You should be able to find some career personality tests that are reliable, very reliable so you should know whether or not you should switch careers or not. You might ask yourself whether this is the only thing that the said test is good for. It isn’t, really. One can do a lot with the test of this kind that he takes. For example, if he is someone who is finishing high school and would need career advice before he goes on to pick a college course. The career test can be very useful here. Such a test would even be useful if he is searching for the right career to go with when he thinks he is not satisfied anymore with the career path he is trudging on.

Many people look for a good career test for so many reasons. Some may just take the test because they feel that their career isn’t worth it anymore. Some would take it for the sake of finding out whether they should stick with the career path they’ve chosen or they should quit the said career path and search for another replacement for it. The thing is that the career tests are useful to so many therefore it is only right that a lot of these tests are being offered today in the worldwide web.

There are quite a lot of career assessments online so the question now is: how do you find the right test of this kind that should give you the right interpretations and all? There are so many of them online that it’s difficult to determine which among them is the best career test to determine which career you should be in soon.

One thing you can do is look into the kind of test they are. There might be some tests online that say they are for determining one’s career when they really aren’t for it. You can find out more about this when you read through their questions and find that they are irrelevant to your career path finding mission. It is important to avoid so-called career tests like these. Such tests aren’t worth paying for even if they are being offered online and particularly when they come with fees. You should try looking for a career test that is being offered free online. You can find one. You just have to keep your eyes open to them being around.

You also have to look into the quality of these career assessment tests. To do this, you might have to take the test and try doing so especially when they are free. Once you get the results to these tests, you can take another career test with that of a professional or that which is administered by a professional rather and then compare the results of the online career test you took with that of the results of the one you took later. If there are similarities to the results of both tests you took, then definitely, the online test to determine which career you should be in is authentic or effective.

You have to keep your eyes peeled open to find the career test that you have been searching for. A good test of this kind may just be lying around there. It might just be waiting for you to find it. You’ll definitely find a lot of career tests but you might find it more difficult to look for the test of this kind that suits you well most. You have to be very careful of some tests that are being passed off as those of this kind when all they really do is to scam you out of money. These tests will not do you any good and cause you even more harm than good.

A good career test is waiting for you to be found online. There are many sites today offering the tests so you have to take great care in finding one which you are most comfortable with and all. You’ll definitely be able to find the right site for many career tests that come with accurate results and the likes. Just keep looking and you’ll definitely find one.

Find your Ideal Career with a Career Assessment

Do you struggle to remain motivated at work? When you’re not at work do you think about or even dread going back in to work? Perhaps you’ve even fallen asleep at work? If any of these apply to you then perhaps it is time for a career change.  Nowadays there is far more to life than working in a job that makes you unhappy. Think about just some of the benefits a change to a more satisfying career would make in both your professional and personal life.

If one does want to change career though, how should they go about it? Often times talking to friends or family can be helpful but what if you still remain unsure.  Probably the best answer is to take a career assessment online to find suitable career options that you may be happy with.  A career assessment can measure your interests and personality and provide options that are well suited to your individual personality and interests.

If you want to take a career assessment it’s important you take a quality test, rather than relying on a lower quality assessment that may give you unreliable and inaccurate results. To find a quality career assessment try a provider such as CareerSense.com.au or CareerPsychology.com.au which have the following attributes:

1)      Well known assessment used by career counsellors and professionals – If you take an assessment that is commonly used by career professionals and counsellors it’s probably a good indication it’s a high quality test. Tests such as the Strong Interest Inventory and Myers-Briggs Career Report are popular career assessments used by career counsellors and professional.

2)      Test data freely available – Good career assessment will also have the data supporting their reliability and validity freely available.  If this isn’t available it’s best to be cautious as there may be no research or science to support the use of the tests.

3)      Printable test reports with follow up consultations – Make sure your chosen assessment provides a printable test report with very clear recommendations in the report so you know what actions you need to take after you have taken the assessment. When you get your report you should also have an option to have a follow up consultation, perhaps via phone or chat, so that you can have any questions or queries explained.

If you choose a test that has these attributes then there is a good change it will be a quality assessment and the chance of accurate results will be maximized.

Good luck!!

Are you Bored at Work?

Do you find it hard to get up and get to work every day? Do you feel you work isn’t rewarding enough? Hate your boss? Or perhaps fall asleep at your desk due to boredom?

If any of this sounds like you or your experience at work, then it is likely time for  you to consider a career change. It isn’t wise however to make a big decision such as changing your career without gathering  as much information as possible to work out what career direction you wish to move in.

One of the best ways to get a good understanding of your career options is to complete a career test or career assessment. There are literally hundreds if not thousands of career tests available on the internet though so how do you choose? Is a free career test as good as one you pay for? What about a career personality test like the popular Myers-Briggs personality test? If you need answers to any of these questions before you take the plunge and decide to change career read on. We’ll address some of the common questions people have when thinking about taking a career test or career assessment.

1. Taking Career test versus a personality test

Is the assessment specifically designed to provide career guidance?

Personality tests will give you information about your character traits or personality type.  A career test or career interest inventory as they are sometimes called, will explore your interests in different careers and look to match these interests to specific careers. While personality tests such as the Myers Briggs Type Indicator (MBTI) can be quite useful to provide additional information about your personality type or traits a career test will generally provide more specific information regarding suitable careers for you. For example, one of the more trusted career interest inventories available is the Strong Interest Inventory. This career test will explore your interests across hundreds of careers and then compare your interests with the interest with those of people already employed in particular careers.  Such an assessment is specifically focused on finding suitable careers so would be recommended over a more generalized personality test.  If you want to find a more suitable career it is best to firstly take a career test to give you specific areas to focus your careers search, and then afterwards, if you feel the need perhaps give consideration to a personality test to help further explore you personality further narrow your search.

2. Specific vs. general

When selecting the right career test you need to look at whether the test will give you specific job options and clear action recommendations, or if it will give you only very general recommendations with non-concrete action recommendations that will be difficult to put into motion.  Often, the hardest part of changing careers is narrowing down your choices and if you don’t get specific, you won’t be able to take get started and action. Search for career tests that provide you with sample reports you can review, and ideally print afterwards.  The reports should have clearly outlined career recommendations and options along with actions you should take to explore if they are suitable for you.

#3 Career Interests Rule: why measuring your career interests is a better indicator than aptitude or personality

Does the career test you are taking measure your career interests?

Measuring your interests and preferences is a far better career indicator than skill or personality because what you like to do and what you are interested in is what you WILL do and what you enjoy doing.  And when we doing something we enjoy there is a good chance we’ll also become very good at it!

4. Where’s the data?

There are many career tests out there developed by people making big claims, but with no real expertise in test development.  In order to develop a psychometric test there are a lot of criteria that must be met and which are aimed at ensuring the test developed is as accurate and precise as possible.  Anyone can put a bunch of questions together and give random career recommendations but to develop and valid and reliable career or personality test it needs to be based on sound scientific research. Studying the science behind a test can get quite confusing but one good way to work out if the test is likely to be a good one is to see if their test data is available for you to review.  That is because all good psychological tests should make their test data available for scientific review and scrutiny.  At the end of the day, it’s easy for people make big claims about how fantastic their career test is, but unless they are prepared to provide the data and research backing up their claim you should be very wary about taking the test. For example, CareerSense.com.au is just one example of a quality test supplier who provide easy access to the reliability and validity data of the tests they supply on their site.

5. Do you know what to do after the test?

A career test is great but it won’t provide you with all the answers.  A lot of people take career tests and are generally happy with the results. But then have difficulty converting the career test results into actions. After you take the test and get your results though you are still going to have to work through the various options put forward and decide which is best for you.  And after that you will need to work out how to become employed or get a job in your new career. It’s perhaps more helpful and realistic at times to view a career test as the first step on the path to you finding a more fulfilling career.  It is unlikely however to give you all the answers and will not do everything for you.

If you choose a career test that provides a detailed report with clear action steps or recommendations to help you move forward.  In having these clearly laid out for you in a report it will make it easier for you to follow through on the required steps and, if at any point you feel you need additional support from a professional career counsellor it will also give them a clearer understanding of your interests and how to help you. When considering this last point it is worth considering that some of the more respected career tests such as the Strong Interest Inventory are regularly used by Career Counsellor’s and this may be a potential benefit in using the test if you end up seeing a counsellor.

6. Is it fast?

Even in this day and age there are still many psychological tests and career tests that can only be take on paper.  Online versions of psychological tests are obviously far more convenient and will take less time for you to take and for your to get results.  Many tests such as the Myers Briggs personality tests and the Strong Interest Inventory can be taken online or using pen and paper.  There should be no significant difference in the reliability of results when using quality tests when comparing online and pen and paper versions of the same test.

Conclusion

As mentioned above a career test or assessment is just one tool at your desposal when looking to change your careers.  While it is often a very important first step it is more useful to view career tests as the first step in your journey towards career change and career satisfaction.  Like all things though, it pays to do your reasearch and by taking into consideration the points above in choosing your career test you will be more likely to get the best results possible.

CareerSense.com.au provides a range of quality career tests and personality tests for career selection and development. Sample reports are available for viewing on their website as well as online access to a range of assessments and career tests used by psychologist’s and career counsellors.  All reports are reviewed by a Psychologist and test takers receive detailed and printable test reports.

Often times, these career personality tests are given by guidance counsellors in high schools. These are needed so that the students who are about to forge their career path through college education would be guided well. These tests are standardized and therefore there is one way of reading through them. Experts like the guidance counsellors and the psychologists have been trained to read and interpret the answers of test takers to these tests.

There are no right or wrong answers to online career personality tests and even those taken offline. These should be answered according to how you look at things—according to your interests and the likes. This is why this is a personality test in the first place. Because this is used for career path finding, this is also a test for such a noble purpose. This is a good test to take if one is unhappy with the career he currently has, too. These tests aren’t simply for the high school students who are in need of guidance or enlightenment regarding their future careers. Anyone else can take such tests, too.

There are plenty of people who are unhappy with their jobs today. This is simply because their personalities are mismatched with those of their current employment arrangements. Or maybe they are just tired of what they are doing and would want a change every now and then. Today, there is the online career personality test that one can take on the worldwide web that can help one with the decision on which career to take once change of careers has been decided on. You can take it online so you don’t have to visit any counsellor offline or some psychologists perhaps to take the test and get it analyzed for you.

These online career personality tests do not come free so you have to be ready with the fee for such tests. Behind every online test of this kind is a reputable interpreter of the test hence the fee asked of interested parties or people. These expert interpreters are what make the results of these online standardized tests credible. If you take these tests, you are likely to be guided as to the career path you are about to switch to.

You will know which career is best for you when you are happiest where you are. This path is where you have the ability to see through your future perhaps. You’d be able to picture yourself here working this kind of job for years and years and you won’t even mind the stress that may come every now and then. You’ll be able to deal with the stress in your own way because you know your way around such a job arrangement.

Dream jobs are out there. You just have to know which of these dream jobs fits best with your personality. When your personality or temperament and the job you are making the best of agrees with one another, then you could say you are truly happy where you are. Such a harmony between one’s personality and one’s job is rarely found today hence the number of people that make career changes even when they are in the height of their being in the workforce.

To know the dream job that fits best with your personality, you have to take the online career personality tests. These tests will tell you where, which field of many you should be in. With a minimal fee, you get to find out which of the jobs around best fits your personality, your temperament, your daily habits and more. This is even more convenient than taking the test offline in some psychiatrist’s clinic. The latter is likely to charge you with higher fees. You won’t be able to save much from such tests offline but you can trust the analysis of those that administer the test and analyze its results.

You shouldn’t be afraid of taking an online career personality test. When you’ve chosen the best of this kind of standardized test around, you can start taking it and later, finding out which of the many available career paths around best fits with you and especially how you are in your daily life. The test results are often times accurate so you should know then that you’d be happy with the possible careers suggested to you by the results of the test. You only have to prepare now for the career change that’s about to happen in your life.

Students and those who are about to undergo the challenges of getting jobs and experiencing a new life after formal education, would benefit greatly from career assessment. You can say that it is like a self-assessment with the understanding of your attributes in various disciplines. There are some major attributes in career assessment that will be tackled to understand more your readiness on embarking on a career. Employment right now is quite challenging but that does not mean taking everything with a grain of salt. What it involves is finding a way to discover and uncover possibilities that you might not have thought of before or things that reinforce your original plans.

It is both exciting and scary to be employed on a new job and it is quite a feat to find careers that you really like. It takes time and a little bit of patience to get to that point. So what can career assessment do for your benefit? Firstly, with this, certain domains of the self will be addressed most likely by a counselor or a career adviser. These facets would be your interests, your personality, skills and preferences. As you can see, it will combine your educational instruction together with your personal aspects to come up with the most practical options for your careers.

There are a number of criteria in this field, that will be used for your purpose. The first is the methodology to be used. There are some career assessment methods that are quantitative in nature and some include qualitative measures. Balancing these methods will help the counselor in providing the best sounding jobs for your future.

The next criterion would be the measured attributes. Some tests will focus more on personality and some will focus more on skills. Some will focus on aptitude. Again, it would be best to take a rigorous path to assess the dimensions thoroughly.

Check for the validity of the test. There are a number of popular tests that are being transformed online and they really cost a lot for a test but some could be just snippets of the real thing. You should be aware of the validity by checking scientific journals regarding the tests. If it is possible, have a counselor administer the career assessment.

One of the most popular career assessment tools is the Myers-Brigg Type Indicator or MBTI. This is used in many educational institutions for students to understand their working styles, the manner they prefer to take information in as well as communicating and decision making. Another method that can be used is the Strong Interest Inventory which is great for those who are about to enter college or are in their freshman years where things may still be fuzzy in their future dream careers and endeavors.

Again, these tools and others can be beneficial for your discovery and understanding of the way you actually work, and the way you wish to build your careers. You can take the results with a grain of salt because in reality, the uncertainties in life do add color to the whole process of finding employment and discovering amazing passions along the way.

Author & Source: http://EzineArticles.com/?expert=Menaaz_Memon

Who should take student Career Assessments?

You should take these career assessments whether you are a school leaver or a college or university graduate. Many students that have just finished school do not know what they want to do in life and at this period help is crucial. Some may decide to look for any job available, including working as a waiter or a cashier while others prefer to travel overseas and look for jobs there. If you are lucky, you will end up in college and pursue a diploma. Most of those who end up in college find that they do not enjoy studying and drop out of college before they can finish studying. Others try to change their current course and this might result in waste of money and time. Taking an online career assessment can help your transition once you are through with school. These tests help you to identify the careers that are suited for you and also find college majors you are likely to enjoy.

Another group of students that might want to take these tests are those who have just graduated. Many students do not know what they want after graduating and it is our role to help them take the right career path. A student might enjoy his or her study, but when it comes to working he or she will not know how to transfer what they have learnt in real life experiences. As a result, most college graduates find themselves in jobs they do not enjoy. If you are in such a situation you should take a test to avoid leading an unsatisfying working life.

How to choose the right career assessment tool

When choosing a career assessment for students you should the career guidance counselor at your school for help. Ask the counselor to explain to you which career test is best for you. Not all tests are genuine and if you are not careful you might use the wrong test. This will give you the wrong results and you will end up in the wrong career.

Unfortunately, most online career tests are not valid. They are developed by people who have no idea what career tests are all about. If you use these test you will get wrong results and might find yourself working in the wrong job.  To avoid this, look for tests that have included testimonials from real people. Ina addition, make sure the company offering these tests is ready to give feedback and show you the criteria it has used to analyze your scores. A valid test will use a sample population of more a thousand subjects while a wrong test will use a sample of 100 subjects.

To be valid, a career assessment tool must be objective. It must analyze your results without bias. If you doubt the reputation of an assessment test, search for its details online. You will find reviews done by people who have used the tool in the past. You can use this information to determine its validity. Some valid career assessments for students are discussed below.

My Plan

This computer program is known to help students make the right career choices. You can use it on your own. It will analyze your interests, personality, values and skills. You are required to pay a minimal amount and will receive immediate feedback. The program will give you a list of careers that match your skills as well as the jobs available in the market.

Myers-Briggs Type Indicator

This test analyzes your personality based on 16 traits. The results can help you to know how your personality relates to your career and college majors. Once you have done your test you will receive the results on Friday online.

Strong Interest Inventory

This test identifies your interests and provides careers for you to explore. You must pay a minimal fee to take this test and the results are returned on Friday.

There are many career assessments for students today which can help you to choose the right career. These tools are designed to assist those students that a having a hard time choosing a career or a field to study.

What did you want to be when you grew up? Astronaut? Movie star? Superhero? Whatever made your list, green marketer probably wasn’t on it–but that job may be on the lists of today’s youngsters.

Here’s a list of emerging careers that you (and your inner child) can get excited about. You couldn’t have daydreamed about any of these jobs when you were a child–because they didn’t exist then. In fact, they’re so new that, although they’re starting to be recognized, the U.S. Bureau of Labor Statistics doesn’t yet have data on them. If you’ve been looking for a new dream job or haven’t decided what you want to be when you “grow up,” these are 25 new options.

Business
A specialized business degree can help you obtain the skills you need to work in one of these professions.

1. Business continuity specialists plan and implement recovery solutions to keep businesses functioning during disasters and emergency situations.

2. Electronic commerce specialists analyze online buyers’ preferences and handle online sales strategies, including marketing, advertising, and website design.

3. Social media managers/strategists use social technologies like Facebook to reach out to customers, and they build social networks within companies.

4. Virtual concierges provide professional concierge services–for business or personal needs–with the convenience of being just an email away.

5. User experience analysts collect data on website usage and provide insight about users’ experiences by using psychological, computer-science, and industrial-design knowledge to test theories and draw conclusions.

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Also on Yahoo! HotJobs:

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Communications
Rising numbers of college communications programs are offering instruction that can lead to one of these cutting-edge jobs.

1. Bloggers research and write blog content for news websites, public and private corporations, government offices, and many other organizations with blogs.

2. Content managers develop strategies for creating, updating, and organizing Web content, typically with the goal of attracting new visitors.

3. Online political campaign managers develop and manage strategies for using Internet and social technologies to help politicians get elected.

4. Video journalists design and produce online videos that document information, news, and events.

Education
Start with an education degree program, and then take specialized classes to launch one of these careers.

1. Athletic compliance coordinators ensure that athletic programs receiving government funding meet government regulations.

2. Adaptive physical education specialists help people with disabilities participate in physical education programs and activities.

3. Distance learning coordinators schedule courses and coordinate distance learning programs.

4. Home-school liaisons establish and manage partnerships between parents and schools.

5. School diagnosticians assess and diagnose the learning problems of students.

Environment
Depending on your interest, you may need a degree in environmental science or business for one of these jobs.

1. Carbon credit traders handle the purchase and sale of carbon-emissions permits for companies.

2. Environmental economists measure the benefits and potential drawbacks of renewable energy and other environmental alternatives.

3. Environmental restoration planners work with scientific staff to implement plans that reverse environmental damage.

4. Green marketers promote green products and services.

5. Recycling coordinators administer drop-off and curbside recycling programs with government and waste-disposal agencies.

Energy
Requirements for one of these jobs may run the gamut from on-the-job training to a specialized engineering or business bachelor’s or master’s degree.

1. Biofuels/biodiesel product development managers plan and execute research programs that evaluate alternative biofuels/biodiesel technologies.

2. Biomass plant technicians monitor biomass plant activities (biomass is biological matter that can be turned into a renewable energy source).

3. Energy auditors inspect buildings and systems to maximize energy efficiency and cut energy costs.

4. Energy brokers buy and sell energy for customers.

5. Fuel cell engineers design and build fuel cell systems for all types of devices, including cars and phones.

6. Methane/landfill gas collection system operators run the day-to-day business of landfill gas projects, including compliance and reporting requirements.

The best part of dreaming about careers as a kid was the sense of wonder and excitement–the belief that you would have a job that was on the cutting edge of discovery. Your future career was going to be thrilling! With a bit of career training to prepare you for any of these 25 emerging careers, it still can be.

Source: http://hotjobs.yahoo.com/career-articles-25_hot_careers_that_didn_t_exist_10_years_ago-1393

Career Assessment Practices

As applied to high school youth with disabilities, there is little consistency when conducting career assessments and interventions (Morningstar, 1997). High school is a critical period of transition as students at this age make essential post secondary decisions regarding education and future vocations. Therefore, effective intervention and assessment strategies are essential to assist students with disabilities to improve career self-efficacy (Beveridge et al., 2002) and self-determination (Schmitz, 2008). Available research to ascertain which assessment strategies are used and their effectiveness indicates that career assessment practices vary across high schools and when used, they tend to rely more heavily on interest inventories (Neubert, 2003) rather than less commonly used approaches such as situational assessments and commercial work sample systems (Guidubaldi, Perry, & Walker, 1989). The problem with using one assessment method in isolation is that it creates an incomplete picture of career needs of students with disabilities and hinders the effectiveness of potential career interventions (Niles & Harris-Bowlsbey, 2009).

Recently, a movement toward a more comprehensive assessment approach to identify student strengths and weaknesses has been advocated to improve career assessment practices and outcomes for students with disabilities (King, Baldwin, Currie, & Evans, 2006). For example, systemic approaches that actively involve the student with a disability as well as address needed accommodations are critical when identifying appropriate academic courses, vocational training opportunities, community services, and post-secondary opportunities (Neubert, 2003). Comprehensive career assessment models may also focus on skill instruction, self-awareness, emotional support, community knowledge, direct experience, and community interventions more so than traditional assessments (King et al.) and should also address skills related to academics, daily living, and personal and social areas (Levinson & Palmer, 2005). For these reasons, vocational assessment models for students with disabilities should be trans-disciplinary to include both school- and community-based professionals in planning, collecting, and implementing career assessment data (Levinson, 1994).

Collaboration of Transition Team Members

Implementing career plans requires collaboration among high school administrators, educators and human service providers in conjunction with students with disabilities and their families (Furney, Hasazi, & Destefano, 1997) and, in fact, mandates involvement from relevant parties as described in the Individuals with Disabilities Education Improvement Act of 2004 (P.L. 108-446). For example, as it pertains to the state vocational rehabilitation program, counselors are required to participate in transition planning (Fabian & MacDonald-Wilson, 2005). This requirement, as Edmondson and Cain (2002) noted earlier was intentionally designed so that a natural linkage between schools and state vocational rehabilitation programs occurred. Working collaboratively, both professional groups “are well prepared to provide a continuum of services” (p.12). Unfortunately, transition team members do not always have this understanding of each other’s role in providing a smooth continuum of services and, as a result, service efficiency and effectiveness are reduced (Scarborough & Gilbride, 2006).

Professional Competence in Career Assessment

As students with disabilities and relevant family members share in the responsibility for career planning (as specified by IDEIA, 2004), it is often incumbent that the transition team meet to select, plan, process, and, when necessary, re-evaluate career information that is used in the planning process. In practice, various professionals including high school guidance counselors, special education teachers, transition counselors, and vocational rehabilitation counselors may perform this role. Professional competence in career assessment, development and intervention as well as disability knowledge (medical, psychosocial, and vocational aspects), community resources, and understanding of relevant legislation, to name a few, varies as a function of one’s unique training and experience. Within rehabilitation counseling practice, there has been a consistent body of literature indicating that career counseling is a fundamental job task (e.g., Emener & Rubin, 1980; Jaques, 1959; Leahy, Chan, & Saunders, 2003; Leahy, Szymanski, & Linkowski, 1993; Leahy, Shapson & Wright, 1987). Traditionally, rehabilitation counselors have knowledge and skill related to career development and work adjustment, vocational rehabilitation planning, occupational and labor market information, job-seeking skills development, job analysis, development, modification and placement strategies, supported employment, and post-employment services (Leahy, Muenzen, Saunders, & Strauser, 2009). Although mandated to participate in the development of the individualized educational plan, in reality, rehabilitation counselors have not always understood the unique competencies and services that other transition team members such as school counselors can provide (Scarborough & Gilbride, 2006). Other professionals who have greater involvement may not necessarily perceive competence as it pertains to career assessment, development, and realization. For example, Milsom (2002) found in a nationwide random sample of 100 school counselors that participants felt “somewhat prepared” to assist students with disabilities in planning for transitions to careers or to post-secondary institutions. Milsom believed that this limited preparedness was attributable to the few number of graduate courses related to disability information and lack of field experiences that included students with disabilities. A subsequent investigation by Milsom and Akos (2003) found that although greater numbers of school counselor education programs incorporate disability content and training in their curricula, only two of every five programs provide related coursework while one in four programs provide practical experience related to working with persons with disabilities. Although these earlier efforts lend some documentation regarding perceived levels of competence when providing transition services, there have been few studies that have specifically examined career services provided to students with disabilities (Scarborough & Gilbride, 2006). Another limitation of this earlier work is that information regarding career assessment practices has been primarily directed toward one professional group–high school counselors. Outside of the initial work by Milsom, there has been limited research in documenting the views of transition personnel who provide or influence career assessment practices for high school youth with disabilities.

Given the selective literature review cited in this paper, the following research questions were identified:

1. What career assessment methods and components are used with high school students with disabilities? When are career services typically provided and who is responsible for providing them?

2. What are perceived levels of understanding regarding career service needs for high school students with disabilities among transition professionals?

3. How do transition professionals view the level of usefulness that students derive from receiving career services and how do these services impact students’ ability to identify and realize their career potential?

4. What are perceived levels of collaboration regarding career service delivery and how is this collaboration viewed among transition professionals?

5. How do transition professionals view the level of helpfulness that students with disabilities derive from receiving career services?

Because of the potential impact that each of these professional groups has on career service delivery, we were interested whether these individuals had similar perceptions with regard to their: (a) understanding of career service needs of high school youth with disabilities, (b) impact of career services on helping students identify and realize their career potential, (c) degree of collaboration among professionals who provide career services, and (d) level of helpfulness they believe that students with disabilities derive from receiving career services. Although not a primary research question, in trying to understand results more fully, we were also interested in examining relationships between respondents’ perceptions of perceived usefulness of career services, impact on helping students identify and realize their career potential, level of collaboration among transition professionals, and years experience providing career counseling services to high school youth with disabilities.

Method

An on-line questionnaire developed for this study contained questions regarding respondent demographic variables (job title, highest educational degree and concentration area), career assessment practices (i.e., grade level when assessments are conducted, person responsible for providing career counseling services to students with disabilities), type of services available (e.g., on-line career assessment, on-the-job tryout or training, work sample systems) and career areas assessed (e.g., achievement, aptitude, interest). In addition, survey questions also asked respondents to comment on their: (a) understanding of career service needs for high school students with disabilities; (b) level of collaboration that exists among students with disabilities, their families and professionals who facilitate career services; (c) perceived usefulness of career services provided at school and (d) impact these services have on helping students identify and understand their career potential. These content areas were identified from studies cited in earlier literature (e.g., Milsom, 2002; Scarborough & Gilbride, 2006) and retained in the present study for comparison purposes. Before the questionnaire was placed on-line, an initial draft was pilot tested with several transition personnel. As a result of this input, several items were re-worded to improve clarity and one item was dropped because it was believed redundant. After receiving input and endorsement from relevant professional groups and human subjects review committees, the survey was placed on-line for approximately two months. In order to identify participants, two list-serves were used. The first list-serve included Pennsylvania Office of Vocational Rehabilitation counselors who had high school youth with disabilities as part of their caseloads. A cover letter explaining the study with a URL address in order to complete the survey was forwarded to eligible participants from the first list-serve. A second list-serve including high school principals received a similar cover letter but, in this case, they were also asked to forward information about the survey to professionals within their respective high schools who participated in transition team meetings. Because the investigators did not specifically ask how many professionals within each high school received the announcement, it was not possible to calculate an exact participation rate.

With the exception of the first research question that required descriptive analysis, the remaining questions used Chi-square analyses to examine perceptual differences across six professional groups (high school administrators, high school counselors, general education teachers, special education teachers, transition counselors, and state vocational rehabilitation counselors). These data were analyzed using Pearson correlation coefficients. Finally, a qualitative analysis was done to identify content themes to an open-ended question that invited respondents to make “additional comments regarding career services for students with disabilities.”

Results

Participants

An initial statewide sample of 433 respondents consisting of state vocational rehabilitation counselors (n = 117), special education teachers (n = 76), transition counselors (n = 64), high school counselors (n = 51), high school teachers (n = 47), high school administrators (n = 32) and others (n = 46) who did not identify their job title participated in the on-line questionnaire. Of the initial sample who started the survey, 396 persons completed the entire survey. Unless noted otherwise, reported percentages are based on the sample who answered all questions on survey.

In terms of school setting, respondents indicated that the high school where they worked or provided consultation services was located in rural (38.2%), suburban (26.3%), urban (12.9%) or combined (rural/suburban) school settings (23.3%). The sample consisted of more females (72.2%) than males (27.8%) and was predominately White (96%) with 2% Black and 2% who did not indicate racial affiliation. With regard to years of professional experience, the sample averaged 10 years (S.D = 9.17). The average age of participants was 45 years old (n = 389). Educationally, they were more likely to have master’s degree (68.7%) than a baccalaureate (24.7%), doctoral (4%) or associate degree (2.5%). In terms of academic training, there was a fairly large dispersion of academic majors within the sample with the largest categories including degrees in special education (11.7%), rehabilitation counseling (10.5%), teacher education (6.9%), education (3.5%), psychology (3.5%), and secondary counseling (2.5%). Remaining disciplines included those from anthropology, business, child development, counseling, criminal justice, curriculum and instruction, education administration, educational leadership, English, guidance and counseling, history, human services, law, marketing, mathematics, professional leadership, public administration, reading, school counseling, social work, and technology.

Career Assessment Practices

Data related to the first research question concerning career assessment practices indicate that of the eight career assessment methods identified, multiple methods rather than any single one are used. Job shadowing, computer-assisted career guidance systems, job seeking skills training, on-the-job tryouts, individual paper-and-pencil career tests and/or on-line career assessments are the primary career assessment tools. Besides minimal use of commercial work sample systems to assess worker traits and temperaments, a list of other infrequently resources cited under “other” category were used including job coaching, career fairs, career study programs (consisting of four weeks at the end of the senior year), fieldsite visits to local businesses, colleges and technical schools, paid internships with local employers, and work-study programs.

Of the seven career assessment areas evaluated, vocational interest was the dominant assessment area, followed by aptitude and achievement testing (see Table 1). Other testing areas that were used in about one of every three high schools included career decision-making skills, work values, personality and knowledge about the world of work. Further, these assessments generally occur throughout high school (76.9%) at about the same frequency with perhaps a somewhat greater occurrence at the 11th grade (38.1%%) in comparison to the 9th (30.5%), 10th (23.3%), and 12th (24.5%) grades. Still, a small percentage of respondents (8.3%) indicated that career assessments are not conducted at any grade level. When they are conducted, career assessments are most likely the responsibility of either the transition counselor/coordinator (53.5%) or the high school counselor (51.5%).

Understanding of career service needs. The second research question regarding perceived levels of each respondent group’s understanding about career service needs of high school students with disabilities indicate that the majority of respondents perceive that as a result of their professional training and experience they have either a “moderately clear” (39%) or “very clear” (46%) understanding of career service needs while a minority reported “limited” (14%) or “little or no” (1%) understanding. When examining level of understanding across the six professional groups, there was statistically significant difference in observed and expected frequencies ([X.sup.2] (15, [bar.N] = 387) = 114.58, [p.bar] = .0001). Specifically, with the exception of state vocational rehabilitation counselors, all of the other professional groups had higher than expected frequencies with regard to “moderate” levels of understanding career service needs as a result of their professional training and work experience. There were also greater numbers of special education teachers, transition counselors, and state vocational rehabilitation counselors who expressed “minimal” understanding of student career service needs than hypothesized. With regard to the other reported levels of understanding (i.e., “little or no” and “very clear”), these levels were generally within expected frequencies; the notable exception was that fewer special education teachers and state vocational rehabilitation counselors expressed “very clear” understanding of career service needs.

Usefulness of career services. The third research question that examined the level of usefulness derived from career services found the majority of respondents (63%) believed that these services were “somewhat” useful while 28% perceived “very useful” and 9% “not useful.” When examining the degree of usefulness as a function of job title, Chi square analysis revealed a statistically significant difference among the six groups ([X.sup.2] (10, [bar.N] = 379) = 23.49, [p.bar] = .009). Although most professional groups were in the expected frequency estimate across levels of usefulness, there was higher percentage of state vocational rehabilitation counselors who believed that these services were “very useful.” Within the “not useful” category, as a group, vocational rehabilitation counselors (14%) and transition coordinators (13%) had higher than expressed percentages than other groups. In terms of overall rating of career services, more than any other professional group, high school administrators (50%) expressed the most favorable rating of career service being “very useful.” In contrast, vocational rehabilitation counselors (19%) had the lowest percentage among professional groups who expressed that career services were “very useful.”

With regard to the impact of career services on helping students identify and realize their career potential, results indicate that respondents believe that these services have a “moderate” (50.3%) or “significant” (21.4%) impact. Still, there is a sizable minority who express that career services as implemented in their respective high schools have either “minimal” (23.2%) or “little or no” (5.2%) impact. When examining how impact perceptions are viewed across professional groups, Chi-square analysis revealed differences among the groups, [X.sup.2] (15, [bar.N] = 384) = 43.74, [p.bar] = .0001. Data indicate that both transition counselors and state vocational rehabilitation counselors are more likely to report that career services have either “little or no” or “minimal” impact than other professional groups. In contrast, school administrators and special education teachers tended to perceive higher levels of “significant” impact on helping students identify and realize their career potential.

Level of collaboration. The fourth research question addressed perceived levels of collaboration between students with disabilities, their families and school officials and related consultants (administrators, counselors, teachers, rehabilitation counselors) who facilitate career services. Nearly half (48.4%) of respondents (n = 397) perceived that “moderate” collaboration exists whereas a sizable minority expressed that either “minimal” (29.5%) or “little or no” (4.1%) collaboration occurs in their school. In examining perceptual differences in collaboration across the six professional groups, Chi Square analysis found a statistical difference across job titles, [X.sup.2] (15, [bar.N] = 386) = 29.78, [p.bar] = .013. Specifically, there were slightly higher percentages of high school administrators and high school teachers who perceived that “minimal” levels of collaboration than hypothesized. Of the six professional groups, only vocational rehabilitation counselors and transition counselors/coordinators, perceived more frequent reports of “moderate” and “significant” levels of collaboration than hypothesized.

Overall helpfulness. The final research question asked respondents to evaluate how they believe students with disabilities perceive career services, in terms of overall helpfulness. Over two-thirds of transition professionals believe that students find services “helpful.” About one-fifth perceive that students experience career services as being “neither helpful or unhelpful.” In examining perceptual differences across professional groups, Chi Square analysis found a statistical difference across job titles, [X.sup.2] (15, [bar.N] = 386) = 40.92, [p.bar] = .0001. Although most patterns between expected and observed frequencies were generally consistent, it appeared that state vocational rehabilitation counselors, transition counselors/coordinators and high school teachers more than other three professional groups believe that students who use career services find them “helpful.”

In order to understand relationships among participant responses concerning perceived usefulness of career services and their impact on helping students identify and realize their career potential, level of collaboration among transition professionals, perceived helpfulness that students derive from career services, and years of work experience providing career counseling services, Pearson correlations were conducted. It should be noted that a distinction between “usefulness” of career services and “helpfulness” was noted in the analysis. In the former instance, we were asking respondents regarding their overall perception of how useful career services for students; in the later instance, we were ascertaining how they believed students were helped by these services. Results indicate that statistically significant relationships of small and moderate effect sizes were found across several variables (see Table 2). The variables with moderately large correlations (i.e., those with .5 or higher) were associated between (a) perceived usefulness of career services and impact on helping students identify and realize their career potential understanding r = .65 (p = .0001), (b) beliefs regarding how helpful students perceive career services and impact on helping them identify and realize their career potential r = .64 (p = .0001), (c) beliefs regarding how helpful students perceive career services and the level of collaboration among transition professionals, students, and family members r = .53 (p = .0001) and (d) level of collaboration among transition professionals, students, and family members and impact on helping them identify and realize their career potential r = .59 (p = .0001). Essentially, these correlations indicate that if transition personnel believe that students found career services useful then there was increased likelihood that professionals believed that career services impacted on helping high school youth with disabilities to identify and realize their career potential. In addition, if there is a perception that collaboration exists within the transition team then there is a stronger likelihood that these professionals believe that students benefit from participating in career services. Finally, as might be expected, there was a small but statistically significant relationship between years of professional training and work experience and perceived understanding of career service needs of high school youth with disabilities r = .37 (p = .0001).

Qualitative Analysis

Approximately one in four participants provided responses to the open-ended question that allowed respondents opportunity for further comments. In determining whether shared comments represented a new theme, the investigators established criteria that at least 10% of respondents had to describe content in their narratives. Given this criterion, four themes were identified: teamwork, training needs, parental involvement, and unrealistic career goals.

Teamwork. The largest number of comments (n = 26) was associated with the importance of working as a team and how it contributes to higher rates of success in helping students achieve employment goals. Part of the success of maintaining effective teamwork was attributed to leadership. For some respondents, they felt that the appointment of a transition services coordinator was necessary; noting that this lead person is perhaps the only professional who maintains relationship with students, family members, school personnel and vocational rehabilitation counselors. It was also clear from several narratives that state vocational rehabilitation counselors and high school counselors do not fully understand their respective roles and responsibilities as they pertain to transition services and, for this reason, how it negatively impacts professional relationships.

Training needs. Of the 19 respondents who provided comments on training concerns, one commonality between school counselors and vocational rehabilitation counselors was that neither group believed they received sufficient training as it pertained to school to work transition issues or how to work collaboratively to improve transition outcomes. Among vocational rehabilitation counselors, it was reported that there has not been any training funding for the past several years and, as such, several respondents expressed a lack of knowledge when providing services to high school youth with disabilities. An interesting aspect to this perceived training deficit is that within Pennsylvania there is a week-long conference held annually on transition of youth with disabilities. Unfortunately, because of budgetary constraints over the past years, few OVR counselors are able to attend the transition conference.

Parental involvement. Eighteen respondents specifically noted the importance of parental involvement and how participation in transition meetings is often associated with positive outcomes. Anecdotal comments by several individuals reported there is a sizable percentage of parents (with varying estimates between 25% and 40%) who do not participate in transition planning and, from this viewpoint, this problem largely explains why plans fail. As it pertains to parental involvement, several transition personnel respondents believe that parents have unrealistic expectations regarding services available to promote employment or post-secondary outcomes.

Unrealistic career goals’. Ten participants believed that helping professionals do not address unrealistic career goals. One teacher indicated that, “Most students today have a post-secondary outcome expectation but have third grade reading and math levels. Students have no clear understanding of college expectations.” Several isolated comments place this responsibility on the high school guidance counselor in order to identify and work toward realistic career goals.

Isolated identified comments. Other identified comments expressed by several respondents included perceptions that: (a) career assessment services in rural schools were less comprehensive than what may be available in urban or suburban school districts, (b) level of funding allocated to student services and personnel needed to implement and monitor transition services was insufficient (c) career services should be introduced earlier in the school curriculum and, if possible, in the middle school, and (d) obstacles that interfere with career realization (limited public transportation, no driver’s license and/or money to purchase a car and insurance, insufficient number of employers willing to volunteer as career mentors).

Discussion

In general, it appears that students are receiving career assessment services throughout their high school experience and, in fact, about half are receiving them by the 10th grade. For students receiving them in the first two years of high school, career assessment and related outcomes have a stronger chance for success as it allows students greater opportunities for career exploration. For the minority of students (less than 10%) who do not receive any career assessment services, it may be that these students, family members or IEP members perceive no need or do not have adequate resources to provide services. Failure to provide career services as part of a transition plan constitutes non-compliance with federal legislation. Unfortunately, as evident in noted several reports (National Council on Disability, 2000; Rusch, Hughes, Agran, Martin, & Johnson, in press), the majority of states are in non-compliance with transition services.

It also appears that professional groups most responsible for providing career counseling are either high school counselors or transition counselors/coordinators. In the case of school counselors, Pennsylvania’s Career Education and Work Standards Toolkit (Pennsylvania Department Education [PDE], 2009) contains a comprehensive set of standards required of all students in the state, including career assessment and preparation for careers. The Standards, however, were being implemented in schools while data were being collected for our study, and many school counselors may not have implemented the Standards. PDE, through the Pennsylvania Training and Technical Assistance Network provides ongoing training for school counselors, special education personnel, and rehabilitation counselors across the state but it is not known what percentage of these personnel participate in training. Based on our survey results, as it applies to high school counselors, transition consultants and state vocational rehabilitation counselors, further training on relevant disability legislation particularly as it applies to IDEIA (2004) is needed. This need is particularly important if transition personnel want to increase the percentage of high school students receiving career services earlier rather than later in high school. Given that students who reach age 16 are most likely in the 10th grade when the initial IEP is in effect, as part of IDEIA, evaluation results that address “academic, developmental, and functional needs of the child” have to identified. For this reason alone, initiating career assessment services earlier in high school is needed because it is part of the developmental process that starts in childhood (Niles & Harris-Bowlsbey, 2009). As noted previously, high school students with disabilities have limited opportunities to explore and refine career decisions (Enright et al., 1996) and, as a result, may have a lack of awareness about how career efficacy beliefs impact career development outcomes (Ochs & Roessler, 2004).

It is clear that career assessments within the high school use an array of assessment tools beyond traditional paper-and-pencil tests. School and affiliated personnel are providing community-based experiences such as job shadowing and on-the-job training as well as computer-assisted career guidance systems and individual on-line assessments. They are also incorporating career portfolios and assisting students with job seeking skills. Data indicate that of the eight career assessment methods identified, multiple methods rather than any single one are used. Job shadowing, computer-assisted career guidance systems, job seeking skills training, on-the-job tryouts, individual paper-and-pencil career tests and/or on-line career assessments are the primary career assessment tools. Besides minimal use of commercial work sample systems to assess worker traits and temperaments, a list of other infrequently resources cited under “other” category included job coaching, career fairs, career study programs (consisting of four weeks at the end of the senior year), fieldsite visits to local businesses, colleges and technical schools, paid internships with local employers, and work-study programs were used.

Of all of the available assessment tools, however, commercial work sample systems are ones that are used very infrequently which support earlier observations by Guidubaldi et al. (1989). Perhaps cost considerations involved with work samples, training needed to use them as well as a desire to place students in actual work settings rather than simulated work activities account for their limited use. In addition, given that job shadowing and on-the-job training allow evaluators to understand not only worker characteristics but also address environmental aspects that provide valuable career information to students, these methods also provide evaluators information about job modifications and related modifications.

On the basis of self-report indicators, both school-based (administrators, counselors, teachers) and allied professionals (state vocational rehabilitation counselors and transition counselors) perceive that career services provided to high school youth with disabilities are useful. In particular, high school administrators had the highest percentage (50%) among professional groups who reported that these services were “very useful.” In contrast, high school teachers and vocational rehabilitation counselors seemed most critical as to the usefulness of career services provided. Although not a primary research question, post-hoc analysis revealed that participant perceptions regarding usefulness of career services and impact on helping students identify and realize their career potential was statistically significant and moderately correlated with one another. In addition, having a collaborative relationship among transition professionals, students, and family members seems related to perceived usefulness that career services may hold in identifying career goals and career identity. This collaboration, as noted time and time again in the literature (e.g., Edmondson & Cain, 2002; Furney et al., 1997; Grigal et al., 1997; Kamens, Dolyniuk, & Dinardo, 2003; Milsom, 2002) is critical when developing and implementing transition plans. Collaboration, though, is something that takes time and requires a clear consensus of professional roles and responsibilities among members, engagement and open communication, and effective leadership within the group to successfully resolve conflicts. In short, it requires a working atmosphere where members respect, understand and value one another. Because of this prevailing problem of not understanding and effectively tapping into strengths and competencies that all persons who participate in the transition team, service efficiency and effectiveness are reduced (Scarborough & Gilbride, 2006). It seems somewhat paradoxical that while only 17% of vocational rehabilitation personnel attend these transition meetings (Grigal et al. in Mpofu, & Wilson, 2004), in Pennsylvania, 35% of all VR customers served were youth and young adults age 25 or younger (Pennsylvania Office of Vocational Rehabilitation, 2007). Perhaps greater participation by VR counselors will result in stronger collaboration and ultimately positively impact a significant number of clientele whom they serve.

Although this study indicates that, overall, transition professionals perceive that career services help students identify and realize their career potential, about one in four perceive that they have either “minimal” of “little or no” impact. This perception is more likely held by transition counselors and state vocational rehabilitation counselors as opposed to school administrators and special education teachers. Perhaps this situation occurs because transition and rehabilitation counselors are more likely to work directly with students in achieving career goals. As found in this study as well as earlier work by Neubert (2003), evaluation of career interests represents a fundamental assessment area. Although this domain is assessed more than any other area (Capuzzi & Stauffer, 2006; Niles & Harris-Bowlsbey, 2009) vocational interests among teenagers are not stable. Consequently, making vocational plans based, in part, on this domain, may have biased professionals who are more likely to work directly with students in realizing employment goals. As noted in this study, while assessment areas concerning knowledge about the world of work and career decision-making skills are addressed, in comparison to other career assessment areas such as achievement, aptitude, and personality, they do not receive the same attention. Given documented problems that high school youth with disabilities have about the world of work and career decision-making (e.g., Cummings et al., 2000), it would seem that greater attention in these areas on the part of high school guidance counselors and vocational rehabilitation counselors is warranted.

Limitations and Conclusion

Inherent with most survey research designs and certainly applicable to this study as well concerns issues of respondent bias, sample size, and perceptual consistency with actual practice. It is possible that survey participants have different views than non-respondents and therefore findings do not reflect the broader population of professionals who contribute to career services to high school youth with disabilities. In addition, self-report data expressed in the survey may not, in fact, reflect actual transition practices within this particular state or in other states. Further, there was no attempt to ascertain student or relevant family member perceptions regarding career service practices and perceived usefulness. Consequently, career service usefulness and impact on career development may not be as positive as that expressed by various professional groups who are either directly or indirectly involved with service provision. Finally, given the potential number of various professionals who provide career services in high schools and those who were informed about the survey and responded, another limitation concerns sample representation of transition personnel.

With these limitations in mind, survey results suggest that vocational rehabilitation counselors can play a more prominent role in transition planning of high school youth with disabilities. Specifically, it seems that earlier intervention by rehabilitation counselors when students reach age 16 may have important benefits in career assessment, planning and ultimately successful transition. Because rehabilitation counselors are in a unique position to advocate for students, provide or procure a variety of career assessment services and share information regarding post-secondary and employment opportunities, they have the potential to make a positive impact on reversing negative outcomes that often result with youth with disabilities.

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James T. Herbert

The Pennsylvania State University

Dawn C. Lorenz

The Pennsylvania State University

Jerry Trusty

The Pennsylvania State University

James T. Herbert, Ph.D., Department of Counselor Education, Counseling Psychology and Rehabilitation Services, 314 CEDAR Building, University Park, PA 16802.

Email: jth4@psu.edu

Table 1

Percentage of High Schools that Address Specified Career
Assessment Areas

Area                             Percentage

Career Interests                   78.8%
Aptitude                           59.4%
Achievement                        48.0%
Career Decision-Making Skills      37.6%
Work Values                        36.3%
Personality                        35.6%
World of Work                      29.3%

Note: N = 433

Table 2

Correlations of Perceptions Regarding Career Services and Select
Demographic Variables

                      Impact   Understand   Collaboration
                                 Needs

Understand Needs      .20 **

Collaboration         .59 **     .09

Services Useful       .65 **     .11 *         .49 **

Helpful to Students   .64 **     .13 *         .53 **

Highest Degree        .11 *      .13 *         .10

Years Experience      .02        .37 **        .04

                      Services   Helpful to   Highest
                       Useful     Students    Degree

Understand Needs

Collaboration

Services Useful

Helpful to Students    .49 **

Highest Degree         .04          .11

Years Experience       .01          .05        .05

** Correlations significant at .01 level (2-tailed)
* Correlations significant at .05 level (2-tailed)