Chapter 8

Career and Understanding Students own self

After reading this chapter, you should be able to:
Explain the career path and other related terms
Explain the concept of lifestyle based on several theories
Relate lifestyle with career choices;
Clarify the role of interest in future career planning;
Compare and contrast between different types of career interest test;
Explain the role of values in future planning and career
dentify the value of a career in career selection
http://www.kent.ac.uk/careers/Choosing/career-choice-theories.htm
7.0 Introduction
Everyone will encounter different barriers, challenges, and decisions! Career
exploration is a never"ending process! #he more a student learn about themselves and
the outside world, the more they will want to re"evaluate their values, s$ills, and
interests! %ou will learn on how children build their concept of life style and how it helps
them in their career! %ou need to understand what lifestyle is, and then loo$ at the
relationship between the concept of building a career and a lifestyle!
8.1 Common Human Deelopment !odels
#hese include but are not limited to
&! !aslow '&()*"&(+),: Abraham -aslow is best $nown for his developmental
theory of human motivation! As a humanistic psychologist, -aslow believed that
actuali.ation of one/s inherent potential was the driving force of human
personality! 0ne must satisfy lower level basic needs before progressing on to
meet higher level growth needs! 0nce these needs have been reasonably
satisfied, one may be able to reach the highest level called self"actuali.ation!
-aslow placed self"actuali.ation into a hierarchy of motivation or his famous
1hierarchy of needs!2 3elf"actuali.ation is identified as the highest drive but
before a person can turn to it, he or she must satisfy other lower motivations li$e
physiological, safety, social and esteem needs, respectively! For example: A
homeless youth client will need assistance in finding secure housing before
being referred to a career decision making program, in Maslows view.
REA4 the basics of -otivation theory for a more in"depth loo$ at
-aslow/s theory of motivation and its relationship to 5er.berg/s wor$
on 6ob satisfaction!
7! S"inner '&()8"&((),: 9!:! 3$inner is recogni.ed as a leader in the
field of behaviourist theory! ;ery simply put, 3$inner believed that
changes in behaviour are the result of an individual/s response to
events 'stimuli, that occur in the environment! #he response or
behaviour produces a conse<uence and the nature of the
conse<uence either reinforces or wea$ens the probability of the
behaviour occurring again! 3o if you wish to alter someone/s
behaviour, you reinforce the behaviour you want people to do again
and ignore or punish the behaviour you want people to stop
doing! Example: =sing verbal praise and other forms of recognition to
encourage children and young adults to continue their 6ob search!
>! #ri"son '&()7"&((8,: Eri$ Eri$son developed the psychosocial theory
of social development! #he theory describes the eight stages of
:igure *!& -aslow?s hierarchy of needs!
human development 'infancy to late adulthood,, through which every
person passes! At each stage of development the person is
confronted with and hopefully resolves a new psycho"social issue!
Each developmental stage builds on the successful completion of the
earlier stages! f the issues of the earlier stages are not successfully
resolved they are expected to reappear as problems in the later
stages! Example: #eenagers wor$ing on establishing their own
identity may be struggling with settling on a career path because they
don/t really $now who they are yet!
8! $ran"l '&()@"&((+,; ;ictor :ran$l belongs to the school of existential
theory and was the founder of logo therapy! 5e regarded the search
for meaning and an authentic life as the primary human motivation! As
free individuals we have a choice on how we will deal with inner
conditions and outer circumstances! Ae are responsible for our own
existence and for finding a purpose or meaning to our lives! 0ne can
discover meaning through purposeful wor$, creative pursuits and
suffering! Example: t is important for teenager to ta$e responsibility
for ma$ing their own career choices and to be encouraged to consider
careers that will be personally meaningful and fulfilling for them!
8.% &UI'DI() 'I$#S*+'# C,(C#-*
8.%.1 Career Concepts and Career Deelopment
A career means wor$ that we do throughout the life span '5oyt, in 3ciarra, 7))8,!
Career refers to a person?s overall wor$ experience in a particular 6ob! :or example,
teaching, medicine, accounting, engineering, sales and so on! n recent times, we find
the importance of guidance and counselling services in schools and education
institutions as a source of information to career development! n fact, career education
is more important and should be an integral part in the upper primary school curriculum
where young children prepare themselves to go to secondary schools!
8.%.%. &uilding a lifest.le concept
1. -ersonal 'ogic and Indiidual 'ifest.le
According to Alder '&*+)"&(>+,, private logic here refers to the ideas and beliefs,
experiences of an individual! An individual builds his lifestyle based on his uni<ue
perceptions, uni<ue interpretation which describe the personality and behaviour of
himself! #his means that individuals act based on what they believe based on previous
experiences! ndividuals develop their self"concept and the concept of life which can
provide them guidance and lifestyle patterns! n short, the behaviour is determined by
the perception of which they believe to be true!
Adler believes that ndividual lifestyles are formed by the children at the age of @ years!
5e opined that this lifestyle is a strategy where individuals organi.e and use them to
deal with their inferiority complex! ndividual then can be shaped into being artistic or
intellectual, dominate or bully, malingering as a weapon to get attention and affection,
and so on! According to Alder, personality development is influenced by an individual?s
position in the family, including family si.e and the means of child care by their parents!
#here are several factors that contribute to negative self"concept, li$e physical illness,
neglect, lac$ of extreme love and affection during childhood!
%. Inferiorit. Comple/ with indiidual 'ifest.le
nferiority complex materialises when ideas and feelings arise in response to an
individual/s shortcomings in life! 'Adler, #he term inferiority complex is widely used to
represent the feelings of worthlessness, including shortcomings that led to disastrous
loss of self"esteem or aggressive behaviour! ndividuals who are poor, do not socialise
will strive to motivate themselves to gain self"esteem or superior to compensate for the
shortcomings! 5owever if these efforts fail, the individual then suffer inferiority complex!
0. Interests and Social 1alues of Indiidual 'ifest.le
3ocial interest li$e the value of altruism is lush and nurtured in the family! Children who
do not have a social interest face social and emotional problems, including depression!
-any people who see$ counselling services consist of individuals who fre<uently feel
lonely and side"lined by others!
-ental health is measured by the <uantity of social values belonging to an individual! n
addition, the characteristic of mental health is wor$ing with others as a member of the
community, the confidence to interact with any group or social situations, and be able to
contribute to her community interaction, including the value of courage! 9ased on the
Adler/s terms, courage include the social activities and interests! ndividuals who have
social interest are usually encouraged to act with social interests! 3o they have dignity
and self"confidence because of their actions are based on social interest and not self"
interest! #herefore, individuals with stable mental health and social interests will see
themselves as e<ual social standing and ready to ma$e a meaningful contribution to the
family!
8.0 *heories of Career
A theory is an effect a rationalised set of assumptions, or hypothesis that allows you to
explain the past and predict the future! #here are two types of career development
theories!
Structural *heories focus individual characteristics and occupations tas$s! :or
example:"
a! *raits and $actors *heor.2 Brocess that a choice of occupation depends
upon a, $nowledge of self, 'b, $nowledge of 6ob specifications, and 'c,
ability to ma$e a proper match between this two!
b! 1ocational -ersonalities and #nironments *heor.2 3uggests that
people can function and develop best in wor$ environment that can
compatible with their personalities!
c! Socioeconomic *heor. 2 #his is also $nown as the CchanceC or CaccidentC
theory suggesting that many people follow the path of least resistance in
their career development by simply falling into whatever wor$ opportunities
came their way!
Deelopmental *heories focuses on human development a
a! Super3s *heor.2 n super?s theory self"concept develops through
maturity, observations of wor$, general environment and general
experience!
b! Decision4!a"ing *heor.2 3uggest that there are critical points in
people?s lives when choices 'decisions, are made that greatly influence
their career development, i!e! educational choices, entry"level
positions, changing 6obs, etc!
c! Cognitie *heor.2 t is built around how individuals process and react
to information! Beople?s cognitive structures influence how they see
themselves, others and the environment!
Ae will focus three theories, namely:"
a! Career selection 4evelopment #heory: Din.berg and 3uper
b! 9ehavioural #heory of Eohn Frumbolt.
c! 3tructure #heory: Eohn G! 5olland
8.0.1 Career selection Deelopment *heor.
Din.berg/s #heory prioritise career period in the development and progression, 3uper/s
theory discusses self"concept and its implementation!
i! Din.berg/s #heory
Din.berg suggested that career decision ma$ing is a process that happens from young
age to early 7)s! Din.berg argued that the process of career decision ma$ing is usually
irreversible, once crystalli.ed!Din.berg noted that the process of selecting one?s career
includes three stages, namely fantasy, trial or tentative, and realistic!
*he $antas. 56411 +ears7
According to Din.berg career development ta$es place during childhood, from
birth to && years old! 4uring this stage, children primarily engage in playful acts,
simulating occupations such as firefighter, police officer, teacher, doctor etc!
#owards the end of this stage, children are found transit from playful imitation to
wor$ imitation, i!e! from simply wearing costumes to acting out the specific
duties of a 6ob! n early years, a boy would do career selection based on the
nearest adult/s occupation to him without understanding the real situation! :or
example, a boy may imitates his fatherHmother in being a teacher and so on!
*he *rial 8 *entatie 511418 +ears7
:rom && to &+ years of age, adolescent children are able to better focus on,
and recogni.e, wor$ re<uirements! #here are four stages in this period!
a! :irst9 :interest,C where children learn li$es and disli$es!
b! 3econd, :capacit.9: where children learn how much is their abilities
align with their interests!
c! #hird stage, Calues,C sees the child at &@ years old become aware of
how wor$ may fulfil his values!
d! :ourth, Ctransition92 where the individual assumes responsibility for his
or her own actions, becomes independent and exercises their freedom
of choice!
3tudents begin to ma$e a selection based on what they are passionate about!
9etween the ages of &@"&I years, they began to relate their existing career
interests and values! 3tudents sitting 3B- examinations will start thin$ing
about the selection of either continuing their education to matriculation, or
pursue professional courses to suit their ambitions!
*he ;ealistic 5174%0 +ears7
#he realistic stage begins at age &+ and goes into the early 7)s! n this stage, a
person establishes alternative paths in wor$ing life, or a Cbac$up plan!C
#hroughout this three stage period, one will develop personal values and begin
to .ero in on his or her optimal career choice!
a! #he first stage is 1e/ploration.C #he individual choose a career
path but remains open to other opportunities!
b! 3econd, :cr.stalli<ation,2 is when one becomes more
engrossed in a particular career, committing to one direction
more than he or she ever has!
c! #hird, :specification,C in which one commits or develops a
preference for a specific area of one/s occupation!
:or example, the :ifth and 3ixth form students in secondary
school or diploma students would consult a teacher counsellor
for the purpose of ac<uiring information that will help them to
ma$e choice of careers!
Din.berg '&(+7, reviews the theory and found that the process of career development
does not stop at the age of %0 .ears. Instead9 it is lifelong process.

ii. Super Self *heor.
4onald 3uper introduced a life span vocational choice theory that has six life and career
development stages! 0ne of 3uper/s greatest contributions to career development is his
emphasis of the role self"concept development! 5e recogni.ed that self"concept
changes and develops throughout people/s lives as a result of experience! Beople
successively refine their self"concept's, over time and application to the world of wor$
creates adaptation in their career choice!
3uper found three elements in the selection of the career development process! he
process starts from the childhood and continues until the time after retirement! Each
element in the development process of career choice are:
1. Deelopment of Self Concept
#he formation of self"concept occurs when a person appreciate the difference between
himself and others, such as identifying people who often visited the house along with
their role! #his provides experience to build their self"concept!
%. *ranslating the Self Concept of #mplo.ment *erms
dentify the role of people nearby and becoming aware of the ability in a 6ob!
0. ;eali<ation of Self Concept of Career
As they grow up, they are aware of the needs of the professional training of a selected
career! :or example a career in teaching re<uires one to attend teacher training
courses in #eacher #raining nstitutes pursue a relevant course at any higher learning
institutions in the country!
Deelopment Stages Career Selection
S*=)# =)# CH=;=C*#;IS*ICS
Drowth
9irth"
#o &8 or &@
years old
Bhysical and psychological development and form attitudes, interests, and
needs, and form a general understanding of the world and behaviours that
shape self"concept!
t is a stage where a child will have fantasy, interests, and curiosity!
Exploratory
&@"78
C#ry outC through classes, wor$ experience, hobbies!
Collect relevant information!
#entative choice and related s$ill development! A stage for crystalli.ing,
specifying, and implementing!
Establishment
7@"88
Creating permanent place in appropriate field of wor$!
A stage for stabilising, consolidating, frustration, and advancing!
-aintenance
8@"I8
Continual ad6ustment process to improve position!
'holding, updating, stagnation, and innovating,,
4ecline
I@J
4eclining output, preparing for retirement! 'decelerating, retirement planning,
and retirement living,
3uper pointed out that the decision of a lifetime career choice relates to factors li$e
economic changes, technological advancements, social and psychological changes,
etc! 0ther factors are education, nationality, race, religion, gender, inherited breed
intelligence, special talents, interests and values! 5ence the development process does
not only involves external factors between individual and the outside world, but also the
internal compromise between the needs of individuals, parents and cultural influence!
&. >ohn ?rum@olt< s &ehaioural *heor.
Frumbolt. Career Choice #heory believes that humans pic$ their careers as a result of
experiences and influences they have had in their life! #hese experiences and
influences may include a parent, a mentor, a hobby or interest that propels the
individual to explore occupations associated with those elements in their life! nfluences
such as where they live or what is taught to them also play a part, according to the
theory!
Eohn 4! Frumbolt. developed a theory of career development and decision ma$ing
based on social learning! Career decisions are the product of an uncountable number of
learning experiences encounters with the people and events in a person?s particular
environment! n other words people choose their careers based on what they have
learned!
#his theory loo$s at four areas influencing career choice and development including
genetic endowment, environmental conditions, instrumental associative learning
experiences, and developed s$ills!
a. )enetic 5 race9 se/9 ph.sical appearance9 handicaps7
Frumbolt. believes that inherited qualities and special abilities from birth, even
"" can ma$e you/re more apt to pursue certain careers and limit you from chasing
others! #his can include physical or mental abilities that allow the individual to be
great at a certain s$ill or s$ill set! :or example, in athletics, the arts, music and
entertainment where an individual?s genetics may have a significant role in the
physical and mental abilities re<uired to have that 6ob!
@. #nironmental
Environment influences and events are the second factor in career choice
development! #hese include factors li$e education, career opportunities that are
related to geographic location, political systems and events that have an impact on
the individual/s upbringing!
c! 'earning e/periences
Gearnings through reaction to conse<uences too have a very significant influence!
i! nstrumental learning Experience
Bositive reinforced learning experience happens when an individual
gets positive feedbac$ for hisHher action! f positive, they are more li$ely
to explore the career options based on that action! 5owever if they are
criticised for an action or face difficulty with a tas$ at hand, they are
less li$ely to associate that action with a career choice! Recognition
and encouragement will more li$ely strengthen learning experience to
express a preferred career! Ahen negative feedbac$ or not reinforced
for example a student with low grades, ridiculed or unable to find wor$
in the preferred choice of career is less li$ely to pursue it!
ii! Associative Gearning experience
#his involves negative and positive reactions to previously neutral
statements! :or example an individual heard that bus drivers are great
people! -ost li$ely a student is going to pic$ up driving as a career than
other occupations!
d! *as" approach s"ills refers to problem solving s$ills, reasoning s$ills, wor$
habits, emotional response and so on! #hese s$ills are often modified as a result
of desirable and undesirable experiences! :or example, it is more li$ely that if a
parent reads and writes a lot, the child or children will be more exposed to those
s$ills and more li$ely to develop them! #hose children, who have developed
these s$ills, are then more li$ely to use them when they grow up and pic$ a
career!
3ource : http://www.ehow.com/about_5427029_krumboltz-career-choice-theory.html#ixzz2rU!m9aa
#he outcome of Frumbolt.Ks career development theory is a lifelong process occurring
in stages! 3elf"concept is shaped throughout one/s life experiences!
Counsellors should address the following problems in their student/s career
development process in school!
:ailure to recogni.e that a remediable problem exists
:ailure to exert effort needed to ma$e decisions or solve problems
Eliminated potentially satisfying alternative for inappropriate reasons
Choosing poor alternatives for inappropriate reasons
suffering anguish and anxiety over perceived inability to achieve goals
D. *heor. of Structures2 Dr. >ohn '. Holland
5olland '&(*@, &((+, states that career choice must be consistent with the personal
characteristics of the individual! 5e pointed out that when there is a matching between
personality type and the type of environment, the individual is more li$ely to be
successful and satisfied with his career! 5olland describes a vocational behaviour can
be explained by the interaction of personality with environment '5olland, &(*@, &((+,!
An individual is said to be trying to find a wor$ environment that is consistent with his
personality because the environment provided the opportunity to use the s$ills, abilities
that are held! All of this being an intrinsic rewards that reinforce the positive
characteristics of a wor$er! #he individual will demonstrate motivation, satisfaction,
performance, productivity and remain longer in employment '5olland, &(*@, &((+,!
5ence, 5olland/s theory emphasi.es matching individuals with 6obs!
Eohn G! 5olland suggested four assumptions in the theor.9 namely:
i! All individuals can be categori.ed into six types of personality, which is realistic,
intellectual, artistic, social, industrial and conventional
ii! #here are six types of models of the environment is closely lin$ed to six types
of personalities!
iii! ndividuals explore nature that allows them to develop the s$ills, attitudes,
values and personality!
iv! ndividual behaviour is determined based on the interaction between
personality type and characteristics of the environment!
5olland postulated that ocational interest is an e/pression of ones personalit.9
and that ocational interests could @e conceptualised into si/ t.pologies, which
are Realistic 'R,, nvestigative ',, Artistic 'A,, 3ocial '3,, Enterprising 'E,, and
Conventional 'C,! f a person/s degree of resemblance to the six vocational personality
and interest types could be assessed, then it is possible to generate a three"letter code
'e!g!, 3A, RA, to denote and summarise one/s career interest! #he first letter of the
code is a person/s primary interest type, which would li$ely play a ma6or role in career
choice and satisfaction! #he second and third letters are secondary interest themes,
and they would li$ely play a lesser but still significant role in the career choice process
#here are number of career tests or instruments that can be used as a career
assessment profile in order to obtain a comprehensive planning and selection of a
career! #hese psychological instruments in the form of inventory, allows an individual to
evaluate themselves , including interests, values, and personality traits in relation to
career fields of interest and what to get involved later!
Self4 Directed Search 5SDS,, which was created in &(+& by 5olland based on
;ocational Breference nventory L ;B M , an inventory that assesses personality career !
343 can be considered as a catalyst to stimulate the person concerned to ma$e active
career exploration!
:or 5olland, 343 has two functions as follows:
a! assessment instruments , and
b! Career interventions, also $nown as simulated counselling
343 is a career inventory are self"governance that can be ta$en online! 9ased on the
scores obtained, the interpretation will be made by experts for the purpose of preparing
a detailed report! #his report is sent to the person concerned for further action!
343 scores based on six human personal style, also $nown as career themes, namely:
Realistic ' R , ;
nvestigative ' , ;
Artistic ' A, ;
3ocial ' 3 , ;
nitiative ' E ,, and
Conventional ' C ,
=@out ;I=S#C2 *he Si/ *.pes
#he six types described by 5olland are collectively referred to as RA3EC! 5ere is a
definition of each one along with a list of compatible occupations!
*hemes
#/planation -ossi@le occupations include
;ealistic A
B*he Do4ersC
Realistic people are practical,
athletic, mechanically inclined,
nature lovers and concrete!
#hey li$e to 1do2 things such as
play a sport, wor$ outdoors,
tin$er with machinesHvehicles,
tend or train animals, operate
tools and machines or read a
blueprint! #hey are hands"on
types of people!
A realistic person prefers
concrete tas$s! 5e or she li$es
wor$ing alone or with other
realistic people!
:armer, forester, firefighter, police
officer, flight engineer, pilot,
carpenter, electrician, diesel
mechanic, locomotive engineer,
truc$ driver and loc$smith!
;alues hold: #radition, practicality,
common sense
Inestigatie A
B*he *hin"ersC
nvestigative people are
in<uisitive, analytical, logical,
curious, introspective, scholarly
and observant! #hey li$e to thin$
abstractly, do research, perform
lab experiments, wor$
independently and be challenged!
chemist, mathematician,
meteorologist, biologist, dentist,
physician, veterinarian, pharmacist,
medical technician, architect,
surveyor and electrical technician
;alues hold: ndependence,
curiosity, learning
=rtistic A B*he
CreatorsC
#hey li$e to create things, and
usually extroverted!
Artistic people are creative,
imitative, unconventional,
sensitive, emotional and
innovative! #hey li$e to write,
s$etch, draw, paint, wor$ on crafts,
express themselves creatively and
attend theatre and art exhibits!
4ancer, boo$ editor, art teacher,
clothes designer, graphic designer,
comedian, actor, dis$
6oc$ey, composer and musician!
;alues hold: 9eauty, originality,
independence, imagination
Social A B*he
HelpersC
3ocial people are friendly, helpful,
outgoing, cooperative, patient,
empathetic and $ind! #hey li$e to
wor$ in groups, help people with
problems, serve others, mediate
disputes and plan and supervise
activities!
5e or she tends to be concerned
with social problems and wants to
help others
Bossible occupations include
counsellor, parole officer, social
wor$er, dental hygienist, nurse,
physical therapist, teacher, librarian
and athletic trainer!
;alues hold: Cooperation,
generosity, service to others
#nterprising A
B*he -ersuadersC
Enterprising people are self"
confident, persuasive,
adventurous, popular, extroverted,
tal$ative and popular! #hey li$e to
lead a group, persuade others, be
elected to office, have power or
status and start their own service
or business!
Enterprising people tend to lean
toward leadership roles! #hey are
willing to ta$e on challenges and
are extroverted! #hey can be
aggressive as well!
Auctioneer, sales person, travel
agent, recreation leader, 6udge,
lawyer, city manager, sales
manager, ban$ president, #;
newscaster, camp director, hotel
manager, real estate agent and
school principal!
;alues hold: Ris$"ta$ing, status,
competition, influence
Conentional A
B*he ,rgani<erC
Conventional people are well
organi.ed, conscientious, efficient,
orderly, practical, systematic,
structured and polite! #hey li$e to
define procedures, wor$ with
numbers, type or use shorthand
and collect or organi.e things!
Court cler$, secretary, boo$$eeper,
ban$ teller, post office cler$, mail
carrier, typist, title examiner or
time$eeper!
;alues hold: Accuracy, stability,
efficiency
4ifferent people/s personalities may find different environments more to their li$ing! An
individual may have some interests in and similarities to several of the six groups, they
may be attracted primarily to two or three of the areas! #hese two or three letters are
15olland Code!2 :or example, with a code of 1RE32 you would most resemble the
Realistic type, somewhat less resemble the Enterprising type, and resemble the 3ocial
type even less!
#he types that are not in your code are the types you resemble least of all! -ost
people, and most 6obs, are best represented by some combination of two or three of the
5olland interest areas!
5olland/s test consists of 8* example tas$ that you will have to rate by how much you
would en6oy performing each tas$ on a scale of &, disli$e, '7, slightly disli$e, '>, neither
li$e not disli$e, '8, slightly en6oy and '@, en6oy! #he test will ta$e most five to ten
minutes to complete!
3elf"access learning:
%ou can access to 5olland/s #est at, http:HHwww!wiu!eduHadvisingHdocsH5ollandNCode!pdf
#est yourself at http:HHwww!hawaii!eduHcteHpublicationsHRA3EC!pdf
8.D Inentories
*!8!& Ahat is an inventoryO
An inventory is a psychological test where a clientH student fills out a survey
or <uestionnaire with or without the help of a counsellor! nventories help individuals to
understand and $now more about themselves in terms of personalities, values, interests
and so forth! -ost inventories can be ta$en or administered within five to &@ minutes,
although some, li$e the -innesota -ultiphasic Bersonality nventory '--B,, can ta$e
up to three hours to fully complete! Puestionnaires typically use one of three formats:
a Gi$ert scale, true"false, or forced choice! #rue"false involves <uestions that the
individual denotes as either being true or false about themselves! :orced"choice is a
pair of statements that re<uire the individual to choose one as being most
representative of themselves!
#he most common <uestion as$ed is this one: C don?t $now what want to do! s there a
test 'refers to an inventory, <uestionnaire, etc!, or something that can tell me what
career is right for meOC
#he answer is no! %ou can?t ta$e a test that will, as if by magic, tell you what to do with
the rest of your life! %ou can however use a combination of self"assessment tools that
will aid you in your decision! A self"assessment should include a loo$ at your
values, interests, personality and aptitude!
!alues: the things that are important to you, li$e achievement, status and autonomy
"nterests: what you en6oy doing, i!e! playing golf, ta$ing long wal$s and hanging out with
friends
#ersonality: a person?s individual traits, motivational drives, needs and attitudes
Aptitudes: the activities you are good at, such as writing, computer programming and
teaching! An aptitude may be a natural s$ill or one you ac<uired
8.D.% *.pes of inentories
#here are four ma6or categories of career inventoriesH tests,
a! nterest nventories,
b! -otives and ;alues nventories,
c! Bersonality #ests, and
d! Ability #ests!
Each addresses a different part of the pu..le, as discussed below!
a. Personality Inventory
#here are many different types of personality inventories developed based on different
needs! Bersonality inventories can generally be used to identify personality traits that
exist in the individual by measuring whether they have personal trait or a specific
feature! Bersonality inventories li$e -innesota -ultiphasic Bersonality nventory
'--B,, the California Bsychological nventory 'CB,, the #ennessee 3elf"Concept
3cale '#3C3,, the Eunior Eysenc$ Bersonality nventory 'EEB,, Colour Bersonality
nventory 'BA, and 3ide$ Bersonality nventory 'B3, are commonly used by
counsellors to identify client personalities! #hese self"evaluations also help assess
whether the individual is, for instance, appearance"conscious or unaware,
interpersonally sensitive or insensitive, arrogant or humble, extroverted or introverted!
#hey often evaluate such wor$"related characteristics as honesty, anger management,
conscientiousness, self"confidence or sociability!
n -alaysia, 3ide$ Bersonality nventory is commonly used in primary and secondary
schools counsellors!
3ide$ Bersonality nventory 'B3" "$!%$&'" #%'(&$A)"" ("*%+, was developed
by 4r! 3ide$ -ohd Qoah in &(*+! B3/s response to items identified individual
personality traits " traits is 1%es2 or 1QoC only!
@. Career Interest Inentories
Career interest inventories typically describe or illustrate 'many occupations and 6ob
tas$s, and as$ childrenH young adults to rate how much they would en6oy doing each
6ob or tas$! 9y rating their level of interest in a wide range of occupations, these
inventories help young people recogni.e their predominant interests and preferences!
Every individual has different interests! nterest to a career is one of the most important
factors in determining the success of a person in a chosen career! Denerally career
interest inventory can identify individual/s potential interest towards any activity on the
6ob! #he career interest inventory that is commonly used is the ;ocational Breference
nventory ';B,, the 3elf"4irected 3earch '343,, 3trong"Campbell nterest nventory
'3C,, 3ide$ Career nterest nventory , Rothwell"-iller nterest :orm '9-R-, and
Fuder Records";ocational Breference 'FBR;,!
-easurement instruments such as ;ocational Breference nventory ';B,, the 3elf"
4irected 3earch '343,,can be used to identify individual interests, both in realistic 'R,,
investigative ',, Artistic 'A, 3ocial '3,, Enterprising 'E, or Conventional 'C,!
nterest nventories show how closely your 6ob interests match those of people who
wor$ successfully in various professions! 3ome of the better $nown include the 3trong
nterest nventory '3, , the Career Assessment nventory'CA, and the 3elf"4irected
3earch '5olland,!
n the 5olland/s 3elf"4irected 3earch '343,, the vocational component items are built
based on I subscales! #his section contains I) items in which each candidate is
re<uired to answer either C%esC or CQoC! :or the purpose of calculating the score, each
C%esC answer will be given & point! #he maximum raw score obtained by each
candidate for each construct is &)! Boints will be arranged according to the three
highest scores for the three"point 5olland code! #he index ;alue will be obtained to
determine the authenticity of the individual personality!
c. !oties and 1alues Euestionnaires2
#hese inventories H tests provide insight into how you would li$e life to be! #he
instruments typically as$ about the importance of 6ob security, salary, the opportunity to
display creativity on the 6ob, and many other 6ob"related preferences! #hese tests can
help you learn, for instance, whether you prefer to have contact with more people or
less, prefer to be in charge or in a supporting role, or whether you are more
independent than other people in your choose career! #hese inventories measure a
variety of career values one has li$e being positive, negative, or neutral based on
their preferences 'Qowa$, &(*I,! #he -yers"9riggs #ype ndicator, the #emperament
and ;alues nventory and the -otives, ;alues, Breferences nventory from 5ogan
Assessments, 3uper?s Aor$ ;alues nventory 'A;,, -innesota mportance
Puestionnaire '-P, and nventory of Eob ;alue "3ide$ 'QB3,!
i! 3ide$ Eob ;alue nventory for example is built specifically to identify the 7&
values of the six categories of the 6ob '3ide$ -ohd! Qoah, &((&,! #he value
includes the Beople, 4ata, #hings, Assistant, altruism, Geader, autonomy,
ntellectual, Creative, 3uccess, 0rgani.ation, Brofit, promotion, Geisure,
Recognition, 3upport, 3ecurity, Culture, Religion, 4iversity and activity!
ii! -yers"9riggs #ype nventory is used to identify individual/s personal strengths
and motivations that are important when choosing a ma6or, a career or a wor$
environment! #he -9# helps individuals to understand their personal
preferences, where the focus of attention and energy should be, how one ta$e
in information, ma$e decisions, and relate to the world around them!
iii! 3trong nterest nventory measures level of interest in occupational areas,
activities, school sub6ects and wor$ environments! #he inventory then
compares individual interests with professionals wor$ing in a wide variety of
occupations and suggests several occupations an individual may want to
investigate further! Ahile the results of the inventory will not tell them what
career or ma6or they should pursue, it can help the individuals to understand
how their interests relate to different occupations, wor$ environments and areas
of study!
d. *o chec" pro@lems faced @. students
-ooney Broblem Chec$ list '-ooney Broblems Chec$ Gist, is developed to help
individualsH students to express their personal problems! -ooney '&(@), divides the
problems that interfere with young people at the 5igh 3chool into && categories, each
category consists of 7) items, as revealed in the form of delin<uency record!
Uses of !oone. -ro@lem Chec"list
&! #o assist counsellors counselling session with students after seeing the list of
problems and give proper attention to the problems to be discussed!
7! =nderstand the problems of students and identify students in need of
counselling and career curriculum development purposes!
>! =sed as the basis for a career cluster and program orientation
8! #o stimulate students to <uic$ly understand and analyse its re<uirements!
@! #o improve understanding of classroom teachers on the problems of pupils in
his class!
I! Conduct research in the problems of students in the school!
+! #o identify the changes and significant differences in terms of age, gender,
social bac$ground, patterns and other interests!
*! #o measure the changes resulting from the reduction program implemented
pupil problems
Chec"list to implement Fuestionnaire8 inentories in schools
4etermine the ob6ectives of the <uestionnaire
4etermine the respondents in the study
Brepare an inventory of tools and <uestionnaires!
4istribute chec$list followed by a presentation on the respondent to answer!
Collect bac$ and do a mental chec$list
Brovide a report with recommendations to overcome the parties concerned!
:ollow"up
8.D.0 Use of inentories
Career tests and assessments can provide information that might ta$e years to get any
other way! 3ome of them measure interests, others aptitudes, and yet others measure
values! #hey can deliver an ob6ective message about what part of a person/s
behaviours or personality might get in the way into choosing a career or readiness for
the future underta$ings! #hese inventory results may help them be ready for the
challenges ahead! #hese inventories or psychological tests may also point out
strengths they can leverage more deliberately and consistently!
a. &enefits using inentories them in schools
i! Career assessments are designed to discover the s$ills, aptitude and talents of
students!
ii! 5elpful in assessing the areas in which studentsHchildren have strengths and
where they are wea$!
iii! =seful in helping to choose a career that is in tune with their goals and talents!
iv! 3everal types of assessments have been proven to introduce more career
options, increase satisfaction in one/s career plan and increase the
understanding of oneself 'Brince et al!, 7))>,!
v! Enables one to ma$e the best career decision to grow both personally and
professionally!
vi! Counsellors can guide students on how to go about planning their career to achieve
professional success!
@. -ro@lems using inentories
i! #he results of individual career assessments provide targeted information that
may not address a particular individual?s needs!
ii! Counsellors may not have formal training to interpret the results correctly and
usefully!
iii! -any of the tests are based on the person/s view of himself or herself, who are
often not clearly aware of their own strengths and wea$nesses 'they may have
natural blind spots,!
iv! 3tudents are not always good at accurately describing their own behaviour!
#hey tend to over or under estimate certain tendencies 'especially ones that
are viewed as socially desirable, while underestimating other characteristics!
#his can have a serious impact on the accuracy of a personality test!
v! #ests can also be <uite long, in some cases ta$ing several hours to complete!
3ome students can <uic$ly become bored and frustrated and will often answer
<uestions as <uic$ly as possible, often without even reading carefully the test
items!
8.D.D Conclusion
#he elementary years in primary & to I, are a time when students begin to develop their
academic self"concept and their feelings of competence and confidence as learners!
#hey are beginning to develop decision"ma$ing, communication and life s$ills, as well
as character values! t is also a time when students develop and ac<uire attitudes
toward school, self, peers, social groups and family! Comprehensive developmental
school counselling programs provide education, prevention and intervention services,
which are integrated into all aspects of children/s lives! Early identification and
intervention of children/s academic and personalHsocial needs is essential in removing
barriers to learning and in promoting academic achievement! #he $nowledge, attitudes
and s$ills that students ac<uire in the areas of academic, career and personalHsocial
development during these elementary years serve as the foundation for future success!
9y providing education, prevention, early identification and intervention, school
counsellors can help all children achieve academic success!
Chapter ;eferences
Dibson, R!G!, R -itchell! -!5! '&((@,! "ntroduction to counselling and guidance -.
th
ed.,.
Englewood Cliffs, QE: -errill Brentice 5all!
Geong, :!#!G!, 5artung, B!E!, Doh, 4!, R Daylor, -! '7))&,! Appraising birth order in
career assessment: Gin$ages to 5olland?s and 3uper?s models! /ournal of 0areer
Assessment, ('&,, 7@">(!
Qystul, -!3! '7))>,! "ntroduction to counselling: An art and science perspective -1
nd
ed.,. 9oston: Allyn and 9acon!
3ciarra, 4!#! '7))8,! (chool counselling: Foundations and contemporary issues.
9elmont, CA: #homson 9roo$sHCole!
Aat$ins, C!E!, Er! '&((>,! Bsychodynamic career assessment: An Adlerian perspective!
/ournal of 0areer Assessment, +'8,, >@@">+8!
Aat$ins, C!E!, Er! '&(*8,! #he ndividual Bsychology of Alfred Adler: #oward an
Adlerian vocational theory! /ournal of !ocational 2ehaviour, 1., 7*"8+!
Factors affecting career choice at http:HHwww!articlesbase!comHcareers"articlesHfactors"
affecting"career"choices">)@>@8> ,htmlSix.. &Ip#-I9+7: http:HHwww!ehow!comHlist
II*@)7* factors"affecting"career"choices, html
Dodot, 4! -1343,.Adlerian career assessment and counselling at
http:HHchicagopsvchology! 0rgHadlerianHadlerian"career"assessment"counsellingH
5olland, E!G! '&(*@, Making vocational choices '7
nd
ed!, 0dessa, :G!: Bsychological
Assessment Resources, nc!
"nterest inventory 5 !ocational test, test, vocational, activities, occupational inventories,
and scales. http:HHpsychology!6ran$!orgHpagesH>8>Hnterest"nventorv! htmlSix..
&Iv.83+&4
)ifestyle at http:HH www!thefreedictionary!comHlifestvle
(elf5*irected (earch. At http:HHwww!self"directed"seareh!comH
'http:HHwoman!thenest!comHcareer"theories"eli"gin.berg"&@8I8!htmlT
Gipta$, Eohn E! '7))&,! #reatment Blanning in Career Counselling! Aadsworth downloaded at
http:HHvoices!yahoo!comHusing"gin.berg"theory"occupational"choice"to"8>*(7)!html
Frumbolt./s #heory, downloaded at : http://www.ehow.com/about_5427029_krumboltz-
career-choice-theory.html#ixzz2rU5#$%$&
Glossary
Altruism Altruism means an unselfish concern for other people! t means doing things
simply out of a desire to help, not because you feel obligated to out of duty,
loyalty, or religious reasons as opposed to egoism!
Concept of life #he value of the <uestion pertaining to the purpose of life may coincide with
the achievement of ultimate reality, or a feeling of oneness, or even a feeling
of sacredness
Existential theory Existentialism is a philosophical outloo$ that stresses the importance of free
will, freedom of choice, and personal responsibility! t emphasi.es the
uni<ue experiences of each individual and the responsibility of each
person for their choices and what they ma$e of themselves!
5ierarchy of
needs
t one of the best"$nown theories of motivation by psychologist
Abraham -aslow! t is displayed as a pyramid, with the most basic
needs at the bottom and more complex needs at the pea$! #he four
lowest"level needs are what -aslow referred to as 4"needs 'or
deficiency needs,! #hese needs are due to a lac$ of something and
need to be satisfied in order to avoid unpleasant feelings and to
move on to higher level needs! #he uppermost needs in the
hierarchy are referred to 9"needs 'being needs or growth needs,
and involve the desire to grow as an individual and fulfil one/s own
potential!
5umanistic
#he fundamental belief of humanistic psychology is that people are
innately good and that mental and social problems result from
deviations from this natural tendency!
Gi$ert scale A Gi$ert scale is a psychometric scale commonly involved in research that
employs <uestionnaires! t is the most widely used approach to scaling
responses in survey research, such that the term is often used
interchangeably with rating scale, or more accurately the Gi$ert"type scale!
#he format of a typical five"level Gi$ert item, for example, could be, sstrongly
disagree, disagree, neither agree nor disagree, agree and strongly agree!
Gogo therapy t?s an active"directive therapy aimed at helping people living with a healthy
sense of purpose in our normal relationships and activities than by
dealing with mental illness through psychotherapy or psychotropic
drugs! 9asic assumptions of logo therapy are, &! Gife has meaning
under all circumstances! 7! Beople have a will to meaning! >! Beople
have freedom under all circumstances to activate the will to meaning
and to find meaning
-alingering 0ne exaggerate or feign illness in order to escape duty or wor$!
3elf"actuali.ation 3elf"actuali.ation is identified as the highest drive but before a person can
turn to it, he or she must satisfy other lower motivations li$e
physiological, safety, social and esteem needs, respectively
3elf"concept A general term used to refer to how someone thin$s about or perceives
themselves! 3elf"concept is how we thin$ about and evaluate ourselves! #o
be aware of oneself is to have a concept of oneself!
3timuli 3omething causing or regarded as causing a response!
;ocational
behaviour
t refers to individual/s process of psychosocial adaptation and how
they cope with vocational development tas$s, occupational
transitions, and wor$ traumas! 5ow, why and what individual
behaviour ma$es one fit to wor$ in chosen field!