CAREER INTERESTS INVENTORY USER'S GUIDE
Contents
1. A PES team CAREER INTERESTS INVENTORY USER S GUIDE Roy Childs John Gosling Mark Parkinson Team Focus Limited 2 Team Focus Limited T 44 0 1628 637338 Heritage House 13 Bridge Street E teamfocus teamfocus co uk tea mfocu S Maidenhead Berkshire SL6 8LR W www teamfocus co uk PROFILING FOR SUCCESS 2008 2013 Profiling for Success www profilingforsuccess com No part of this material may be reproduced stored or transmitted in any form or by means electronic mechanical photocopying recording or otherwise without prior written permission of the publishers This material may not be photocopied even within the terms of the Copyright Licensing Agency Ltd The Profiling for Success series is published by Team Focus Limited Heritage House 13 Bridge Street Maidenhead Berkshire SL6 8LR England tel 44 0 1628 637338 V20130307 2003 2013 Team Focus Limited Page 2 CONTENT Section One General introduction ui an ea EEN vyd i EE ee a ESSA 5 Section Two Measurement of interests ee se se ese ee Ge ee u 7 Section Three Questionnaire development sn 9 Section Four Questionnaire structure amp interest scales se esse ee ee ee ee ee ee eg Ge eg Ge ee ee ee ee ee ees 11 Section Five Questionnaire administration 13 Section Six Conducting a review session se ee se ee ee Ge ee ee ee ee Ge ee Ge ee Ge ee Ge ee Ge ee ee ee Ge ee ee ee ee ee ee Ge ee ee ee 17 Secti2. The main purpose of completing the Career Interests Inventory and reading this report should be to stimulate your thinking about what types of jobs and activites may be most suitable for you As such this report should not be treated as a definitive profile of your interests but as a starting point from which to explore your interests in more depth Many people find it very useful to discuss their interests with a qualified Careers Adviser or Personal Adviser A good Career Adviser will be able to consider your interests as described in this report and also other relevant factors such as your education and give appropriate advice on job and training opportunities Please bear in mind this report should be seen as a snapshot of your interests at the time you completed the Career Interests Inventory Although many people may remain interested in the same areas of work for a long time others may change their interests over time Finally it is possible that you may disagree with some parts of this report If 80 it will be useful for you to think about why you disagree with some parts of this report and to discuss this with your Careers Adviser PES Profiling for Success 1 V20130307 2003 2013 Team Focus Limited Page 36 A psychologist called John Holland identified six general themes which correspond to work environments Many different occupations and jobs exist within each theme and the themes can be arranged in a he
3. PES Profiling for Success V20130307 2003 2013 Team Focus Limited Page 49 The differences between how I see my skills and how others see them Possible reasons for the differences between my views and how others see me PFS Profiling for Success 7 V20130307 2003 2013 Team Focus Limited Page 50 You were asked questions about your values and your responses are shown below Higher scores suggest that you place greater emphasis on the values in those work areas Graph of My Values People are more likely to choose jobs which fit their values However people will tend to hold values from more than one of the work areas Ested below The values given in the Ests below are not in any particular order Think about which values below are most important to you and whether they match the areas you scored highest n on the graph of your values PFS Profiling for Success a V20130307 2003 2013 Team Focus Limited Page 51 Work styles asssociated with the six occupational themes physical work work that leads to an end product that you can see or touch status within a team or peer group or organisation PFG Profiling for Success a V20130307 2003 2013 Team Focus Limited Page 52 Making decisions about your career involves considering a number of factors including your interests skills and values In this module you will have to consider the careers you may be interested
4. V20130307 2003 2013 Team Focus Limited Page 9 V20130307 2003 2013 Team Focus Limited Page 10 Section Four Questionnaire structure amp interest scales As discussed the Career Interests Inventory CII is a self report questionnaire based on John Holland s widely used model of vocational preferences It explores interests competencies and work styles to provide a multi faceted tool for supporting career exploration Practically the guestionnaire is divided into four sections as follows Part A 36 pictorially illustrated items 6 items per scale using a 3 point Likert scale e g How interested are you in Working in customer services Not really A bit Very These generate normative scores for each of the 6 scales Part B 15 pictorially illustrated items in ipsative format presenting pairs of occupational tasks related to different scales e g Would you prefer Making or repairing furniture Selling advertising space These generate ipsative scores for each of the 6 scales Part C Self report skills inventory 24 items 4 items per scale rated on a 5 point Likert scale e g How good are you at working with your hands to make and construct things bou Moderate ven developing good 1 2 5 4 5 These generate mean raw scores for each scale Part D Self report values motivation guestionnaire 18 items 3 items per scale rated on a 5 poin
5. 0 49 0 39 0 11 0 35 0 10 0 45 Investigative 0 54 0 61 0 55 0 45 0 41 0 66 Artistic 0 49 0 49 0 47 0 32 0 28 0 68 Social 0 32 0 48 0 43 0 17 0 08 0 67 Enterprising 0 38 0 43 0 49 0 17 0 28 0 56 Conventional 0 51 0 32 0 31 0 15 0 18 0 59 V20130307 2003 2013 Team Focus Limited Page 20 The following 6 tables present all correlations between all scales between specific parts of the guestionnaire AvsB Realistic Investigative Artistic Social Enterprising Conventional Realistic 0 49 0 11 0 13 0 00 0 26 0 28 Investigative 0 04 0 54 0 12 0 27 0 03 0 13 Artistic 0 16 0 12 0 49 0 06 0 19 0 29 Social 0 18 0 11 0 01 0 32 0 02 0 00 Enterprising 0 26 0 08 0 08 0 06 0 38 0 04 Conventional 0 37 0 17 0 29 0 12 0 08 0 51 AvsC Realistic Investigative Artistic Social Enterprising Conventional Realistic 0 39 0 05 0 15 0 01 0 05 0 04 Investigative 0 16 0 61 0 02 0 08 0 22 0 25 Artistic 0 28 0 09 0 49 0 10 0 12 0 02 Social 0 00 0 04 0 22 0 48 0 32 0 20 Enterprising 0 11 0 30 0 20 0 25 0 43 0 26 Conventional 0 14 0 19 0 06 0 13 0 12 0 32 AvsD Realistic Investigative Artistic Social Enterprising Conventional Realistic 0 11 0 05 0 18 0 02 0 01 0 00 Investigative 0 06 0 55 0 10 0 17 0 13 0 12 Artistic 0 14 0 01 0 47 0 09 0 13 0 08 Social 0 08 0 03 0 2
6. 8 97 2 86 3 15 Conventional 10 26 2 80 3 15 V20130307 2003 2013 Team Focus Limited Page 19 Internal consistency The following table shows the internal consistency reliability Cronbach s alpha estimates of the CII Part A scores based on a sample of 5843 respondents Scale Alpha Realistic 0 63 Investigative 0 74 Artistic 0 63 Social 0 66 Enterprising 0 70 Conventional 0 82 Scale intercorrelations Realistic Investigative Artistic Social Enterprising Conventional Realistic 1 00 0 31 0 51 0 23 0 17 0 07 Investigative 0 31 1 00 0 23 0 16 0 36 0 37 Artistic 0 51 0 23 1 00 0 31 0 31 0 06 Social 0 23 0 16 0 31 1 00 0 49 0 35 Enterprising 0 17 0 36 0 31 0 49 1 00 0 35 Conventional 0 07 0 37 0 06 0 35 0 35 1 00 Intercorrelations between the different parts of the guestionnaire The following table shows the interrelationships between the different parts of the guestionnaire The first column of figures for example shows the Pearson product moment correlations between scores on Parts A and B Interest normative scores vs Interest ipsative scores for each of the six scales osad AvsB Avs C Avs D BvsC BvsD CvsD Interest normative Interest normative Interest normative Interest ipsative Interest ipsative own skills Interest ipsative own skills importance to you own skills importance to you importance to you Realistic
7. Holland J L 1996 Dictionary of Holland Occupational Codes Psychological Assessment Resources Inc Holland J L 1997 Making Vocational Choices A Theory of Vocational Personalities and Work Environments Psychological Assessment Resources Inc Kuder F 1977 Activity interests and occupational choice Chicago Science Research Associates Strong E K 1935 Predictive value of the Vocational Interest Test Journal of Educational Psychology 26 332 V20130307 2003 2013 Team Focus Limited Page 27 V20130307 2003 2013 Team Focus Limited Page 28 Appendix 1 Product Synopsis U 8 w teamfocus M va rave Career Interests Inventory CII Motivating career exploration through personal understanding Interests are the most natural starting point when exploring the world of work When we first start to ask ourselves what do want to do our answers reveal what we see as being exciting challenging and fun in short what we are interested in Based on John Holland s widely used model of vocational preferences the CH explores interests competencies and work styles to provide a multi faceted tool for supporting career exploration The PfS CII is an innovative assessment of career interests offering PfS Career interests inventory CII at an exploration of interests competencies and work styles based on a unifying model The Cl is an engaging self report instrument f
8. for development activities what support the reviewer or others in the organisation need to give the respondent and how any development activities will be monitored and reviewed Finally the respondent should be offered the opportunity to ask any outstanding questions and then thanked for attending the review session e t is good practice for individual organisations to develop policies around the review of assessment results as with other aspects of psychological assessment These should cover issues such as how reviews are conducted confidentiality and storage of assessment data It is important for organisations to develop their own policies as these will help ensure consistency of approach and application over time and will also guard against issues of fairness and discrimination Whilst policies may draw on the guidelines given above ultimately reviewers may develop their own style with which they feel comfortable within these frameworks Note Cll reports provide both normative and ipsative results The use of two ways of presenting the results provides the careers professional with a valuable way of dealing with low level responses For example a respondent may have a low overall interest in all the career areas and this would be reflected in the normative comparison all the results would probably look low and undifferentiated However by comparison the ipsative presentation will still give a clear indication of that person s in
9. in and then see how these relate to your skills and values To start with think back to Module 2 where you explored you skills and abilities Write in the box below your top three skills identified from the questionnaire Now think back to Module 3 where you explored you values and write in the box below the three most important work related values you hold My top three work related values PFS Profiling for Success 10 V20130307 2003 2013 Team Focus Limited Page 53 PFS V20130307 In the Career Matching table below write down at least three careers that you have invesbgated as a result of the information from your Career Interests Inventory report For each career consider whether it matches your top three skills and values you indicated in the boxes on the previous page Where a career matches each skill or value place an in the appropriate box For example if you were considering a career in retad management you might complete the table like this When you have done this for each career add up the number of xs you have given to each and write this number in the Total score column The careers with the higher scores are the ones you may like to explore further Career Matching Table Profiling for Success 2003 2013 Team Focus Limited 11 Page 54 EE MEEN V S RE Module 5 Career Action PI Developing a Career Action Plan can help you think about the steps yo
10. things 3 Working min animals plants or outdoor activities Physical activities such as sports or other outdoor pursuits Is here anything particular you d like to mention about Susan In retation to these areas Artistic Tasks Working with colour textures or designs Working at pulling things together to create something new ls there anything particular you d like to mention about Susan In retation to these areas Working with numbers scientific facts theories or complex data Finding out about how things work Is there anything particular you d ike to mention about Susan In relation to these areas Total PFG Profiling for Success 19 V20130307 2003 2013 Team Focus Limited Page 62 PFS V20130307 ENE EIE NN E 77 E O Profiling for Success 2003 2013 Team Focus Limited Page 63 V20130307 2003 2013 Team Focus Limited Page 64 Appendix 3 Online Price list Profiling for Success Tests Ouestionnaires Online Price List m NO SET UP OR ANNUAL LICENCE FEE FOR ONLINE ACCOUNT m Minimum start up to open an account is 250 VAT available for your immediate use V20130307 Direct Data Entry Credits Online Admin Report Credits Typical Capability Cost Credit s 2 z i i H i 5 ba Decision Analysis Test DAT 8 Motivation amp Interests hi M EIQ Questionnaire EI
11. website www profilingforsuccess com main e the Client code Access code and Password they will need to enter when prompted e advice that the guestionnaire normally takes up to 25 minutes to complete and that it should be completed in a guiet environment free from distractions e the contact details for the administrator in case of any questions or issues in accessing the PfS system Reguirements of the PfS system As the CII is delivered via the PfS online assessment system administrators need to ensure that respondents have the necessary hardware and software to access the assessments In practice this is very rarely an issue as the PfS system has been developed to run on standard internet technology to make it as widely accessible as possible The reguirements for users of the PfS system clients administrators and respondents are e aPCor Mac with an internet connection dial up or broadband e a minimum screen resolution of 1024 by 768 e Internet Explorer Version 6 0 or later e Adobe Flash Player Virtually all modern computers will meet the reguirements When using Internet Explorer this will automatically check that the Adobe Flash Player is installed and if not prompt the user to install this Installation of Adobe Flash Player should take only a few seconds with a broadband internet connection and is completed without the need for any technical expertise on the part of the user When a respondent selects a PfS a
12. 0 Example careers not in any order Buyer Retail sales assistant Insurance salesperson Travel agent Marketing manager Telesales person Charity fund raiser Advertising account executiva Valuer Estate agent Antiques dealer Customer service rep Recruitment consultant Pub c relations officer Team leader Distribution manager Pensions adviser Supervisor Management consultant Accountant private practice Section leader Outplacement consultant Product demonstrator You can find out more about Enterprising occupations by using your local careers library The Careers Library Classification Indexes for this theme are Career Area CLCI Code Hospitality catering and other services Buying and selling and related services Finance and relisted work Denotes that jobs from a number of themes can be found in this career area PES Profiling for Success 4 V20130307 2003 2013 Team Focus Limited Page 39 ARTISTIC Artistic occupations have a strong expressive element and are concerned with creating or appreciating art drama music or writing Artistic work activities include composing writing creating designing cooking performing and e rd m personally because it includes occupations where people appreciate some kind of creative expression Your Score 6 Example careers not in any order Graphic designer Textile designer Croupier Fashion designer Actor musician Disc jockey Intenor designer Dancer Painter amp
13. 0 0 43 0 20 0 13 Enterprising 0 21 0 27 0 20 0 24 0 49 0 16 Conventional 0 04 0 28 0 02 0 17 0 08 0 31 B vest Realistic Investigative Artistic Social Enterprising Conventional Realistic 0 35 0 10 0 04 0 14 0 18 0 22 Investigative 0 10 0 45 0 10 0 02 0 14 0 17 Artistic 0 18 0 13 0 32 0 04 0 01 0 16 Social 0 02 0 24 0 04 0 17 0 03 0 07 Enterprising 0 14 0 08 0 00 0 02 0 17 0 13 Conventional 0 32 0 11 0 21 0 03 0 09 0 15 V20130307 2003 2013 Team Focus Limited Page 21 vsD Realistic Investigative Artistic Social Enterprising Conventional Realistic 0 10 0 14 0 05 0 12 0 13 0 15 Investigative 0 04 0 41 0 03 0 09 0 04 0 06 Artistic 0 07 0 19 0 28 0 01 0 02 0 21 Social 0 01 0 20 0 06 0 08 0 06 0 01 Enterprising 0 03 0 10 0 04 0 00 0 28 0 14 Conventional 0 14 0 00 0 19 0 04 0 09 0 18 CvsD Realistic Investigative Artistic Social Enterprising Conventional Realistic 0 45 0 17 0 13 0 06 0 25 0 10 Investigative 0 17 0 66 0 19 0 23 0 33 0 20 Artistic 0 17 0 08 0 68 0 30 0 29 0 06 Social 0 15 0 13 0 31 0 67 0 27 0 24 Enterprising 0 28 0 33 0 34 0 51 0 56 0 24 Conventional 0 23 0 41 0 17 0 41 0 28 0 59 Construct validity The following table shows the Pearson product moment correlations of the 6 CII Part A standard scores with the four scales of the Type Dynamics Inventory TDI simple continuous sc
14. Feedback on Susan s Skills and Abilities As part of her career development Susan would like you to give her some feedback on her skills and abilities A broad range of skills and abilities have been grouped into six career themes Please consider the skills and abilities below and give Susan a rating from 1 lowest to 5 highest for her level of skill or ability in each area using the scale below Needs developing Very good 1 2 3 4 5 For example if you think that Susan is very good at making things then you might consider giving a rating of 4 or 5 However if you think that her sporting abilities need some development you might give her a rating of 1 or 2 When you have completed the questionnaire please hand it back to Susan Realistic Tasks Working with har hands to make and construct things 2 Repairing or adapting technical or mechanical things 3 Working min animals plants or outdoor activities Physical activities such as sports or other outdoor pursuits Is here anything particular you d like to mention about Susan In retation to these areas Artistic Tasks Working with colour textures or designs Working at pulling things together to create something new ls there anything particular you d like to mention about Susan In retation to these areas Working with numbers scientific facts theories or complex data Finding out about how things work Is there anything particular yo
15. Our online system works the way you want to giving you the option of using the Cll at a time that suits your guidance and development needs controlling what reports are produced and who receives them LA teamfocus Em Designed for you The PfS assessment system can be readily tailored to your needs Company sponsored entry pages can be designed to reflect your branding and company logos included on reports Training required The CII is available to you if you are Level A trained or a qualified Teacher or Careers Adviser If you require training then join us on one of our Level A training courses which combine academic rigour with practical experience to build your skills as a confident user of a range of tests and assessments including the CII and the full range of PfS Reasoning Tests V20130307 LA teamfocus rrogave FI SIE Tear Focus Limited zrizg lossa 14 ridge toet Pirlo Seres re SLE EL Taal 028144338 E ceno cusienteamfoaus oc uk W ermt Taur Louk 2003 2013 Team Focus Limited Page 30 Appendix 2 Sample reports Administrators Report Career Interests Inventory Susan Sample p amp n a T a 21645 65 3555 E i focrproflingfosuz ces com f FOR SUCCESS W votaprofirmora cce EF V20130307 2003 2013 Team Focus Limited Page 31 Administrator s Report Career Interests Inventory Susan Sample This report describes Susan s responses to the Career Interests Inve
16. Single Use EIQ Questionnaire EIQ Paired Use Learning Styles Indicator LSI IS amp IS WANT Versions Type Dynamics Indicator TDI IS IS WANT Versions ia Teams and Relationships nagement Team Roles Indicator MTR i 9 rer Ideal Team Profile Questionnaire ITPQ 6 5 Admmistrator s d 1 E Relational Health Audit RHA Paired Use d i i Typical cost includes online access Administrators report the most popular reports Learning Sykes Indicator reports can also be generated from the Type Dynamics indicator ov A Commer Explorer Workbook ts aiso aviatie e designad for use wien trasrests Feedback Reports A Credits Sample reports are avatiable at www teamfocus couk knomedge base sample psychometric reportsphp Please note that 1 credit 1 iQ Tearn Focus Limited T 144 911628 637334 Hemzge House 3 Brege Stress E teer fousteanfes s coul tea mfocus Me denhzac Berkshire S 5 EL W ves teamfacus co uk FROM HES ros sacas 2003 2013 Team Focus Limited Page 65 V20130307 2003 2013 Team Focus Limited Page 66
17. Team Focus Limited Page 33 Susan was also asked to indicate how important values associated with each of the six occupational areas were to her Her responses are shown on this graph Responses are on a 10 point scale and higher scores indicate PFS Profiling for Success 3 V20130307 2003 2013 Team Focus Limited Page 34 SN Feedback Report CLCI Career Interests Inventory Susan Sample P Capers T 4s 271628 65 358 Etc prof lingfosuz zes com a FOR SUCCESS W ww Prof ora ELE cnt V20130307 2003 2013 Team Focus Limited Page 35 Feedback Report CLCI Career Interests Inventory Susan Sample Understanding your interests can be very valuable when deciding which jobs or careers may be most suitable for you This profile is designed to provide a starting point for thinking about your future career choices It wil not tell which of work be but it could to identify the types of work that skills and abilities Before reading this report please note the following points This report is based on your responses to the Career Interests Inventory Every effort has been made to ensure that this report gives an accurate reflection of your interests However like any questionnaire of this type the Career Interests Inventory contains a degree of error and so may not give a perfect description of your interests Because of this you may not fully agree with all of the descriptions given in this report
18. Working at pulling things together to create something new ls there anything particular you d like to mention about Susan In retation to these areas Working with numbers scientific facts theories or complex data Finding out about how things work Is there anything particular you d ike to mention about Susan In relation to these areas Total PFG Profiling for Success 7 V20130307 2003 2013 Team Focus Limited Page 60 PFS V20130307 ENE EIE NN E 77 E O Profiling for Success 2003 2013 Team Focus Limited Page 61 Feedback on Susan s Skills and Abilities As part of her career development Susan would like you to give her some feedback on her skills and abilities A broad range of skills and abilities have been grouped into six career themes Please consider the skills and abilities below and give Susan a rating from 1 lowest to 5 highest for her level of skill or ability in each area using the scale below Needs developing Very good 1 2 3 4 5 For example if you think that Susan is very good at making things then you might consider giving a rating of 4 or 5 However if you think that her sporting abilities need some development you might give her a rating of 1 or 2 When you have completed the questionnaire please hand it back to Susan Realistic Tasks Working with har hands to make and construct things 2 Repairing or adapting technical or mechanical
19. ain The model developed by Holland is at the core of a number of commercial interest guestionnaires and for example the current version of the SVIB the Strong Interest Inventory incorporates his six general occupational themes as does Holland s own Self Directed Search Holland 1994 It is also worth noting that the model is related to the Big Five personality dimensions and there is evidence for example of a link between the Social and Enterprising themes and Extroversion and between the Artistic and Investigative themes and Openness Costa McRae amp Holland 1984 Blake amp Sackett 1999 An additional and important observation is that Holland does not suggest that a person s occupational interests can be simply described using a single theme or egually that there are only six types of people in the world Rather he suggests that occupational interests can be defined in term of someone s interests with regard to all six career themes in descending order of interest It s also the case that some combinations of interests especially those next to each other in the hexagonal model e g Realistic and Investigative are more likely to occur than others e g Realistic and Social Hypothetically the use of all six themes which can of course appear in any order would result in a large number of different combinations And so it is more usual to consider the two or three highest scoring themes and to use these to identify the main oc
20. ales EI SN TF JP Realistic 0 03 0 08 0 17 0 01 Investigative 0 21 0 09 0 40 0 12 Artistic 0 01 0 18 0 27 0 15 Social 0 50 0 14 0 35 0 08 Enterprising 0 44 0 08 0 03 0 10 Conventional 0 04 0 22 0 13 0 34 Shaded cells are significant at p lt 0 05 It can be seen that of 24 coefficients computed 10 coefficients are significant at p lt 0 05 Of these virtually all are in line with expectation For example e respondents who score highly on CII Investigative tend to show preferences towards Introversion and Thinking e respondents who score highly on CII Artistic tend to show preferences towards Intuition and Feeling e respondents who score highly on CII Social tend to show preferences towards Extraversion and Feeling V20130307 2003 2013 Team Focus Limited Page 22 e respondents who score highly on CII Enterprising tend to show preferences towards Extraversion e respondents who score highly on CII Conventional tend to show preferences towards Sensing and Judgement The only statistically significant relationship which is not easily interpretable in terms of a priori expectations is that between CII Realistic and TDI Feeling V20130307 2003 2013 Team Focus Limited Page 23 V20130307 2003 2013 Team Focus Limited Page 24 Section Eight Normative data Normative data is available from a sample of 394 respondents in a careers guidance setting who to
21. aps because they share related interests A trained Careers Adviser will be able to help you recognise the differences in your themes compared to the occupations that come up tis likely there may be occupations listed that you ve newer heard about and some of the examples listed here may sound strange to you Don t reject occupations unbi you really know what they are about The key to finding an occupation that really suits you is to see how it fits n other words a good one will draw on your interests your personality you values what s important to you and motivations PES Profiling for Success 2 V20130307 2003 2013 Team Focus Limited Page 37 Your reported level of interest in each of the six occupational themes is shown in the graph below Scores on each theme can range from 0 to 10 Higher numbers indicate greater interest in the theme After the graph each of the occupational themes is described in more detail Your Reported Preferences PES Protmng for Success 3 V20130307 2003 2013 Team Focus Limited Page 38 ENTERPRISING Enterprising occupations are concerned with business and leadership They seek to attain personal or organisational goals or economic gain Work activities include selling marketing managing influencing persuading directing and manipulating others Being self employed running your own business falls into this category as does work in politics Your Score 1
22. cupational interests The Holland model is used in the CII because it represents the most robust and well researched approach to understanding occupational interests V20130307 2003 2013 Team Focus Limited Page 7 V20130307 2003 2013 Team Focus Limited Page 8 Section Three Ouestionnaire development The initial development of the CII took place between 2001 and 2003 and was a result of a cooperative venture between Team Focus and the Sussex Careers Service To ensure adeguate coverage of Holland s six occupational themes and the world of work in general the items for the interests inventory were developed through a number of distinct stages The first stage involved a review of an interests inventory based on the Holland themes which had previously been developed by staff at Sussex Careers Service Secondly experienced careers advisors at Sussex Careers and another careers organisation generated lists of activities and main job areas under each of the six themes Finally sets of job titles generated from the DfEE s Odyssey database were associated with each of the 6 themes and 111 trial items were then written in both standard and ipsative format The trial guestionnaire was administered to several samples of career guidance clients in schools and colleges and the resulting data was subjected to item analysis After modification of item content guided by the results of the item analysis a second round of trialling follo
23. decorator Sign writer Entertainer Dressmaker Jeweller Web site designer Cook Fashion stylist Film extra Window dresser Hairdresser Sports centre assistant Photographer You can find out more about Artistic occupations by using your local careers library The Careers Library Classification Indexes for this theme are Career Area CLCI Code Art and design Teaching and cultural activities Entertainment Denotes that jobs from a number of themes can be found in this career area PES Profiling for Success 5 V20130307 2003 2013 Team Focus Limited Page 40 CONVENTIONAL information numbers or machines to meet organisational demands and standards Work activities include setting up procedures maintaining orderly routines organising operating accounting and processing Your Score 6 Example careers not in any order Bamster Trade union official Solicitor Medical secretary Legal executive Farm secretary Court administrator Database administrator Police officer Accounts clerk Prison governor Messenger Probation officer Secretary Local government administrator Library assistant Civ servant executive officer Filing clerk Word processor operator Computer operator Talephonist Switchboard operator Photocopier operator Telephone booking clerk Data entry clerk You can find out more about Conventional occupations by using your local careers library The Careers Library Classification Indexes for th
24. e particularly beneficial to respondents who need time to reflect on their report before discussing it Providing that the administration has been conducted thoroughly and respondents understand the purpose of the assessment and how it will be used there should be no issues in reports being sent directly to respondents If respondents do however seem particularly sensitive to feedback careful consideration needs to be given to whether reports should be sent directly to the respondent or introduced by the reviewer as part of the review session The purpose of a review session whether conducted face to face or via the telephone or Skype is to ensure that the respondent clearly understands the meaning of their results and is satisfied with the assessment experience and to explore possible implications of the results To reach this goal it is important that the review session is seen as a chance for information to be shared between the respondent and the reviewer not simply for the reviewer to provide the guestionnaire scores For this process to be successful it is vital that all reviewers have received appropriate training and are themselves familiar with the CII model and the nature of its reports General guidelines for conducting review sessions are given below These guidelines should be seen as identifying the main points that need to be covered and giving suggestions about the structure of the review session and appropriate guestioning strateg
25. e 5 V20130307 2003 2013 Team Focus Limited Page 6 Section Two Measurement of interests The scientific assessment of interests dates back to the 1920s with the publication of the Strong Vocational Interest Blank for Men SVIB see Strong 1935 This was a guestionnaire which asked about a person s likes and dislikes and compared these to the pattern produced by people employed in a range of different occupations This was followed in the 1930s by a guestionnaire based on the work of Kuder see Kuder 1977 which not only used a more elaborate design but also introduced 10 scales that helped to define the world of work e g outdoor mechanical scientific artistic and so on The approach of Strong and Kuder was based on systematic empirical observations rather than any theory Indeed arguably it was not until the work of Holland in the 1950s that there was a clear theory underpinning occupational interests Holland 1996 1997 Holland argued that behaviour is driven by a mixture of individual attributes including personality and interests and that occupational choice a form of directed behaviour is a product of these factors And it was through gathering data on personality and interests that he developed his now well known hexagonal model of occupational interests This incorporates six scales or themes Realistic Investigative Artistic Social Enterprising and Conventional that elegantly define the occupational dom
26. e respondent should be brought into the review session as early as possible This can be done through asking them about their experiences of the guestionnaire immediately after the brief introduction e g How did you find completing the questionnaire or Tell me about your experience of completing the questionnaire Throughout the review session open questions should be used wherever possible as this will encourage the respondent to provide more information and make the review more balanced In a balanced review session the respondent should contribute at least as much as the reviewer to the discussion if not more e The next stage will usually involve discussion of the actual questionnaire profile There is no set order in which the CII scales have to be reviewed If previous discussions with the respondent have identified specific areas of interest the discussion may focus on these and spend less time on other areas An alternative strategy is to ask the respondent to identify any areas where the questionnaire has revealed surprising results and start by exploring these e The Cll is primarily a tool to stimulate personal development and insight and so the next stages in the development process need to be the focus of the final part of the review Both parties should mutually agree a way forward Points that may be included are how the issues that have been discussed will be captured what actions the respondent has agreed to and time scales
27. er Interests Inventory is not the definitive guide to your career It provides a starting point that suggests some areas of work that might suit you The next step is for you to find out more about the areas of work highlighted by your responses to the Career Interests Inventory You can find out more by Visiting your local Connexions or careers centre Visiting a careers library Conducting your own research on the internet Consulting an independent Careers Adviser Connexions or Careers Centre There will be a local Connexions or careers centre in your area Ested in the Yellow Pages under Careers Advice Connexions or careers centres are designed specifically to provide you with information and advice about possible jobs and careers They provide a careers library holding extensive up to date information on all types of work You can arrange an interview with a qualified Careers Adviser or see your Personal Adviser if you are at school Some people find interviews particularly useful as they can provide advice that is relevant to you by taking into account your work experience qualifications etc If you have a careers interview it may be worth taking your Career Interests Inventory report and Career Explorer booklet with you Careers Library Information on different careers is organised by a special system known as the Careers Library Classifcabon Index CLCI This is designed to make information easy to find and also to b
28. g and Related Services O Sciences Mathematics and Related Work U Construction and Land Services W Animals Plants and Nature Similar occupations are grouped into farniles or sections which each have a main title or heading and a letter to make them easily identifiable This classification system enables you to find information on a number of similar or related careers in the same section So by looking in the section or sections suggested in your Career Interests Inventory you can get ideas about related work that you may not have considered For example if your Career Interests Inventory report has suggested that you are interested in Conventional occupations and you enjoy subjects such as maths you might be interested in finding out more about work under Finance and Related Work CLC code N You could then look up careers under code N in the careers library Alternatively if you know that you are interested in a career in accountancy looking up accountancy in the CLC booklet gives you a reference code NAB This is the specific code you need to find information on accountancy in the careers library The first letter of the code relates to the general section from the above list we see that N is Finance and Related Work The second two letters are to pinpoint where accountancy is filed in this section The information under the NAB code will tell you about the different types of accountancy training t
29. hat exist It will also tell you about other types of work related to finance banking building society work insurance pensions commodity broking the stock exchange etc This provides you with the information to think about related careers which you may not have considered PES Profiling for Success 3 V20130307 2003 2013 Team Focus Limited Page 46 When finding out more about any job or career write a summary of your findings under the following headings What is the purpose of the job What are the major responsibilities What qualifcations and skills will need woe a a eee Possible impact on my lifestyle e g working unsociable hours What further training may need for progression in this job Where can find out more e g addresses of employers professional bodies PFS Profiling for Success V20130307 2003 2013 Team Focus Limited Page 47 Module 2 Getting Feedback on My Skills and Abilities Introduction To help you understand more about your skills and abilities it is useful to ask other people what they think Atthe end of this document you wil find three copies of a questionnaire entitled Feedback on Susan Sample s Skills and Abilities Give a copy of this questionnaire to several people who know you well and ask them to fill it in You should select a range of people to complete the questionnaires parents teachers good fiends and employers You can photocopy
30. he computer industry Artistic Jobs which fall into this area have a strong expressive element and are concerned with creating or appreciating art drama music or writing Artistic work activities include composing writing creating designing cooking performing and entertaining This theme is not necessarily about having an interest in painting or drawing personally because it includes occupations where people appreciate some kind of creative expression Social Jobs which fall into this area involve working with people in a helpful or facilitating way They are concerned with human welfare and community services Work activities include caring teaching and educating treating helping listening counselling and discussing NOTE Teaching occurs across most of the themes but each one tends to attract people with an interest in that theme So realistic teaching incorporates hands on or technical type activities whereas social teaching is more concerned with the interpersonal and pastoral elements Enterprising Jobs which fall into this area are concerned with business and leadership They seek to attain personal or organisational goals or economic gain Work activities include selling marketing managing influencing persuading directing and manipulating others Being self employed running your own business falls into this category as does work in politics Conventional Jobs which fall into thi
31. idance on how to conduct effective administration whether in person or remotely Details on the actual process of administration are also included along with the technical reguirements of the PfS system Administration process There are three options for administering the CII e completion with an administrator present who gives the introduction e independent completion after a prior face to face or telephone introduction by an administrator e independent completion after receiving an introduction via email or letter from an administrator The guestionnaire does not necessarily reguire an administrator to be present and has been developed and trialled accordingly Full instructions are given at the beginning of the guestionnaire along with examples to ensure that the respondent understands how to indicate their responses and use the response scale Whilst completing the guestionnaire respondents can also see a summary of the instructions at any time they wish Although an administrator does not need to be present at the time of completion it is essential that the personal aspect of administration is not underestimated Nor should it be assumed that the instructions given with the guestionnaire are sufficient in themselves Good administration whether in person by phone or via letter or email is key to getting the buy in of the respondent to the assessment process This in turn will enhance the validity of the assessment profile th
32. ies They do not set out to provide a set formula that must be followed e As with administration good preparation is essential for review sessions A suitable room free from disturbances should be used Reviewers should familiarise themselves with the respondent s results the CII scales and how they may want to introduce the CII model as a way of supporting the interpretation Reports should be sent out to respondents in good time before the review session if they have not received them directly from the Profiling for Success assessment system V20130307 2003 2013 Team Focus Limited Page 17 e The review session should begin with the reviewer introducing themselves and providing a brief overview of the review session ideally there will have been prior contact but it can be useful to go over these points again Useful information to offer includes clarifying the overall purpose of the session and how the guestionnaire will assist in achieving that purpose lt is also useful to clarify the approximate length of the session issues around confidentiality and what will happen to the questionnaire results e Both parties need to agree on what they want to get out of the review session and be clear on how the profile will be used before working through the report Such agreement will ensure a common purpose to the review encourage rapport and reduce the chance for misunderstandings e To encourage a balanced discussion from the outset th
33. improve your skills and ab ties in these areas over the next few months Think about your experience of work What activities do you think you do well and what activities do you find more difficult Do these match the ratings on the graph Think about how your ratings of skills and abilibes compare to your interests Are your skills and abilities highest in the work areas you are most interested in or not If there are differences you may need to think about improving your skills or gaining more knowledge in some of these areas Are your rangs for your own skills and abilibes similar to those others have given you Where are the biggest differences who has given you these ratings and why do you think they have done this Talk to ee ar seruum s Aen inpet apa a c remember to talk to people who have given you both higher and lower ratings than you have given yourself in PES Profiling for Success V20130307 2003 2013 Team Focus Limited Page 48 My skills and how others see me Now you have completed the graph of your skills and abilities you should have a better understanding of your strengths Look back st the graph and consider the following How you see your own skills The differences between how you see your skiis and how others see them Possible reasons for the differences between your views and how others see you Now use the worksheet on the following page to write some notes about your skills and abilibes
34. is theme are Career Area Armed forces Administrabon business clencal and management Law and related work Security and protective services Finance and related work CLCI Code Denotes that jobs from a number of themes can be found in this career area PES Profiling for Success V20130307 2003 2013 Team Focus Limited Page 41 INVESTIGATIVE mers pa mn IE NE TT br medical or academic establishment or in the computer industry Your Score 4 SOCIAL Social occupations involve working with people in a helpful or facilitating way They are concerned with human welfare and community services Work activities include caring teaching and educating treating helping Estening counselling and discussing NOTE Teaching occurs across most of the themes but each one tends to attract people with an interest in that theme So realistic teaching occupations tend to attract people to hands on or technical type teaching roles Social occupations attract people who have a prime interest in the educational aspects of teaching per se Your Score 4 REALISTIC Realistic occupations are practical occupations that usually require physical or manual activity They include skilled and technical trades and some of the service occupations They generally have a hands on element and may involve working outdoors Reakstic work activities may involve using tools equipment and machinery building and repairing things and
35. ntory It has been designed as a summary and is suitable for gi Responses to the Career Interests Inventory are summarised in four graphs Interests normative interests ipsative Skills and Abilities and Values ume Susan s level of interest in each of the six occupational areas Realistic Investigative Artistic Social and Conventional with the level of interest previously reported by a comparison group Scores can range from 1 to 10 with higher scores indicating higher levels of interest On the graph below Susan s responses have been compared to the following group General Population PES Profiling for Success 1 V20130307 2003 2013 Team Focus Limited Page 32 Susan was presented with pairs of jobs or activities associated with different occupational themes and asked to indicate which she preferred This graph shows Susan s preferences for occupations related to each of the six areas Scores can range from 0 to 10 with higher scores indicating higher levels of interest Susan was asked to give an estimate of her skills and abilities in each of the six occupabonsl areas Her responses are shown on this graph Responses are on a 20 point scale and higher scores indicate greater estimates of skill or ability Note in the Career Explorer workbook there are questionnaires for others who know Susan to give her feedback on her skills and abilities PES Profiling for Success 2 V20130307 2003 2013
36. o go about achieving them To help you clarify your goals it is a good idea to make an Action Plan An Action Plan is a list of Your current objectives for the future What you need to do to achieve your objectives Ideas about who or what could help you achieve your objectives or where to find help A dear picture of what action you need to take that is what you have to do to mest your objectives with target dates An Action Plan should be Specific pinning down your aims will help you to be clear about what action to take Measurable being able to see and measure your progress will help you to set further gosls Achievable setting small achievable tasks will encourage you to progress and will build towards your larger goals Realistic being realistic about what vou can achieve is important in making progress There is no point setting yourself career aims which do not match your abilities qualifications interests and personality Timed setting yourself a timescale for each part of your Action Plan will help motivate you to make progress Being realistic here is important too PES Profiling for Success 12 V20130307 2003 2013 Team Focus Limited Page 55 What I need to do to achiove my career objectives PES Profiling for Success 13 V20130307 2003 2013 Team Focus Limited Page 56 PES Profiling for Success 14 V20130307 2003 2013 Team Focus Limited Page 57
37. ok the guestionnaire between February 2002 and February 2003 The age and sex distribution of the sample were as shown in the following tables Age Percent 14 20 67 51 21 30 7 87 31 40 10 41 41 50 8 63 51 60 4 06 gt 60 0 76 Sex Percent Male 39 75 Female 59 75 The raw score to STEN conversion table is shown on the following page V20130307 2003 2013 Team Focus Limited Page 25 Raw score to STEN score conversion table raw score Realistic Investigative Artistic Social Enterprising Conventional 0 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 3 1 1 1 1 1 1 4 1 1 1 1 1 1 5 1 1 1 1 1 1 6 2 2 1 1 2 2 7 4 3 3 2 3 3 8 5 4 4 3 4 4 9 6 5 5 4 5 5 10 7 6 5 5 6 5 11 7 6 6 5 6 6 12 8 7 7 6 7 7 13 9 7 7 7 7 7 14 9 8 8 7 8 8 15 10 9 8 8 8 8 16 10 9 9 9 9 9 17 10 10 10 10 10 10 18 10 10 10 10 10 10 V20130307 2003 2013 Team Focus Limited Page 26 References Blake R J and Sackett S A 1999 Holland s Typology and the Five Factor Model A Rational Empirical Analysis Journal of Career Assessment 7 3 249 279 Costa P T McCrae R R and Holland J L 1984 Personality and vocational interests in an adult sample Journal of Applied Psychology 69 390 400 Holland J L 1994 The self directed search Professional users guide Odessa Psychological Assessment Resources
38. on Seven Technical data sesse se sees ee ee se u 19 Section Fight Normative data iet ske cana canada ina aaa Cann paa anca nada un 25 OS R 27 Appendix 1 Product SYMOPSIS sccessccessccessecessecessecessesessecessesessesessesessesessesessesessesetsecessesessecessesessesersesesseeersesers 29 Appendix 2 Sample reports Eed 31 Appendix 3 Online Price list EE EE Penis aa ia a aa aaa 65 V20130307 2003 2013 Team Focus Limited Page 3 V20130307 2003 2013 Team Focus Limited Page 4 Section One General introduction The Profiling for Success PfS Career Interests Inventory CII is an innovative assessment of career interests offering e an exploration of interests competencies and work styles based on a unifying model of vocational preferences e normative and ipsative interpretation of interests e flexible administration and reporting fully controllable by PfS users e attractive design to engage respondents and enhance the assessment experience e short completion times without compromising reliability e comprehensive range of reports and workbooks can be e mailed immediately to both client and or respondent The questionnaire is an engaging self report instrument for those starting the career exploration process It is aimed at younger people or others with minimal work experience The CII acts as a catalyst at key decision points guiding choices through enhancing self understanding and encouraging explora
39. or those starting the career exploration process Aimed at younger people or others with minimal work experience the Cll acts as a catalyst at key 3 Team Focus limited T 44 N 28555238 Vzrizzgz lossa 14 ridge toet E cxnizcusi iteamfoaus oc ok teamfocus Fiji Rer ay re SLE EL Wi vee zeru tok rrogave PIR SIE V20130307 2003 2013 Team Focus Limited Page 29 Product The CII acts as a focus for career exploration Respondents are encouraged to widen their personal exploration by looking at how their competencies and work styles relate to their interests so setting an agenda for potential development CII reports encourage research into potential careers containing links to careers libraries and a range of online resources for further reflection on the CH results so supporting respondents through the first stage of their Advanced analysis and reporting The CII comes with a range of report options for reports contain full summaries of the data from each section of the CII Respondents narrative reports provide career areas to explore guidance on research jobs and links to further resources A workbook option is also available for respondents giving them a structured approach to their career exploration For users of the paper based Cll responses are computer scored through the PfS data entry facility giving access to the full range of reports available from the online assessment The online advantage
40. or work related to nature agriculture and animals Your Score 0 What next The results from the Career Interests Inventory should have identified a number of job areas that you may be interested in It is now important to find out more about these jobs by looking up information in the suggested CLCI categories in a careers library It is also important to for you to consider other factors that may influence your choice of career such as your skills and values The Career Explorer workbook that sccompanies this report will help you explore these areas and plan what you need to do next Dato testod 30 4 2010 Copyright Profiling for Success PES Profiling for Success 7 V20130307 2003 2013 Team Focus Limited Page 42 Career Explorer Report CLCI Career Interests Inventory Susan Sample P Capers T 4s 271628 65 358 Etc prof lingfosuz zes com a FOR SUCCESS W ww Prof ora ELE cnt V20130307 2003 2013 Team Focus Limited Page 43 Career Explorer CL CI Career Interests Inventory Susan Sample Career Explorer offers you an opportunity to explore the factors that can influence your career choice This booklet contains a number of activities to help you find out more about yourself and possible jobs The activities are contained in five modules PFS Profiling for Success 1 V20130307 2003 2013 Team Focus Limited Page 44 Module 1 Finding Out More The Care
41. ormal face to face session Conducting a review session The results from the CII should always be reviewed with the respondent As with the output from any psychometric assessment the profile should be treated as a starting point for further exploration and clarification Without adeguate review the respondent may over interpret the results and place greater emphasis on their validity than is warranted The review session therefore allows the respondent an opportunity to challenge the results in the report and find a balance between their results and personal perceptions that allows them to move forward in their development Further although the guestionnaire is generally positively worded the review also allows clarification of any issues ensuring that misunderstandings on the part of the respondent do not occur The exact format of the review will depend on the purpose of assessment and how the results are to be used It is recommended that the review is conducted face to face though a telephone or Skype review may be acceptable in some circumstances The reviewer will need to decide whether a report is sent directly to the respondent when setting up the access code for the CII Receiving the report ahead of the review session will give the respondent time to read and start to work through it to identify issues that are particularly pertinent to them This process will give more time for discussion during the review session and is likely to b
42. roaden your search by relating similar areas or famibes of work A CLC booklet or poster will be available in the careers library explaining the system and codes A careers library will also usually have a number of reference books One of the most widely used is Occupations which contains detailed information on a very wide variety of careers including entry qualifications and training This publication is updated annually You will also find reference books on further and higher education working abroad working for yourself voluntary work and advice on making subject choices qualifications job applications and interviews You wil find that some information is for reference only in the careers library although you may be allowed to Photocopy some material Other information may be available on loan You can also find more information at the following website www connexions direct com jobs4u home c m PES Profiling for Success 2 V20130307 2003 2013 Team Focus Limited Page 45 The Careers Library Classification Index CL CI B Armed Services C Administration Business Clerical and Management E Art amp Design F Teaching amp Cultural Activies G Entertainment A Leisure Hospitality Catering and Other Services J Health amp Medical Services K Social amp Related Services L Law and Related work M Security and Protective Services N Finance and Related Work O Buying Sellin
43. rough putting respondents in the appropriate mindset and encouraging open and honest responding An introduction to the CII should include the following points whether delivered in person by the administrator or otherwise e the reason the respondent is being asked to complete the questionnaire e abroad description of what the questionnaire assesses possibly including an overview of the CII model though there is no need to include a detailed description of each scale e the importance of being as honest as possible when completing the questionnaire V20130307 2003 2013 Team Focus Limited Page 13 e guidance that the CII is untimed but typically takes up to 25 minutes to complete Respondents should work through at their own pace but be advised that sometimes spending a long time pondering the guestions can make it more difficult Whilst first answers are not necessarily the best since they may reflect some habitual response rather than a carefully considered one they can provide a useful starting point for exploring a person s value system e an explanation of how the respondent will receive their CII report and how this will be used e adescription of how the profile will be stored and who will have access to it When an administrator will not be present whilst the respondent completes the guestionnaire the following information should also be given e the URL to which the respondents go for address for access to the PfS
44. s area are concerned with organisation data and finance They involve working with information numbers or machines to meet organisational demands and standards Work activities include setting up procedures maintaining orderly routines organising operating accounting and processing V20130307 2003 2013 Team Focus Limited Page 12 Section Five Ouestionnaire administration The Cll is part of the Profiling for Success PfS online assessment system developed by Team Focus To use the guestionnaire clients have to open a PfS account which allows clients to manage all aspects of the assessment and reporting process For information on opening and using a PfS account please contact Team Focus contact details are given at the front of this User s Guide Effective administration is important if the CII is to provide valid information With the PfS online assessment system assessments may be completed after a personal introduction from the administrator or after the respondent has been informed about the assessment by other means such as email or a letter Whichever administration process is used it is essential that respondents understand why they are being asked to complete the guestionnaire and how the information they provide will be used for their benefit This ensures buy in to the assessment and so encourages honesty and openness from respondents In this section options for administration are described along with gu
45. ssessment for completion the whole assessment is downloaded before it begins This may take a short time with a dial up connection up to one minute for some assessments but with a broadband connection it will take only a few seconds V20130307 2003 2013 Team Focus Limited Page 14 It is not necessary for the internet connection to be maintained once an assessment has been downloaded However the internet connection does have to be active when the assessment results are submitted Information about the need for respondents to be actively connected to the internet for their results to be recorded is displayed at the end of the assessment Paper based administration The CII can also be delivered in hard copy In this case whilst responses are recorded on an answer sheet the information can subseguently be used as input for the PfS report generation system This means that the same range of reports is available to those who use a guestion booklet and answer sheet as to those who opt for online administration V20130307 2003 2013 Team Focus Limited Page 15 V20130307 2003 2013 Team Focus Limited Page 16 Section Six Conducting a review session A range of reports is available to support the review session and samples are provided at the end of this guide However whichever respondent report is used to supplement the administrator s report best practice suggests that the results of the guestionnaire are considered in a f
46. t Likert scale e g How important is it for you to be in a work environment where you can use your hands to do something practical V20130307 Not important Moderately important Very important 2003 2013 Team Focus Limited Page 11 These generate mean raw scores for each scale Interest scales The interest scales themes covered by the guestionnaire are described below The sections on skills and style values motivation are based on the same six scales Realistic Jobs which fall into this area are practical occupations that usually reguire physical or manual activity They include skilled and technical trades and some of the service occupations They generally have a hands on element and may involve working outdoors Realistic work activities may involve using tools eguipment and machinery building and repairing things and or work related to nature agriculture and animals Investigative Jobs which fall into this area are concerned with finding out about things They centre on science medicine social concerns theories ideas and data with the aim of understanding predicting or controlling these things Investigative work activities have a strong analytical element and include researching exploring observing evaluating analysing learning and solving abstract problems This may be in a laboratory medical or academic establishment or in t
47. terests relative to each other and provide a basis for moving the review forward And of course the interplay between ipsative and normative can also highlight how someone s personal ipsative hierarchy can be influenced by comparison with an external normative reference The two ways of looking at the results can provide the basis for quite different yet equally useful interpretations V20130307 2003 2013 Team Focus Limited Page 18 Section Seven Technical data Descriptive statistics based on a sample of 5843 respondents Descriptive statistics for Part A raw scores and Part B ipsative scores are shown in the following table Scale Mean Std Dev RAW SCORES Realistic 9 71 2 56 Investigative 10 94 2 74 Artistic 10 41 2 71 Social 11 61 2 51 Enterprising 11 12 2 67 Conventional 9 92 2 92 IPSATIVE Realistic 2 66 1 35 SCORES Investigative 2 41 1 37 Artistic 2 30 1 29 Social 2 65 1 15 Enterprising 2 62 1 19 Conventional 2 35 1 33 Descriptive statistics for raw scores for Parts C and D are shown in the following table Mean Std Dev Minimum Maximum PART C Realistic 8 62 2 60 3 15 Investigative 13 25 3 51 4 20 Artistic 12 76 3 57 4 20 Social 14 01 3 70 4 20 Enterprising 13 37 3 44 4 20 Conventional 14 66 3 40 4 20 PART D Realistic 7 23 1 72 2 13 Investigative 8 97 2 93 3 15 Artistic 10 49 2 81 3 15 Social 11 07 2 78 3 15 Enterprising
48. these or print out more if you need to When a questionnaire has been completed add up the total score for each section divide this score by 2 halve it and put this is the Total box Then plot the total scores for each section on the graph on the following page and connect up the scores with a Ene Repeat this process for each person who has rated your skills and abilibes The scores you gave yourself are already plotted on the graph On the questionnaire there is space for people to write something special about your skills and abilities in each area Although these comments cannot be put on the graph they are still valuable and you should take me to consider what people have said about you Using the Graph of Skills and Abilities The completed graph shows ratings of your skills and abilities in six career areas Realistic Investigative Artistic Social Enterprising and Conventional Here are some ideas about how you can use this graph Look at the areas where you have the highest ratings for skills and abili es Think about the types of work where you could best use these skills and abilities using a careers library may be helpful here Find out more about the jobs you are most interested in Look at the areas where you have the lower ratings for skills and ab ties Are any of these areas important for the types of work you would like to do If so draw up an Action Plan See Module 5 setting out how you could
49. tion of the world of work Using Holland s model of vocational preferences each preference is examined from three perspectives so giving a rich and stimulating source of information for exploration of potential career areas e interests a normative and ipsative assessment of interests giving alternative benchmarks for interpretation e competencies self report of key work related skills and abilities e work styles an assessment of preferred working styles The CII acts as a focus for career exploration Respondents are encouraged to widen their personal exploration by looking at how their competencies and work styles relate to their interests so setting an agenda for potential development CII reports encourage research into potential careers containing links to careers libraries and a range of online resources for further information Prompts also encourage critical reflection on the CII results so supporting respondents through the first stage of their career decision making The CII comes with a range of report options for administrators and respondents Administrators reports contain full summaries of the data from each section of the CII Respondents narrative reports provide career areas to explore guidance on research jobs and links to further resources A workbook option is also available for respondents giving them a structured approach to their career exploration V20130307 2003 2013 Team Focus Limited Pag
50. u d ike to mention about Susan In relation to these areas Total PFG Profiling for Success 15 V20130307 2003 2013 Team Focus Limited Page 58 PFS V20130307 ENE EIE NN E 77 E O Profiling for Success 2003 2013 Team Focus Limited Page 59 Feedback on Susan s Skills and Abilities As part of her career development Susan would like you to give her some feedback on her skills and abilities A broad range of skills and abilities have been grouped into six career themes Please consider the skills and abilities below and give Susan a rating from 1 lowest to 5 highest for her level of skill or ability in each area using the scale below Needs developing Very good 1 2 3 4 5 For example if you think that Susan is very good at making things then you might consider giving a rating of 4 or 5 However if you think that her sporting abilities need some development you might give her a rating of 1 or 2 When you have completed the questionnaire please hand it back to Susan Realistic Tasks Working with har hands to make and construct things 2 Repairing or adapting technical or mechanical things 3 Working min animals plants or outdoor activities Physical activities such as sports or other outdoor pursuits Is here anything particular you d like to mention about Susan In retation to these areas Artistic Tasks Working with colour textures or designs
51. u need to take in order to achieve your career goals You can then embark on a course of action Action Planning is important throughout your working Efe not only when you make an initial career choice but also if you decide to have a change of career direction The word career can sound daunting but just means a job profession or area of work that someone does for a period of time Within one career a person may work for a number of different employers over time Most people have several different careers during the course of their ing ie The concept of a Job for life where people worked for the same employer for all or most of their working life is a thing of the past The employment market has changed as our knowledge technology and lifestyles have changed and people have had to be flexible and adapt to the changing employment market People now expect to work for a number of employers during their working fife and possibly to have several changes of career either through personal choice or circumstance Developing a Career Action Plan Having completed the Career Interests Inventory you should have a better understanding of your interests values and skills and ab ties in relation to work education and training You should also have a Est of possible careers or areas of work that appear to match your strengths and weaknesses The next step in career decision making is to identify your goals and then to investigate ways t
52. wed which resulted in further adjustment of items and the selection of the final set of 51 items for Parts A and B of the guestionnaire see the next section for a description of Parts A B At this stage items were developed and refined for Parts C and D of the guestionnaire The purpose of these latter sections of the guestionnaire was to provide respondents with a simple self report mechanism which would help them relate the results from the main guestionnaire to their perceived strengths and to the work values which were important to them personally The resulting standardisation version of the test was then administered to 394 subjects in a careers guidance setting in order to obtain normative data During the development of the guestionnaire items the reports which would be generated by the PfS system were also developed The Feedback report summarises the respondent s results on the normative and ipsative parts of the guestionnaire and then provides lists of example careers and Careers Library Classification Indices for each of the career themes At a later stage both Careers Library Classification Index CLCI and Connexions Resource Centre Index CRCI versions of the reports were developed In addition the CII Career Explorer Report was developed in the form of a workbook to allow respondents to explore the relationships between the different scores from the CII and to provide a means of helping them to organise their career decisions
53. xagon model as shown below Themes adjacent to each other on the hexagon have more in common with each other than those opposite For example Realistic occupations have more in common with Conventional and Investigative occupations than they do with Social Enterprising and Artistic occupations Conventional People tend to be happier and more productive doing jobs they find interesting and working with people with similar interests Research shows that certain occupational groups tend to attract people with similar interests personalities and ways of to situations So matching your personality and preferences to a type of work environment is a good place to There are over 20 000 occupations in existence so each theme only begins to scratch st the surface of your quest for greater clarity in your next career move It is therefore important that you review these findings with a qualified Careers Adviser or a Personal Adviser at some point because they can take you through the implications of your report Please do not get hung up on specific job labels each therne helps to describe the nature of the interest implicit in the occupations given as examples The occupations cited also attract varying degrees of educational standard so some would require college or degree ucstion whilst others require less in the way of qualifications and more on the job training coupled with the right attitude Some of the themes will have occupational overl
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