2.1 RESEARCH PROCEDURE

2.3 INSTRUMENTATION

INVESTIGATIVE SCALE

ARTISTIC SCALE

SOCIAL SCALE

ENTERPRISING SCALE

CONVENTIONAL SCALE

REFERENCES

DERIVING THE VOCATION PAIRING - EXAMPLE 2

Table II

REALISTIC SCALE

CAREER COUNSELING:

THE USE OF CAREER TESTING INSTRUMENTS TO HELP

STUDENTS ASSESS AND MAKE CAREER CHOICES

Dr. See Ching Mey

University Science Malaysia

Malaysia

1. INTRODUCTION

The purposes of this study were:

a. To use four testing instruments that were found to be closely related to career choices, namely personality, interest, competency and value, for the purpose of career counseling.

b. To develop a system of assessment to help students:

· identify their orientation; and

· decide on their career choices.

c. To develop a Career Planning Program modelled following the classification of John Holland’s Self-Directed Search Structure (1986):

R : Realistic

I : Investigative

A : Artistic

S : Social

E : Enterprising

C : Conventional

2. METHODOLOGY

a. Reviewed literature and career inventories to confirm the four major areas that are related to career choices.

b. Build the statements / items for the Personality, Interest, Competency and Value Inventories, based on review of literature inventories.

c. Reviewed the items of the inventories with a panel of counselors and made the necessary amendments.

d. Conducted the first pilot test with 100 randomly selected respondents comprising of students from the secondary schools (Ages 16-17) to validate the items in the six scales (RIASEC).

e. Reviewed, translated, revised and built the Dictionary of RIASEC Occupational Classification relevant to Malaysian job market.

f. Conducted a study on 460 respondents from five secondary schools in Penang. The purpose was to validate the inventories and to review the feasibility of the Career Planning Program.

Sex of Respondents	No.
Male	214
Female	246
Total	460

Table 1. Total Respondents by Gender (n=460)

Course Type	No.
Accounts	123
Science	150
Economics	32
Arts	155
Total	460

Table 2. Total Respondents by Courses (n=460)

g. Conducted a workshop to train 12 secondary school counselors in Penang to use the inventories. The purpose was to obtain their feedback on the inventories, the feasibility and applicability of the Career Planning Program. A numbers of items in the four inventories were amended.

Some recorded and specific comments given by the school counselors on the inventories were:

1. The program comprises a combination of four important inventories.

2. The program is not time consuming and can be easily used.

3. These inventories are much easier to understand than other inventories.

4. These inventories which are written in Bahasa Malaysia are extremely appropriate for use in the Malaysia context since there is lack of Bahasa Malaysia materials in career assessment.

5. The reliability of the inventories is assured because the vocational paring that is found in their exercise is similar to the vocational paring they have when they did the VPI Inventory.

The participants’ comments to the question on the applicability and usefulness of the Program were as follows:

1. This program can be used for school counselors to provide guidance / counseling for the students after SPM / STPM to plan their career path.

2. This program gives ‘hope’ to students who do not have good results in the SPM / STPM. The students can be help to identify their career choices and make plan for the courses to take.

3. With this program, school counselors can provide more effective career counseling for their students.

4. The items in the four inventories also comprise of assessment in personal development which is useful for individual counseling.

5. The Value Game Inventory can be used to help students identify their values and resolve conflict in their social relationship.

6. This program should be transferred into a computer program to increase the accessibility to students. Nonetheless, after the students have completed the assessment on their own, they are required to consult their counselors in making their career choices.

h. Conducted a final study on 240 respondents from nine secondary schools in Penang. The purpose was to assess the reliability of the four inventories and to study the responses of the respondents in regard to gender and levels of Form.

Sex of Respondents	No.
Male	86
Female	168
Total	240

Table 3. Total Respondents by Gender (n=240)

Levels of Form	No.
One	50
Two	45
Three	36
Four	64
Six	45
Total	240

Table 4. Total Respondents by Levels of Form (n=240)

2.2 SCALE INTERPRETATION

The scale interpretation for this study is based on Holland’s Vocational Preference Inventory (1985).

2.2.1 Realistic (R) Scale

High scorers in the Realistic Scale are:

· practical-minded;

· oriented towards mechanical skills and interests;

· inclined towards realism, practicality, masculinity and conventionality.

2.2.2 Investigative (I) Scale

High scorers in the Investigative Scale are:

· concerned with science, mathematics and theory;

· inclined to “think through” problems;

· appreciative of science and aesthetic matters;

· inclined towards intellectuality, intelligence, unsociableness, scientism and rationality.

2.2.3 Artistic (A) Scale

High scorers in the Artistic Scale are:

· artistic, musical and have literary interest;

· original, imaginative, complex and introverted;

· inclined towards artistic interests, expressiveness, originality and unconventionality.

2.2.4 Social (S) Scale

High scorers in the Social Scale are:

· inclined to social interests and prefer teaching or therapeutic roles;

· skilled in role playing;

· able to relate with others;

· able to form “close” relationships;

· inclined towards analytic label, sociability and problem solving.

2.2.5 Enterprising (E) Scale

High scorers in the Enterprising Scale are:

· skilled in ambiguous verbal tasks and have a greater need for power;

· persuasive;

· leaders with verbal and persuasive skills;

· driven by strong needs to achieve and to secure high status;

· inclined towards dominance, risk taking and enthusiasm.

2.2.6 Conventional (C) Scale

High scorers in the Conventional Scale are:

· inclined to structured rote verbal and numerical activities and generally prefer subordinate roles;

· conforming;

· obedient to rules and regulations;

1. There are four testing instruments or inventories:

I. Personality and Career Inventory;

II. Interest and Career Inventory;

III Competency and Career Inventory; and

IV. Value Game and Career Inventory.

2. There are ten items in each RIASEC scale (sixty items in each inventory).

3. The counselors are trained to implement the program.

4. The inventories are originally in Bahasa Malaysia.

For the purpose of this conference, the inventories were translated into the English language. The process of the translation is as follow:

· A direct translation from Bahasa Malaysia to English was carried out for all the statements;

· Two persons discussed the translation together, and the translated statements were compared to the first English translation and modified.

· The English version statements were reviewed and translated back into Bahasia Malaysia to validate the translation.

· A final checking for grammar and spelling was carried out.

5. Samples of the items in each inventory are as follow:

I. Personality and Career Inventory

Put (/) in columm Y (Yes) if the item DESCRIBES YOUR PERSONALITY.

Put (/) in column N (No) if the item DOES NOT DESCRIBE YOUR PERSONALITY.

REALISTIC SCALE

1. I am comfortable performing outdoor activities.

6. I use my physical ability to complete my daily work.

INVESTIGATIVE SCALE	Y	N
12. I am attracted to mind-twister games.
15. I have an active and analytical mind.

ARTISTIC SCALE	Y	N
21. I am highly imaginative.
23. I am a sentimental person.

SOCIAL SCALE	Y	N
32. I am a friendly and accommodating person.
38. I will do my best to help others.

ENTERPRISING SCALE	Y	N
44. I will ask to get information.
46. I like to talk about my achievements.

CONVENTIONAL SCALE	Y	N
54. I keep my things in neat and orderly manner.
59. I follow instructions and rules.

II. Interest and Career Inventory

Put (/) in columm L (Like) for item that YOU LIKE TO DO or YOU ARE HAPPY TO DO.

Put (/) in columm NL (Do Not Like) for item that YOU DO NOT LIKE TO DO or YOU ARE NOT HAPPY TO DO.

REALISTIC SCALE

2. Fix mechanical gadgets.

9. Work outdoors.

INVESTIGATIVE SCALE	L	NL
11. Read science books and magazines.
14. Work with chemicals.

ARTISTIC SCALE	L	NL
21. Sketch, draw and paint.
22. Watch a movie/drama.

SOCIAL SCALE	L	NL
35. Do voluntary work.
39. Take a Social Work course.
ENTERPRISING SCALE	L	NL
41. Read materials related to business.
42. Operate my own business.

CONVENTIONAL SCALE	L	NL
56. Take an Accounting course.
58. Keep records of stocks.

III. Competency and Career Inventory

Put (/) in columm Y (Yes) for item that YOU CAN DO.

Put (/) in columm N (No) for item that YOU CAN NOT DO.

REALISTIC SCALE	Y	N
3. I cook various dishes.
10. I can read a machine plan or housing plan.

INVESTIGATIVE SCALE	Y	N
11. I perform, observe, collect data and write reports on experiments.
12. I understand concepts of computer programming.
ARTISTIC SCALE	Y	N
22. I sing solo or in a group.
26. I can draw and sculpt.

SOCIAL SCALE	Y	N
31. I can advise people in their career choices and plan for their future.
39. I can explain things clearly.

ENTERPRISING SCALE	Y	N
41. I can easily obtain resources to run a profitable program.
42. I have the skills to motivate members in a group to achieve success.

CONVENTIONAL SCALE	Y	N
57. I take good care of things under my charge.
59. I easily follow instructions and rules.

IV. Value Game and Career Inventory

INSTRUCTIONS FOR THE STUDENT:

1. Sort the 60 value cards into 2 groups, according to the values that “You Hold Important” and that “You Don’t Hold Important”.

2. Sort out the cards from the group value “I Hold Important” by colours.

3. Count the number of cards in each colour groups as stated below:

Yellow Card - Realistic;

Blue Card - Investigative;

Red Card - Artistic;

Green Card - Social;

White Card - Enterprising;

Orange Card - Conventional

4. Count the number of cards found in each scale (RAISEC). Write the scores in the Summary Score Sheet (Personality, Interest, Competency, and Value Personality).

2. I get satisfaction from producing something using my hands.

7. I place importance on results that bring benefits.

11. I give full concentration to whatever I do.

13. I enjoy solving research problems.

22. I determine my own way of life.

25. I am independent and I value freedom.

32. I place importance in harmonious relationship.

39. I hold the principle that everyone has the right to enjoy a good life.

41. I like to direct and control people.

47. I am independent and take initiative in my work.

53. I am comfortable with a routine life style.

60. I am a disciplined person.

2.4 STATISTICAL ANALYSIS

Both qualitative and quantitative methods were used in this study.

	Stages	Method
i.	Reviewed items with panel counselors:	Qualitative
ii.	Pilot study to validate the items:	Qualitative & Quantitative
iii.	Validated the inventories and reviewed the feasibility of the Career Planning Program:	Qualitative & Quantitative
iv.	Received feedback on the four inventories, the feasibility and the applicability of the Career Planning Program from school counselors	Qualitative & Quantitative
v.	Final study to assess reliability of the four inventories and to run ANOVA Tests	Quantitative

2.4.1 Results of Reliability Tests

Scale	No. of Statements	Cronbach Alpha
Realistic	40	0.74
Investigative	40	0.80
Artistic	40	0.76
Social	40	0.73
Enterprising	40	0.81
Conventional	40	0.80
Total	240	0.77

Table5. Reliability Estimates For The Scales Of RIASEC from the Pilot Test

(n = 100)

Scale	No. of Statements	Cronbach Alpha
Realistic	40	0.73
Investigative	40	0.80
Artistic	40	0.76
Social	40	0.77
Enterprising	40	0.77
Conventional	40	0.77
Total	240	0.77

Table 6. Reliability Estimates for the Scales of RIASEC from the Five Schools (n = 460)

The Cronbach Alpha of all the four inventories (Personality, Interest, Competence and Value) for each scale (RIASEC) obtained from the pilot study (n = 100) and second study (n = 460) are similar. The alpha coefficient for the scales ranged from 0.73 to 0.81 (Table 5) and 0.73 to 0.80 (Table 6).

Scale	No. of Statements	Cronbach Alpha
Realistic	40	0.80
Investigative	40	0.86
Artistic	40	0.83
Social	40	0.84
Enterprising	40	0.83
Conventional	40	0.86
Total	240	0.84

Table 7. Reliability Estimates for the Scales of RIASEC from the Final Study (n = 240)

Inventory	No. of Statements	Cronbach Alpha
Personality	240	0.72
Interest	240	0.92
Competency	240	0.86
Value	240	0.87
Total	240	0.84

Table 8. Reliability Estimates for the Four Inventories in the Final Study (n = 240)

The reliability of all scales (alpha coefficient for the scales ranged from 0.80 - 0.86) and four inventories (alpha coefficient for the inventories ranged from 0.72 – 0.92) are high which implies strong inter correlation. This means the testing instruments have high level of reliability.

2.4.2 Other Tests

A one-way ANOVA test was run to study the responses of the respondents in regard to gender and levels of Form for the six scales (RIASEC) and the four major areas (Personality, Interest, Competency and Value). The findings show that there is no significant difference between the male and female respondents in the six scales and the four major areas. There is also no significant difference between the respondents’ levels of Form in the six scales and the four major areas.

2.5 CODING PROCEDURE

A coding procedure was formulated.

Vocation Pairing Methods

· Each of the four inventories (Personality, Interest, Competency and Value Game) contains six RIASEC scales yielding a total of 24 individual scores

(4 x 6 = 24 individual scores).

· These six scales tally will produce six (6) Total Scores in the Summary Score Sheet.

· The RIASEC scales should be scanned for three or four of the highest scores.

· The three (3) highest scores are then arranged or ranked from highest to lowest to determine their pairing as the respondent’s main vocation.

· When respondents’ total scores in the RIASEC scales are quite similar, they may produce more than one pairing for their main vocation:

- Main Vocation; and

- Alternative Vocation

DERIVING THE VOCATION PAIRING - EXAMPLE 1

Table I

No. Of Highest Scores for Scale I = 3 (Personality, Competency and Value Inventories)

No. Of Highest Scores for Scale A = 1 (Interest Inventory)

Main Vocation = SIA

Step 1. Scan the Summary Score Sheet for the 3 highest total scores.

The example in Table I shows the three total highest scores are in the Social Scale (35) followed by Investigative (32) and Artistic (32). The first position of the vocation pairing is S (Social) but the second and third cannot be determined as they have the same total scores of 32. We must then proceed to Step 2 to discriminate.

Step 2. Compare the RIASEC Scales with the same total scores.

In Table I, the Scales with the same total scores are Investigative (I) and Artistic (A) of 32.

Step 3. Scan the RIASEC Scales of the 4 Inventories (Personality, Interest, Competency and Value) of the scales with the same total scores.

In Table I, scan the 4 inventories of Scale I and Scale A.

Step 4. Circle the scale with the highest score. Keep count on the number of highest score for each scale.

There are three highest scores for Scale I (in Personality, Competency and Value Inventories) and one highest score for Scale A (in Interest Inventory).

Step 5. The scale with the most number of highest score will confirm its second position in the vocation pairing, followed by the third position. If all the 3 positions can be determined for the main vocation, the pairing is complete.

In Table I, the Scale with the most number of highest score is Investigative (second position), followed by Artistic (third position).

Step 6. Complete vocation pairing.

In Table I, the completed vocation pairing is Social Scale followed by Investigative Scale and Artistic Scale or SIA in short as its main vocation.

2 Added Highest Individual Value/Score in A = 20

2 Added Highest Individual Value/Score in S = 19

2 Added Highest Individual Value/Score in C = 18

Main Vocation = ASC

Step 1. Scan the Summary Score Sheet for the 3 highest total scores.

The example in Table II shows the three highest total scores, the Artistic (34), Social (34) and Conventional Scales (34). The first position of vocation pairing cannot be confirmed as all highest total scores are the same. Proceed to Step 2 to discriminate.

Step 2. Compare the RIASEC Scales with the same total scores.

In Table II, the Scales with the same total scores are Artistic (A), Social (S) and Conventional (C) of 34.

Step 3. Scan the RIASEC Scales of the 4 Inventories (Personality, Interest, Competency and Value) of the scales with the same total scores.

In Table III, scan the 4 inventories of A, S, and C Scales.

Step 4. Circle the scale with the highest score. Keep count on the number of highest score for each scale.

In Table II, there are two highest score for Scale A (in Interest and Competency Inventories), two highest score for Scale S (in Personality and Value Inventories) and zero highest score for Scale C. Because Scale C has the lowest number of highest score, Scale C is confirmed as the third or last position in the vocation pairing. Because the total numbers of highest scores are the same for the first and second position, pairing cannot be completed. Move to step 5 to discriminate further.

Step 5. If only the last / third position can be determined, and the first and

second scales contain two highest scores, add up the two highest score in the competing scales. The scale with the higher added scores will be confirmed in the first position and the lower in the second.

In Table II, in Scale A, the added score of its two highest scores is 20 (10 in Interest Inventory and 10 in Competency Inventory). In Scale S, the added score of its two highest scores is 19 (10 in Personality Inventory and 9 in Value Inventory). Scale A is confirmed in the first position in the vocation pairing because of its higher added scores followed by Scale S in the second position.

Step 6. Complete vocation pairing.

In Table II, the completed Vocation Pairing is the Artistic Scale followed by Social Scale and Conventional Scale or ASC.

3. RESULTS AND DISCUSSION

The purpose of this study was to build four inventories in a Career Planning Program which will be relevant to the Malaysian population and then validate the inventories. In the studies, the counselors and students found the Career Planning Program to be feasible and useful. The findings from assessing these inventories have proven to be reliable and effective.

4. SUMMARY AND CONCLUSIONS

The outcome of this study, is a production of a Career Planning Program which consists of the administration of a series of inventories to derive a career profile of a potential candidate. This profile, when used with a guide manual by counselors, can generate a number of career choices for the candidate.

5. FUTURE STUDY

The original scope of the study restricted the test groups to a subset of the school going population – that from the largely industrialised and urbanised state of Penang. As the country is polymorhpic in geography, culture and religion, further validation and tests need to be carried out nationwide to expand the coverage and scope of these inventories. Although the original scope had been to seek characteristics for advice before a career path is plotted, the inventories may also be used after a career is set, to identify the erroneous choices so that early intervention may be considered to re-direct such young adults into careers better suited to them. Thus to consolidate the instruments, there is a need to expand the tests and validation phase to the school-going population nationwide and to begin the construction of a modified set (if necessary) for those young adults already out of school and in the job market or in the Institutions of Higher Learning to identify mismatches for earlier intervention.

Personality

Interest

Competency

Total Scores

Career Planning Services (1993), Action Guide for the ACT Career Planning Program in

Secondary Schools, Postsecondary Institutions and Human Services Agencies, ACT Educational Services Division, Sigma Assessment Systems, Inc.

Dictionary of Occupational Classification (1985), First Supplement, Kuala Lumpur:

Ministry of Human Resources, Malaysia.

Dictionary of Occupational Classification (1986), Second Supplement, Kuala Lumpur:

Ministry of Human Resources, Malaysia.

Dictionary of Occupational Classification (1987), Third Supplement, Kuala Lumpur:

Ministry of Labour, Malaysia.

Dictionary of Occupational Classification (1988), Fourth Supplement, Kuala Lumpur:

Ministry of Labour, Malaysia.

Holland, John L. (1985), The Vocational Preference Inventory: Professional Manual

1985 Edition, Florida: Psychological Assessment Resources, Inc.

Holland, John L. (1986), The Occupations Finder (For Use With The Self-Directed

Search) – Canadian Edition, Florida: Psychological Assessment Resources, Inc.

International Standard Classification of Occupations (Revised Edition 1968), Geneva:

International Labor Office.

Jackson, D. N. (1987), Personality Research Form Manual, Sigma Assessment Systems, Inc.

Kamus Pengkelasan Pekerjaan (1992), Kuala Lumpur: Kementerian Sumber Manusia.

Kuder, D. D. & Diamond, E. E. (1979), Occupational Interest Survey – General Manual (2^nd Ed.), Science Research Assessment, Inc.