2nd

Semester

Western Colleges, Inc.

MARY JOY S.
ROGUEL
STUDENT NUMBER: 221553
PROFESSOR: DR. IRMA O.
EJANDA

1
 TABLE OF CONTENTS

TOPICS PAGE NUMBERS

Western Colleges, Inc.

2
GM 113
CAREER COUNSELING

2nd
Semester
Name of Student: MARY JOY S. ROGUEL
Student Number: 221553
Professor: Dr. Irma O. Ejanda

A. THEORIES OF CAREER
DEVELOPMENT AND
DECISION MAKING
MODELS

There are numerous career theories and models, and no single

one is sufficient to describe the broad field of career development. In
this section you will find introductions to some of these core theories,
and their key ideas.

Career theories typically fall into one of three categories which,

while not mutually exclusive, can be a useful form of classification:

Theory of process

Theories of process relate to interaction and change

over time. This can be characterised by theories in which
there are a series of stages through which people pass.

3
 Theory of content

Theories of content relate to the characteristics of the

individual and the context they live in. The influences on
career development are thought to be either intrinsic to the
individual or originate from the context in which the individual
lives.
Theory of content and process

Theories of content and process have been formed in

response to a need for theory to take into account both of
these key areas. These theories encompass both the
characteristics of individuals and their context, and the
development and interaction between them.
Career Development is a “continuous lifelong process
of developmental experiences that focuses on seeking,
obtaining and processing information about self, occupational
and educational alternatives, life styles and role options”
(Hansen, 1976). Put another way, career development is the
process through which people come to understand them as
they relate to the world of work and their role in it. This career
development process is where an individual fashions a work
identity. In America, we are what we do, thus it becomes a
person’s identity. It is imperative when educating our young
people that our school systems assist and consider the
significance of this responsibility for our youth and their future.
The influences on and outcomes of career development are
one aspect of socialization as part of a broader process of
human development.
Why Study Theory? Theories and research
describing career behavior provide the “conceptual glue” for
as well as describe where, when and for what purpose career
counseling, career education, career guidance and other
career interventions should be implemented. The process of
career development theory comes from four disciplines:
 Differential Psychology- interested in work and
occupations

4
  Personality- view individuals as an organizer of their
own experiences
 Sociology- focus on occupational mobility
 Developmental Psychology- concerned with the “life
course” “Theory is a picture, an image, a description, a
representation of reality. It is not reality itself. It is a way we can
think about some part of reality so that we can comprehend it”
(Krumboltz)

TRAIT FACTOR

The trait theory of personality suggests that people have

certain basic traits and it is the strength and intensity of those
traits that account for personality differences. The trait approach
to personality is one of the major theoretical areas in the study
of personality. Trait theory suggests that individual personalities
are composed of broad dispositions.1
There are four trait theories of personality: Allport's trait
theory, Cattell's 16-factor personality model, Eysenck's three-
dimensional model, and the five-factor model of personality.

A trait is a personality characteristic that meets three

criteria: it must be consistent, stable, and vary from person
to person.2 Based on this definition, a trait can be thought
of as a relatively stable characteristic that causes
individuals to behave in certain ways.

The way psychologists have thought about

personality, including how they define traits, has evolved
over time. Unlike many other theories of personality, such
as psychoanalytic or humanistic theories, the trait
approach to personality is focused on differences between
individuals.

The combination and interaction of various traits

form a personality that is unique to each person. Trait
theory is focused on identifying and measuring these
individual personality characteristics.

5
 ALLPORT’S TRAIT THEORY
The first trait theory was proposed by a psychologist
named Gordon Allport in 1936. Allport found that one English-
language dictionary contained more than 4,000 words
describing different personality traits. He categorized these traits
into three levels:3
Cardinal Traits
Allport suggested that cardinal traits are rare and
dominating, usually developing later in life. They tend to define a
person to such an extent that their names become synonymous
with their personality. Examples of this include the following
descriptive terms: Machiavellian, narcissistic, Don Juan, and
Christ-like.
Central Traits
These general characteristics form basic personality
foundations. While central traits are not as dominating as
cardinal traits, they describe the major characteristics you might
use to describe another person. Descriptions such as
"intelligent," "honest," "shy," and "anxious" are considered
central traits.

Secondary Traits
Secondary traits are sometimes related to attitudes or
preferences. They often appear only in certain situations or
under specific circumstances. Some examples include public
speaking anxiety or impatience while waiting in line.

6
 CATTELL’S 16-FACTOR
PERSONALITY MODEL

Trait theorist Raymond Cattell reduced the number of

main personality traits from Allport’s initial list of over 4,000
down to 171. He did so primarily by eliminating uncommon traits
and combining common characteristics.

Next, Cattell rated a large sample of individuals for these

171 different traits. Using a statistical technique known as factor
analysis, he then identified closely related terms and eventually
reduced his list to 16 key personality traits. Among them are
dominance, perfectionism, reasoning, and self-reliance.

According to Cattell, these 16 traits are the source of all

human personalities. He also developed one of the most widely
used personality assessments. the 16 Personality Factor
Questionnaire.4

Cattell's 16 Personality Factors

Eysenck’s 3 Dimensions of
Personality
British psychologist Hans Eysenck developed a model of
personality based on just three universal traits.5

7
 Introversion/Extraversion
Introversion involves directing attention to inner
experiences, while extraversion relates to focusing attention
outward, onto other people and the environment. A person high
in introversion might be quiet and reserved, while an individual
high in extraversion (often spelled "extroversion") might be
sociable and outgoing.
Neuroticism/Emotional
Stability
This dimension of Eysenck’s trait theory is related to
moodiness versus even-temperedness. Neuroticism refers to an
individual’s tendency to become upset or emotional, while
stability refers to the tendency to remain emotionally constant.

Psychoticism
Later, after studying individuals suffering from mental
illness, Eysenck added a personality dimension he called
psychoticism to his trait theory. Individuals who are high on this
trait tend to have difficulty dealing with reality and may
be antisocial, hostile, non-empathetic, and manipulative.
Five-Factor Model of Personality
Both Cattell’s and Eysenck’s theories have been the
subject of considerable research. This has led some theorists to
believe that Cattell focused on too many traits, while Eysenck
focused on too few. As a result, a new trait theory often referred
to as the "Big Five" theory emerged.

This five-factor model of personality represents five core

traits that interact to form human personality. 6 While researchers
often disagree about the exact labels for each dimension, the
following are described most commonly:

 Agreeableness: level of cooperation and caring

for others
 Conscientiousness: level of thoughtfulness
and structure
 Extraversion: level of socialness and emotional
expressiveness
 Neuroticism: level of mood stability and
emotional resilience
 Openness: level of adventure and creativity

8
 SUPER’S DEVELOPMENTAL
SELF-CONCEPT THEORY

Vocational development is the process of developing and

implementing a self-concept. As the self-concept becomes more
realistic and stable, so does vocational choice and behavior.
People choose occupations that permit them to express their
self-concepts. Work satisfaction is related to the degree that
they’ve been able to implement their selfconcepts.

Career Maturity - Similarity between one’s actual

vocational behavior and what is expected for that stage of
development. Career maturity includes readiness to cope with
developmental tasks at a given stage. It is both affective and
cognitive.
Most career education programs have been affected by
Super’s ideas. They provide gradual exposure to self-concepts
and work concepts in curriculum that represents Super’s ideas
of career development/vocational maturity. (National Career
Development Guideline Standards)

Stages
Growth (Birth to mid teens) - Major developmental
tasks are to develop a self-concept and to move from play to
work orientation.

Sub stages

9
  Fantasy (4-10 years old) - needs dominate
career fantasies and little reality orientation.
 Interest (11-12 years old) - identifies
likes/dislikes as basis for career choices
 Capacity (13-14 years old) - more reality
incorporated; can relate own skills to specific
requirements of jobs. (Vocationalizing the self
concept)

Exploration (Mid teens through early 20’s) -

major tasks are to develop a realistic selfconcept and implement
a vocational preference though role tryouts and exploration;
there is a gradual narrowing of choices leading to
implementation of a preference. Preferences become CHOICES
when acted upon.

Sub Stages
 Tentative (15-17 years old) - tentative choices
incorporating needs, interests, abilities are tried out in
fantasy, coursework, part time work, volunteer,
shadowing. o May identify field and level of work at this
sub stage.

 Crystallization of Preference (18-21 years old) -

General preference is converted into specific choice.
Reality dominates as one enters the job market or training
after high school. Choosing a college major or field of
training.

 Specifying a Vocational Preference (early 20’s)

- trial/little commitment; first job is tried out as life’s work
but the implemented choice is provisional and person may
cycle back through crystallizing and specifying if not
appropriate.

Establishment (mid 20’s through mid 40’s) -

major tasks are to find secure niche in one’s field and advance
within it.

Sub Stages
Trial and Stabilization (25-30 years old) -
process of settling down, if unsatisfactory may make 1-2 more
changes before the right job is found.

10
 Advancement (30-40 years old) - efforts directed
at securing one’s position, acquiring seniority, developing skills,
demonstrating superior performance, resume building actions.

Maintenance (40’s through early 60’s ) - Major

task is to preserve one’s gains and develop non-occupational
roles for things one always wanted to do; Little new ground is
broken, one continues established work patterns. One faces
competition from younger workers. Could be a plateau.

Disengagement or Decline (Late 60’s through

retirement) - Tasks are deceleration of the career, gradual
disengagement from world of work and retirement. One is
challenged to find other sources of satisfaction. May shift to part
time to suit declining capacities.

Development Tasks
 Crystallization Forming a general vocational goal

 Specification Move from tentative to specific

preference

 Implementation Complete training, enter

employment

 Stabilization Confirm choice through work

experience

 Consolidation Advance in career

Implications of Super’s Theory for

Career Counseling
 Identify the career development stage and set goals for
mastery of the tasks unique to each stage.

 Help student clarify self-concept because any task that

enhances self-knowledge will increase vocational
maturity. Then help them relate their self-knowledge to
occupational information.

11
 Expose students to a wider range of careers because
occupational options narrow over time. Consider lifestyle
implications and consider the vocational and avocational
relevance of subjects studied in school.

 Direct work experiences are vital. Try on roles in real

worlds of work.

Supers developmental view of career development in the

context of the self allows for changes over time. This is very
appropriate in the 21st Century workplace.

12
13
 PERSONALITY THEORY

HOLLAND THEORY OF
VOCATIONAL TYPES

This approach gives explicit attention to behavioral style

or personality types as the major influence in career choice
development. This is described as structurally interactive.
Common Themes:
 Occupation choice is an expression of personality
and not random
 Members of an occupational group have similar
personalities
 People in each group will respond to situations an
problems similarly
 Occupational achievement, stability and
satisfaction depends on congruence between
one’s personality and job environment

14
 6 Holland Types

Realistic - work with hands, machines, tools, active,

practical, adventurous
High traits - practical, masculine, stable
Low traits - sensitive, feminine, stable Occupations -
construction, farming, architecture, truck
driving, mail carrier

Investigative – thought, analytical approaches,

explore, knowledge, ideas, not social
High traits – scholarly, intellectual, critical
Low traits – powerful, ambitious, adventurous
Occupations – biologist, chemist, dentist, veterinarian,
programmer
Artistic – literary, musical, artistic activities, emotional,
creative, open

15
 High traits – expressive, creative, spontaneous
Low traits – orderly, efficient, conventional, social, masculine
Occupations – artist, musician, poet, interior designer, writer

Social – train, inform, educate, help, supportive, avoid

technical skills, empathy, relationships
High traits – cooperative, friendly, humanistic
Low traits – ambitious, creative, strong,
Occupations – social work, counseling, police officer, LPN

Enterprising – verbally skilled, persuasive, direct, leader,

dominant
High traits – ambitious, adventurous, energetic
Low traits – intellectual, creative, feminine
Occupations – lawyer, business executive, politician, TV
producer

Conventional – rules and routines, provide order or direct

structure, great self control, respect power and status,
punctual, orderly
High traits – stable, efficient, dependable, controlled
Low traits – intellectual, adventurous, creative
Occupations – bank teller, clerk typist, cashier, data entry

Krumboltz’s LEARNING THEORY

OF CAREER COUNSELING
(LTCC) & HAPPENSTANCE

LEARNING THEORY OF CAREER

COUNSELING
(Krumboltz, Mitchell, & Gelatt)

Learning takes place through observations as well as

through direct experiences

16
 Simplify the process of career selection; based primarily
on life events influential in determining career selection.

4 FACTORS OF CAREER
DEVELOPMENT
 Genetic endowments and special abilities
 Inherited qualities that may set limits on individual career
opportunities
 Environmental conditions and events Factors of
influence that are often beyond the individual’s control
Certain events and circumstances influence skills
development, activities, and career preferences
 Learning experiences
 Instrumental learning experiences and associative
learning experiences Negative and positive reactions to
pairs of previously neutral situations
 Task approach skills
 Sets of kills the individual has developed, such as
problem-solving skills, work habits, metal sets, emotional
response, and cognitive responses
 Modified as a result of desirable or undesirable
experiences
 Individual learning experiences over the life span develop
the primary influences that lead to career choice:
 Generalization of self derived from experiences and
performance in relation to learned standards
 Sets of developed skills used in coping with the
environment
 Career-entry behavior such as applying for a job or
selecting an education or training institution
 Assisting individuals to understand fully the validity of
their beliefs is a major component of the social learning
model Counselors should address the following
problems:
 Failure to recognize that a remediable problem exists
 Failure to exert effort needed to make decisions or solve
problems
 Eliminated potentially satisfying alternative for
inappropriate reasons
 Choosing poor alternatives for inappropriate reasons
 Suffering anguish and anxiety over perceived inability to
achieve goals HAPPENSTANCE (Krumboltz, Mitchell, &
Levin)

17
 Chance events over one’s life span can have both
positive and negative consequences.
Unpredictable social factors, environmental conditions,
and chance events over the life span are to be recognized as
important influences in clients’ lives.
Counselors assist clients respond to conditions and
events in a positive manner
Critical client skills:
 Curiosity Explore learning opportunities
 Persistence A way of dealing with obstacles
 Flexibility Learn to address a variety of
circumstances and events
 Optimism Positive attitude when pursuing new
opportunities
 Risk taking May be necessary during unexpected
new events
 Counselor can enable the client to transform these
past experiences into opportunities for learning
exploration
 Clients have developed barriers to actions
resulting from chance events- they have difficulty
taking positive actions
 Theory suggests clients learn to approach future
with a positive attitude and the curiosity and
optimism that produces positive result

BANDURA’S SOCIAL
COGNITIVE THEORY

The concept of self efficacy is the focal point of Albert

Bandura’s social cognitive theory. By means of the self system,
individuals exercise control over their thoughts, feelings, and
actions. Among the beliefs with which an individual evaluates
the control over his/her actions and environment, self-efficacy
beliefs are the most influential predictor of human behavior.
The level and strength of self-efficacy will determine:
 whether coping behavior will be initiated;
 how much effort will result;
 how long the effort will be sustained in the face of
obstacles.

18
 Self-Efficacy - the belief in one’s capabilities to organize
and execute the courses of action required to produce given
attainments- is constructed on the basis of:
Four most influential sources where self-efficacy is
derived:
 Personal Performance - Accomplishments-
previous successes or failures (most influential)
 Vicarious Experience - Watching others, modeling,
mentoring
 Verbal Persuasion - Verbal encouragement or
discouragement
 Physiological and Emotional Factors - Perceptions
of stress reactions in the body
Self-Efficacy plays the central role in the cognitive
regulation of motivation, because people regulate the level and
distribution of effort they will expend in accordance with the
effects they are expecting from their actions.

It is important to understand the distinction

between Self Esteem and Self Efficacy.
 Self esteem relates to a person’s sense of self
worth.
 Self efficacy relates to a person’s perception of
their ability to reach a goal.

How Self Efficacy Affects Human Function

Choices regarding behavior-People will be more
inclined to take on a task if they believe they can succeed.
People generally avoid tasks where their self efficacy is low, but
engage when it is high. Self efficacy significantly higher than
ability can lead to psychological damage. Significantly low self
efficacy leads to an inability to grow and expand skills. Optimum
levels of self efficacy are a little above ability, which encourages
people to tackle challenging tasks and gain valuable experience.
Motivation- People with higher self efficacy in a task are
likely to expend more effort and persist longer than with low
efficacy. On the other hand, low self efficacy may provide an
incentive to learn more and prepare better than a person with
higher self efficacy.
Thought Patterns and Responses- Low self efficacy
can lead people to believe tasks are harder than they actually
are. This leads to poor planning and stress. A person with higher
self efficacy will attribute a failure to external factors, whereas a

19
person with lower self efficacy will attribute it to low ability.
(Example: Math Test)
The Destiny Idea- Bandura successfully showed that
people with differing self-efficacy perceive the world in
fundamentally different ways. People with a high self efficacy
are generally of the opinion that they are in control of their own
lives: that their own actions and decisions shape their lives. On
the other hand, people with low self-efficacy may see their lives
as somewhat out of their hands and with fate.

Efficacy vs. Outcome Expectations

Bandura distinguishes between outcome expectancy and
and efficacy expectancy.
Outcome expectation refers to the person’s estimate
that a given behavior will lead to particular outcomes.
Efficacy expectation is an estimate that one can
successfully execute the behavior required to produce the
outcomes sought.
Self-beliefs about abilities play a central role in the career
decision-making process. People move toward those
occupations requiring capabilities they think they either have or
can develop. People move away from those occupations
requiring capabilities they think they do not possess or they
cannot develop.
Personal goals also influence career behaviors in
important ways. Personal goals relate to one’s determination to
engage in certain activities to produce a particular outcome.
Goals help to organize and guide behavior over long periods of
time.
The relationship among goals, self-efficacy, and outcome
expectations is complex and occurs within the framework of:
Bandura’s Triadic Reciprocal Model of Causality – these
factors are all affecting each other simultaneously
 personal attributes,
 external environmental factors
 overt behavior
In essence, a person inputs (e.g. gender, race) interact
with contextual factors (e.g. culture, family geography) and
learning experiences to influence self-efficacy beliefs and
outcome expectations.

20
 Self-efficacy beliefs and outcome expectations in turn
shape people’s interests, goals, actions, and eventually their
attainments.
However, these are also influenced by contextual factors
(e.g. job opportunities, access to training opportunities, financial
resources).
In this theory providing opportunities, experiences and
significant adults to impact selfefficacy in all children becomes
vital. Strategic career development interventions will positively
impact young people in the context of this theory.

ADAM SMITH ECONOMIC

THEORY
Adam Smith was an 18th-century Scottish economist,
philosopher, and author who is considered the father of modern
economics. Smith argued against mercantilism and was a major
proponent of laissez-faire economic policies. In his first
book, The Theory of Moral Sentiments, Smith proposed the
idea of an invisible hand—the tendency of free markets to
regulate themselves using competition, supply and demand,
and self-interest.12

Smith is also known for creating the concept of gross

domestic product (GDP) and for his theory of compensating
wage differentials. According to this theory, dangerous or
undesirable jobs tend to pay higher wages to attract workers to
these positions.

Smith's work discusses the evolution of human society

from a hunter stage without property rights or fixed residences
to nomadic agriculture with shifting residences. The next stage
is a feudal society where laws and property rights are
established to protect privileged classes. Finally, modern
society is characterized by laissez-faire or free markets, where
new institutions are established to conduct market transactions.
Smith's work addresses the idea of the "economic man,"
defined as someone who pursues their self-interested goals
and interests, which impacts their behavior in economics.

INVISIBLE HAND THEORY

According to Smith's beliefs and theory, a wealthy

nation is one that is populated with citizens working

21
productively to better themselves and address their
financial needs. In this kind of economy, according to
Smith, a man would invest his wealth in the enterprise
most likely to help him earn the highest return for a given
risk level. The invisible-hand theory is often presented in
terms of a natural phenomenon that guides free markets
and capitalism in the direction of efficiency, through
supply and demand and competition for scarce
resources, rather than as something that results in the
well-being of individuals.

For Smith, an institutional framework is necessary

to steer humans toward productive pursuits that are
beneficial to society. This framework consists of
institutions like a justice system designed to protect and
promote free and fair competition.

ROE’S PERSONALITY THEORY

Anne Roe’s Personality Theory states that a person
chooses their career based on their interaction with their
parents. Roe believed that the way a child interacts with their
parents would lead them to pursue either person-oriented or
non-person-oriented jobs. Person-oriented jobs have a high
amount of interaction with other people. Non-person-oriented
jobs are more independent.

Roe created several categories of careers that could be

person-oriented or non-person-oriented based on the skill level
of the job. Roe broke careers into eight categories:

 Service
 Business Contact
 Organization
 Technology
 Outdoor
 Science
 General Culture
 Arts and Entertainment

Each of these categories, Roe stated, has six levels

based on how much skill is required for the job:

1. Independent responsibility
2. Less independence

22
3. Moderate responsibility
4. Training required
5. Special training
6. Follow basic instructions

An individual is then classified into eight categories and

six levels based on the interaction they had with their parents as
a child.

LENT, BROWN AND

HACKETT’S SOCIAL COGNITIVE
CAREER THEORY – 1987

The Social Cognition Career Theory (SCCT) has grown

out of Albert Bandura’s social cognitive theory and attempts to
address issues of culture, gender, genetic endowment, social
context and unexpected life events that may interact with and
supersede the effects of career-related choices.
The SCCT focuses on the connection of self-efficacy,
outcome expectations and personal goals that influence an
individual’s career choice.
SCCT proposes that career choice is influenced by the
beliefs the individual develops and refines through four major
sources: a) personal performance accomplishments, b)
vicarious learning, c) social persuasion and d) physiological
states and reactions. How these aspects work together in the
career development process is through a process in which an
individual develops an expertise/ability for a particular endeavor
and meets with success. This process reinforces one’s self-
efficacy or belief in future continued success in the use of this
ability/expertise. As a result, one is likely to develop goals that
involve continuing involvement in that activity/endeavor.
Through an evolutionary process beginning in early childhood
and continuing throughout adulthood, one narrows the scope to
successful endeavors to focus on and form a career goal/choice.
What is critical to the success of the process is the extent to
which one views the endeavor/activity as one at which they are
successful and offers valued compensation. The contextual
factors come into play by influencing the individual’s perception
of the probability of success. If the person perceives few

23
barriers the likelihood of success reinforces the career choice,
but if the barriers are viewed as significant there is a weaker
interest and choice actions.
By adolescence, most people have a sense of their
competence at a vast array of performance areas, along with
convictions about the likely outcomes of a career. Through a
process of intervening learning experiences that shape further
one’s abilities and impacts self-efficacy and outcome beliefs,
one’s vocational interests, choices and performances are
shaped and reshaped.
The SCCT differs from the majority of existing career
theories in its dynamic nature. Through it’s focus upon the role
of the self-system and the individual’s beliefs the inherent
influence of the social and economic contexts are addressed.

B. CAREER ASSESSMENT

INSTRUMENTS

Different assessments focus on different areas, such as:

24
 Interests
 Personality/Values
 Skills

The assessments we have reviewed and listed below

are free. On the web, assessment tools run the gamut from
personality tests to inventories of your skills and values. Each
can provide useful insight about careers and alert you to
possibilities you may not have considered at Yale. To gain a
better understanding of who you are, it is recommended that you
take several kinds of assessments and compare the results.

Interests

Interests are helpful to understand in relation to career planning.

Career interests are different than abilities or skills.
However, people tend to be attracted to activities that
they enjoy and are interested in, which then affords the
opportunity to develop skills and abilities.

 The O*NET Interest Profiler

 Motivational Assessment of Personal Potential
 Holland Code Quiz

Personality Assessment

The term “personality” refers to a person’s patterns of thinking,

feeling and acting. Some aspects of personality are
useful in thinking about career development. Click on the
link to view and take five different personality tests.

 Big Five Personality Tests

Skills

Skills are learned behaviors and abilities. There are many

different types of skills that are relevant to career
development such as work content/technical skills, self-
management/personal growth skills, and leadership skills.

 DiSC Behavior Inventory

 Skills Search
 CareerOneStop Skills Center
 Personal Strengths Inventory

Types of career assessments

25
 Following are the most important and popular types of
career assessment tests –

1. Myers-Briggs Type Indicator (MBTI) – Myers-Birggs

Type Indicator has already helped individuals for over 50 years
in finding career opportunities by systematic personality
analysis. Its creator, Katharine Briggs and Isabel Briggs Myers
formulated the test using Carl Jung’s (Swiss psychiatrist and
psychoanalyst) personality research. This test helps
professionals to find areas of strengths and weaknesses and
henceforth allow them to determine well-matched careers. The
test is done depending on several characteristics like
extroversion, introversion, sensing, intuition, feeling, perceiving,
thinking and judging. Then it presents the results and allows
individuals to determine their matching work environments and
conditions.

2. Keirsey Temperament Sorter (KTS) – This test is

created by David Keirsey to evaluate psychological and
personality results. The test has four unique temperament
features – idealists, guardians, artisans and rationals, and in
these four different temperaments, there are eight types of roles
and other exclusive variants. After analyzing temperament
characteristics, KTS determines perfect career paths that are
capable of immense personal growth and career success. It is
different from MBTI, as MBTI presents result on an individual’s
thinking pattern, whereas KTS delivers result on behavioral
observations, which makes KTS more reliable. KTS also helps
to bring out how an individual’s productivity of work is affected
by work environments.

3. Strong Interest Inventory – Strong Interest Inventory

was created in 1927 by E.K. Strong, Jr., who was an Emeritus
Professor of Applied Psychology at Stanford University and had
specialized in organizational psychology and career theory and
development. It is a psychological career assessment test and
includes 291 questions for determination of professional and
personality interests. This test can be taken by any graduating
student and professionals and also by school students. Based

26
on results of tests on conventional, realistic, investigative,
artistic, social and enterprising traits, a student selects its career
path.

Benefits of career assessment tests

Career assessment tests help an individual to limit the

numbers of its career choices and help the individual to
determine unlocked skills. The results are useful for aligning an
individual’s career according to its talents and personal goals. A
career assessment test assists an individual who has
unorganized skill sets to realize the value of its unexplored skills.
The mentioned tests in this article are different and unique and
make an individual to make worthy career decisions.

COMPUTER SYSTEMS

Digital career development and planning systems are

useful and convenient modes of career intervention in a world
that is increasingly fast-changing and unpredictable. In-person
career counseling and interventions are irreplaceable but a good
digital system can offer alternative means for individuals to learn
about career planning and cope with career transitions.

27
   Sampson and Osborn (2015) identified
multiple benefits from using information and communication
technology (ICT) in career guidance, including (a) increased
access to information, (b) improved access to service for
individuals in remote areas or with special barriers, (c) rapid
information made available by search engines, (d) use of
interactive and multimedia materials to maximize learning, and,
(e) cost effectiveness.
Sampson and Osborn (2015) identified three categories
of ICT applications in career development, which are computer-
assisted career assessment, computer-assisted career
information, and computer-assisted career guidance systems.
Computer-assisted career assessment systems are adaptations
of paper-and-pencil career development instruments in a digital
platform (e.g., web-based). Users receive a test report from the
system soon after completing the assessment. Digital
technology allows for a high degree of accuracy in scoring,
personalized test results interpretation, and visually-enhanced
profiles. Computer-assisted career information systems are
platforms of occupational, educational, employment, and job-
related information. Information is presented in different media
formats, including but not limited to written narratives, videos,
and simulations (e.g., virtual-reality). Meanwhile, computer-
assisted career guidance systems (CACGS) are those that seek
to guide users through a process of career assessment and
career information exploration. A distinguishing characteristic of
CACGS is that the steps of assessment and career information
exploration are connected. Inputs and outcomes from one of the
steps (e.g., assessment) could inform and interact with the other
steps of the system (e.g., information exploration) to help users
achieve career development objectives (e.g., informed career
and educational choices).
The classification by Sampson and Osborn (2015) could
not account for the fast-changing landscapes of career-related
digital sites and applications. For instance, Vigurs et al.
(2017) observed that career information and interactive websites
and on-line applications have mushroomed in different parts of
the world. Vigurs et al. (2017) defined career websites as “on-
line services that offer career information, including qualitative
information such as career stories, diagnostic assessments or
opportunities for interaction between individuals” (p. 1). The
potential effects and benefits from using these diverse web-
based applications are yet to be fully examined by research. The
findings reviewed by Vigurs et al. (2017) suggested that positive

28
outcomes from web-based interventions were contingent on how
well they were connected to existing career services.
The most critical challenge to the development of career
guidance ICT applications is how to make the best use of
powerful digital technologies to create a system that could
prepare individuals for transitions in a rapidly-changing and
volatile environment (Hirschi, 2018; Tracey, 2020). Bimrose et
al. (2015) argued that successful integration of ICT into career
intervention services has much to do with three clusters of
factors, which are policy support (e.g., government,
organizational), workforce professional competencies, and the
design of ICT applications that are fit for purposes.
Career development professionals have to make use of
their know-how in career guidance to design a technology
system that is valid, reliable, personalized, and helpful to users. 
Past and existing CACGS are rooted in a trait-factor
tradition of career assessment and guidance. The trait-factor
approach was influenced by the early work of Frank Parson who
proposed a career guidance approach consisting of the steps of
helping individuals to (a) learn about themselves, (b) know the
occupational world, and (c) choose occupations that matched
with one's traits (Pope et al., 2019). Drawing from this approach,
assessment tools were developed to assist individuals to make
informed choices through understanding their traits and the
world of work (Chartrand, 1991). The Minnesota Theory of
Work-Adjustment (TWA) is one of the career development
paradigms that was rooted in the trait-factor approach. Under
the rubric of the TWA an array of career assessment
instruments has been developed, including measures to assess
career interests, values, and aptitudes (Dawis, 2013). The trait-
factor approach is a conceptual predecessor of the person-
environment fit (P × E fit) paradigm (Rounds and Tracey, 1990;
Chartrand, 1991). The P × E fit paradigm still relies on having
valid and reliable career assessment measures, yet humans are
perceived as having the ability to make use of information to
choose and shape his/her environment continuously to maintain
and enhance congruence. Holland's (1997) theory of career
interests is a case-in-point of the P × E fit paradigm. Holland's
theory of career interests and personalities has a profound
influence on career development and assessment, including the
classification of interests and occupations that are embedded
within CACGS. In sum, consistent with the trait-factor and/or P ×
E fit approaches, CACGS were developed with the tripartite
objectives of (a) helping individuals to know more about
themselves through using valid and reliable assessment tools

29
(e.g., interests, values, and skills), (b) guiding individuals to
explore occupations that are consistent with self-knowledge, and
(c) learning the process of career decision-making and making
informed choices.
The Computerized Vocational Information System (CVIS)
was an early technology system connected to the career
development theory of Roe (1956). Upon taking an interest
inventory (the Kuder Preference Record) users were provided
with a list of suggested occupations based on the occupational
classification system of Roe along a spectrum of professional
and skill categories. The CVIS was not an interactive system but
it offered to users occupational information that were tied to their
assessed career interest profiles (Harris-Bowlsbey, 2013).
The DISCOVER was an example of popular CACGS with
a strong assessment component. Early versions of the
DISCOVER system employed a digital version of Holland's Self-
Directed Search (SDS; Holland, 1994). Based on the
assessment results the system generated career and
educational options for users according to the Holland RIASEC
themes. In subsequent versions of the DISCOVER, the World-
of-Work Map system (Prediger, 1976) and the UNIACT Interest
Inventory (ACT Inc, 2013) were adopted but the model of
Holland was still a part of the classification framework. The
DISCOVER system has since evolved into a different web-
based career assessment structure under the Kuder Career
Planning System® (KCPS; Kuder Inc., 2012; Harris-
Bowlsbey, 2013). The KCPS has versions for different age
groups, including sub-systems for elementary students, high
school students, college students, and adults. Harris-Bowlsbey
(2014) and McGrew (2018) outlined the range of positive
outcomes resulting from using the KCPS, including improved
career decision-making skills, career decidedness, successful
transition to post-secondary education, academic success (e.g.,
higher GPA) and increased career planning motivation.
Another example of popular CACGS was the System for
Interactive Guidance Information (SIGI) and the subsequent
SIGI-PLUS developed by the Educational Testing Service for
student and adult users. The SIGI system was designed with an
emphasis on the assessment of individual values, exploration of
occupational information, and use of an information processing
model to predict career choices (e.g., use of criterion or aspects
and subjective ratings to compare options and formulate
desirable choices). The decision-making theory of Katz (1980)
served as the conceptual guide of SIGI and its updated
versions. SIGI-PLUS has nine different sections, which are:

30
introduction, self-assessment, search, information, preparing,
skills, coping, deciding, and next steps. The latest version of
SIGI is SIGI-3, and it is offered on-line by the Valpar
International Corporation (http://www.valparint.com). Evaluation
findings supported the effectiveness of SIGI on a scale
comparable to those produced by other career interventions
such as career education and career counseling (e.g., Garis and
Niles, 1990; Peterson et al., 1994).
The Making Better Career Decision (MBCD) was
developed by the research team from Israel (Gati et al., 2003).
The MBCD was an internet-based interactive career planning
system based on the career decision-making difficulties
framework of Gati et al. (1996). The MBCD guided users
through a 3-steps process using a PIC model (pre-screening, in-
depth exploration, and choice). The MBCD consisted of
hundreds of occupations and users could make paired
comparisons along 31 aspects or factors relevant to career
decision-making (e.g., work values, preferred abilities, and work
environment). Research findings suggested that users improved
on career decidedness and they were satisfied with the process
and alternatives identified. The MBCD has evolved into a web-
based self-help system called the Future Directions website
[www.kivunim.com; see Shimonia et al. (2019)].
Web-based CACGS at the national level have also been
developed to facilitate career development of students and
adults. A case in point of a national CACGS is the Occupational
Information Network (i.e., O*NET), an on-line platform
developed by the U.S. Department of Labor (U. S. Department
of Labor, Employment and Training Administration, 2002). The
O*NET is an open-access system for self-directed users. The
information system of the O*NET is a digital, automated, and
multi-media version of the Dictionary of Occupational Titles (U.
S. Employment Service, 1991) where users could locate
information on occupations classified according to interests,
values, and skills. In addition, the O*NET® career exploration
tools offer self-directed assessment of interests, work values,
and skills (Rounds et al., 1999). Through the on-line O*NET
Interest Profiler, users receive an interest profile with
explanations of the test scores. The information system and the
assessment system of the O*NET platform are conceptually
(i.e., P × E fit model) connected but they are standalone silos
with no interactive capacity. Users could use the internal search
function of O*NET to locate career information compatible with
their assessment profile and search criteria.

31
 Another example of national-level CACGS is
the myfuture website of the Australia National Career
Information Service (https://myfuture.edu.au/; Education
Services Australia, 2020). The system is free and open for
registered users in Australia and elsewhere. The key
components of the myfuture website include on-line career
assessment and profiling (interests, values and skills),
information about occupations and career paths (e.g.,
employment information, skill levels and labor market
information, career videos, career resources), as well as
information about educational pathways in Australia (e.g.,
courses, institutions, subject-career connection).
The myfuture website was developed with students as the
primary audiences and student users could continue to use the
service after leaving schools. Meanwhile, the myfuture website
has information for parents, teachers, and career practitioners to
equip them as supportive agents.

Individual And Group Interpretation

For Educational And Occupational
Planning

Through career planning, an individual can be aware of

his strengths, weaknesses and knowledge or skills, which are
required to achieve the future goals. This complex activity
consists of 5 stages: self-assessment, self-development, a
thorough research self-development, come up with action form
and action.
Education and career/ life planning helps students
develop the knowledge and skills they need to make informed
choices for their education, career and life outside school.
Students get a chance to learn more about themselves and their
opportunities, set goals and make plans to achieve them. This
program helps students choose the courses and activities that
support their goals and interests. Students in all grades will be
able to participate in the program and will be encouraged to
discuss their learning with parents and teachers.
Assessment, defined as the use of any formal or informal
technique or instrument to collect information about a student or
client, is a tool used by counselors or by clients themselves to

32
 gather self-information to be used in the career planning
process.
The most important use of assessment results is to assist
individuals at a given point in time to identify their interests, skills
and/or work values in order to identify the next educational or
vocational choice in the sequence that makes up career
development.
There is a danger, however. Assessments may lead
clients to believe that the process of career planning is simplistic
or that assessments can tell them definitively what to do.
The hallmark of formal assessments is that they have
been subjected to scientific rigor; that is, authors, researchers
and publishers have invested professional expertise, time and
money to develop a quality product. They have performed
research on the assessment instruments to assure quality and
to be able to know the properties (such as reliability and validity)
that each instrument possesses.

C. NATURE AND SCOPE OF

CAREER AVOCATIONAL,
EDUCATIONAL,
OCCUPATIONAL AND
LABOR MARKET
INFORMATION

1. MEDIA

A. VISUAL

33
 Information collected from multiple sources must
be classified. Then after that, the information must be
made available to the pupils. There is a display of charts,
posters, leaflets, and newspaper cuttings on bulletin
boards and walls. The display of these materials takes
place in libraries, schools, institutions, organizations,
parks, railway stations, bus stops, and other public
places.

Film shows- Career information can be

disseminated through film strips. A film strip refers to a
series of a particular item. Furthermore, these film strips
are made on the various aspects of a particular item.
Most noteworthy, screening of film strips on different
career options, professions, or occupations takes place.
There must be commentary along with the film strips to
make it more useful.

B. PRINTED
Publications- This strategy is one of the most
effective in disseminating career information. Publications
provide printed career information. Furthermore, these
are meant of the general masses. Publications involve
books, magazines, newspapers, journals, periodicals,
bulletins etc.

C. COMPUTERIZED

Computer-based career information systems (CCIS)

provide local labor market information. Guidance counselors
frequently use CCIS in conjunction with clients, but youth and
adults also access CCIS independently to obtain career
information. The best known CCIS are the state-based career
information delivery systems (CIDS). Although developed by a
number of different vendors and customized for particular
audiences, CIDS share these core features: assessment,
occupational search, occupational information, and educational
information. A significant characteristic of CCIS is their versatility.
In today's job market, computers are essential for
professionals working with data storage, data processing,
software engineering, software development, user
experience and user interface design, machine learning,
artificial intelligence, and digital marketing.

34
2. OBSERVATIONS
A.INDIVIDUAL
Employees are directly observed performing job tasks,
and observations are translated into the necessary knowledge,
skill and attitude for the job. Observation provides a realistic
view of the job's daily tasks and activities and works best for
short-cycle production jobs.
B. SHADOWING
Job shadowing is a type of on-the-job training that allows
an interested employee to follow and closely observe another
employee performing the role. This type of learning is usually
used to onboard new employees into an organization or into a
new role. Job shadowing may also be used as a learning
opportunity for interns or students to gain an understanding of
the role requirements and the job tasks.
Job shadowing is aimed at helping interns, students or
employees who want to learn about doing a job that they don't
have experience in. It gives you a much deeper insight into what
a job involves than reading job descriptions or asking people
questions.
Through job shadowing, freshers get an opportunity to
observe the professionals from the field they aspire to work in. It
is similar to on-job training to ensure they gain some practical
experience before officially entering the professional world. As a
result, when they get placed as employees in different firms or
organizations, they effectively prove their worth at the
workplace.

C. FIELD TRIPS
Students use research and observational data (field trip)
to objectively rank potential career opportunities to help guide
their individual career choice and pathway.  
Field trips are valuable learning experiences in the career
exploration process and can assist students. in gaining a better
understanding of concepts learned in the classroom. When
paralleling workforce preparation curricula, field trips can be
used as introductory activities to expose all students to aspects
of upcoming units of work. Field trips can provide unexpected
benefits in cases where examples talked about in the classroom

35
 can be related to real world situations. They can also be
effective as developmental or culminating activities to
consolidate what has been learned.

3. PERSONAL INTERVIEW

Personal contact includes one’s family, relatives, friends,

and acquaintances. These contacts are very essential in
providing career information. The personal contacts might not
have the necessary information themselves. However, they may
know other knowledgeable people who can help in providing a
job. Most noteworthy, these contacts can lead to an informal
interview. In an information interview, a job seeker talks to
someone who can provide valuable information about a job
offer.

Families and friends can be extremely helpful in providing

career information. While they may not always have the
information needed, they may know other knowledgeable people
and be able to put the job seeker in touch with them. These
contacts can lead to an "information interview," which usually
means talking to someone who can provide information about a
company or career. This person should have the experience to
describe how he or she trained for the job, received promotions,
and likes or dislikes the job. Not only can the person advise
what to do, he or she can advise what not to do.

4. DIRECT EXPERIENCE

Work experience is essential for advancing in any career.

Having some can help you stand out in applications for courses,
training, and jobs.

Work experience can be beneficial to people of all ages

and stages of their careers. It can assist you in developing skills
and deciding what to do if you are:
 not working
 career change
 searching for your first job

36
  returning to work after a vacation

5. SOURCES

A. COMMERCIAL AND GOVERNMENT

Government labor market information and career

guidance are one of the least used sources of career
information by students. Given these findings, this paper
recommends greater coordination and collaboration between
government agencies, schools, industries, and students’
families to enhance the flow of labor market information, help
students make sound career choices, and stimulate students’
career optimism. Schools can act as a bridge between
government and industry programs and students. Schools
can also formulate programs in their career guidance services
to get the parents of college students to become more aware
of the students’ career optimism.
The PhilJobNet is a facility of the Philippine Department
of Labor and Employment with a centralized database
maintained by the Bureau of Local Employment. It is envisioned
to become the country's one-stop shop for all matters related to
labor market information.

PhilJobNet promotes partnership with the private sector and

helps employers meet their manpower needs. It also provides a facility
for the Public Employment Service Office (PESO) and their LGU's
partners in the business sector to have access to the Department of
Labor's skills registry under the DOLE's National Skills Registration
Program (NSRP).

In addition to the job vacancies available on PhilJobNet, there

are also career information guides available for students, jobseekers,
and career advocates/guidance counselors—such as training manuals,
labor market trends, and career guidance advocacy programs.

Using PhilJobNet is easy—jobseekers and employers

can create an account for free and gain access to the following:
For Jobseekers

 Search job opportunities

 Run job matching process
 Get a list of job vacancies with the employer's contact
information
 Receive job invitations from accredited employers

37
 For Employers

 Post job vacancies for free

 View list and send job invitations to applicants matched to job
vacancies
 Manage job applications and automate submission of job
placement reports
 Participate in Job Fairs authorized by DOLE, nationwide

Accreditation of Partner-Employers

Under DOLE Department Order No. 165 (Series of 2016), any

company duly recognized by the Philippine government
agencies/authorities and with TIN issued by the Bureau of Internal
Revenue (BIR) may use the PhilJobNet services for free. By the
Department of Labor's primary thrust to protect jobseekers against
fraud, deceit, and illegal recruitment, DOLE established an
accreditation process to ensure that employers/companies have the
legal personality to post job vacancies and hire applicants. Only
accredited employers may post job vacancies on PhilJobNet.

B. NATIONAL AND STATE

Federal, state and local governments are primary sources
of career services available to the public. Many government
career services, such as job banks and career training
information, are accessible online. This article provides more
information on career services provided by public agencies.

FEDERAL GOVERNMENT CAREER SERVICES

The U.S. government provides online and in-person
career services. The U.S. Department of Labor (DOL) and the
U.S. Office of Personnel Management (OPM) are the
government's principal career service agencies. The following
list is a sampling of career services provided by the Federal
government:
 The DOL-supported
website, www.careeronestop.org, provides information on all
types of jobs, career paths and career management. Career
education and training, resume writing tips and locations for in-
person career services are posted on this website. To find the
nearest Career Services center location, type in your zip code
on www.servicelocator.org.

38
  A collaborative effort between the DOL and the
U.S. Department of Education, the career
website www.careervoyages.com provides information on in-
demand careers and available training for these careers. The
website targets students, career changers, parents and career
counselors.

 The OPM's www.usajobs.gov is the official source

for federal employment information. The website supplies
guidance in career exploration, resume tips and interviewing
strategies for federal job seekers.

State Government Career Services

All states and the District of Columbia have their own

Department of Labor or Department of Employment Services
(department names vary). Most of these websites have links to
jobs available in the state, job-related legal information and
notices of available training programs. Some states have
developed their own career services portals, such as
Minnesota's online resource, called ISEEK.

Local Resources

Some local governments offer career services, such as

the City of Chicago. Chicago's Department of Community
Development staffs five workforce centers to assist jobseekers
with finding jobs, resume writing, unemployment benefits and
job skills. Other local sources include public libraries. Many
libraries have sections devoted to career books and electronic
job banks.

 Occupational Outlook Handbook

A guide to career information about hundreds of

occupations, provided by the Bureau of Labor Statistics. The
Bureau of Labor Statistics provides many additional resources
as well. Please start here!

 O*NET OnLine

Provides salary averages, job postings, and much more.

 National Employment Matrix

Can't find your ideal career in the OOH? Search this, and
you may be able to find numbers on related or broader fields.

39
  Job Center USA

Explore Careers-- Links to a number of resources for

developing a career profile and learning important information
about a sector of the economy.

6. CLASSIFICATION AND FILING

Classification (also known as Job Evaluation) is a
systematic process of evaluating the duties, responsibilities,
scope, and complexity of a position description to determine the
job title that most appropriately matches the job specifications
and standards.
Job classification is what a system is called that is
designed to classify all jobs within a company and put them in a
standardized scale based on the overall tasks, responsibilities,
pay level, and duties associated with a specific job. Grades or
job classification levels are often assigned to each job so that it
can be properly organized and categorized within the company .
Although job classifications structures vary with different
businesses, the overall goal is to determine job responsibilities
accurately. This also helps companies compare similar jobs in
different companies within their industry. Thus, a job
classification system does not take into account the skill level
and ability of someone currently in that position, as much as it
looks at the skills and abilities needed for the position.
Job classification is created to help determine what a job
does for a company. It can be used for performance reviews, job
listings, and determining if there is any responsibility overlap
between jobs in the company. The job classification structure is
meant to create standardization across a company and industry
and is meant to be a tool to make sure you know what
responsibilities are being determined within your business.

Aside from providing clear expectations and duties for

each employee, job levels are also important for recruiting
purposes. Prospective employees often avoid applying for jobs
with descriptions and titles that seem too ambiguous, as it's
difficult for them to tell exactly what qualifications they need or
what would be expected of them on a daily basis. Having clearly
defined job seniority levels within your company, and showing
that in your job postings, can help you recruit employees that
are the right fit.

40
 https://www.google.com/search?
q=job+classification+and+filing+on+career+INFORMATION+sou
rce&rlz=1C1SQJL_enPH966PH966&biw=1366&bih=523&ei=_U
paZM6KAoi1oATPsYLwAQ&ved=0ahUKEwiO_e2VrOj-
AhWIGogKHc-
YAB4Q4dUDCA8&uact=5&oq=job+classification+and+filing+on
+career+INFORMATION+source&gs_lcp=Cgxnd3Mtd2l6LXNlcn
AQAzIFCAAQogQyBQgAEKIEMgUIABCiBDIFCAAQogQ6CAgA
EIkFEKIEOggIIRCgARDDBDoKCCEQoAEQwwQQCkoECEEY
AFAAWIdJYMFSaABwAHgAgAHdAYgB8xuSAQYwLjI3LjKYAQ
CgAQHAAQE&sclient=gws-wiz-serp&safe=active&ssui=on

 CAREER RESOURCE CENTER

41
Prepared by:

MARY JOY S. ROGUEL

STUDENT NUMBER: 221553

42