’s performance and understanding about a certain topic (King, n.d). For individuals to understand how a variety of personal attributes impact their potential success and satisfaction with different career options and work environments, they require an instrument to assist them. This instrument is called the career assessment instrument. There are several types of career assessment tools designed to help individuals assess themselves. These tools include the work interest quiz, the Keirsey Temperament sorter, Myers-Briggs Type Indicator, strong interest inventory, career key, focus career and Educational planning Solutions, the Campbell Interest and skill survey among others (C.L.C.A., n.d). In this paper, the Campbell Interest and Skill Survey instrument will be discussed.

Campbell Interest and Skill Survey

Career Assessment Instruments


The Campbell Interest and skills survey is a 320- item instrument. It is used to assess vocational interests and self-estimates of skills paralleling interests measured by the inventory (Brown & Lent, 2012). By using this instrument, the individuals self-reported efforts are compared with various occupations. It uses a seven orientation scale to range the students. These orientation skills are: (a) influencing, (b) organizing, (c) helping, (d) creating, (e) analyzing, (f) producing and (g) adventuring (St. Edward’s University, 2014). Two scores are calculated for each scale: interest which finds how much one likes the specified activities and skills which measures how confident one feels about performing these activities. Then the instrument reports four patterns of combinations of interest and skill scores. These patterns are: 1. Pursue: in this report, both the interest and skills scores are high. 2. Develop: this report shows high interest score but low skills score. It recommends further education, training or experience for better performance and greater confidence.

3. Explore: depicts high skills score but lower interest score. Recommends further exploration to find other interesting areas.
4. Avoid: here, the individual skills and interest scores are low (St. Edward’s University, 2014).
The reason for the choice of this instrument lies in its ability to make individuals understand their personal attributes including interests, values, preferences, motivations, aptitudes and skills. There are several benefits associated with the use of this tool. The individuals are assisted by the interest scales and the parallel skills scales to gain more thorough understanding of suitable career options. The terms used by this survey are contemporary and

Career Assessment Instruments


easily understood. There is the benefit to the individuals in that there is a reflection of respect by the test items to individuals of different gender, race, religion, and national origin. The use of combined gender scales allows for the broadest interpretation of survey results. This tool ensures that assessments can be emailed to clients for them to complete the assessments at their own...

Campbell, 2003
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Fischman, W. (2004). Making good: How young people cope with moral dilemmas at work.
Roberts, A. R., & Watkins, J. M. (2009). Social workers ' desk reference. Oxford [England:
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St. Edward’s University, 2014. Campbell Interest and Skill Survey (CISS). Retrieved on 19th
August 2014 from
Whinston S., 2012. Principles and Applications of Assessment in Counselling. United States of
America: Cengage Learning
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