ACA3

Vocopher
A Web-Library of Free Career Inventories

American Counseling Association
April 7th, 2005
Kevin Glavin
Kent State University, Kent, OH
kglavin@kent.edu
Dr. Mark Rehfuss

Regent University, VA
mrehfuss@regent.edu
American Counseling Association:
Vocopher: A Web-Library of Free Career Inventories 4/8/2005
Agenda
1. Introduction to Vocopher: The Online Career Collaboratory.

http://www.vocopher.com.
2. Instruments available on Vocopher
3. Who is using Vocopher?
4. How do I get Access to Vocopher?.
5. Types of Vocopher Accounts
6. Introduction to the Career Development Inventory (CDI).
7. Overview of Supers construct of Career Maturity
8. Live demonstration on how to administer and interpret the
results of the CDI.
9. Interactive Case studies to practice interpretation of CDI
results.
2 Kevin Glavin & Dr. Mark Rehfuss

What is Vocopher
Vocopher is a collaboratory involving academic

professionals, career counselors, and professional
web developers. The purpose of Vocopher is to
provide researchers and counselors with career
resources with which to further their research and
assist their clients respectively. These services are
provided free of charge in the hope that others will
join us in this collaborative effort.
User Login Register Admin

Instruments currently available on

Vocopher
Career Development Inventory (CDI).

College Form and School Form
Adult Career Concerns Inventory (ACCI)
ACCI - Portuguese paper version

Who is using Vocopher?
World wide
Within the United States

How do I get Access to Vocopher?
Accessing Vocopher Video (Users)

Accessing Vocopher Video (Admins)

Types of Vocopher Accounts
User: Students, Individual clients,

Counselor trainees
Admin: Faculty, Researchers, Counselor
Practitioners
Super Admin: Me (Kevin Glavin :)

Introduction to the Career Development

Inventory
Interest inventories are commonly used to assist

students with vocational choices. However, the results
of such instruments offer little value if the individual
lacks the requisite attitudes and competencies required
to make sound vocational decisions.
The Career Development Inventory (CDI), created by
Albert Thompson, Richard Lindeman, Donald Super,
Jean Pierre Jordaan, and Roger Myers, can be used
before administering an interest inventory to measure
an individuals readiness to make vocational choices, or
with an interest inventory to determine how best to
interpret the interest inventory results.
Introduction to the Career

Development Inventory
The CDI operationally defines Supers structural model of

career choice readiness among adolescents and
emerging adults.
Inspired by the construct of reading readiness, Super, at
mid-century, reasoned that the readiness to and resources
for making fitting educational and vocational choices
emerged during childhood and developed during
adolescence.
He spent nearly 40 years identifying the critical attitudes
and competencies that lead to sound educational and
occupational decisions, constructed inventories to
measure these attitudes and competencies, and then
studied their development in students from middle school
9
through college. Kevin Glavin & Dr. Mark Rehfuss
The Concept of Career Choice

Readiness
Super believed vocational choice to be an individuals attempt to

implement their self-concept in a work role. Through fitting work,
individuals can manifest their self-concept in daily activities (e.g.
counselors manifest their self concept of helper).
The choice of an occupation, or course of study, is a major decision that
adolescents must make as they enter the adult world. A students level
of satisfaction and success depends upon the realism and wisdom of
their educational or occupational choice. To make a fitting choice, and
to avoid educational or occupational failure, and frustration, individuals
must possess the requisite readiness and resources.
Career choice attitudes denote an individuals disposition with regard
to the amount of thought, effort, and planning they give to future
occupational or educational choices.
Career choice competencies denote an individuals ability to apply
their knowledge and understanding of careers and the world of work in
making rational educational and career decisions.

Readiness: Attitudes (CP & CE)
The two most important attitudes are planfulness and exploration.

1. Attitude toward planning reflects a future orientation, an awareness of
choices to be made, and a disposition to be involved in preparing to
make imminent and distant choices.
Well-developed attitudes toward planning prompt behaviors such as
discussing career plans with adults, getting part-time jobs, taking part in
college or community activities, and finding out what people do in ones field
of interest. All of these can help one gain a clearer understanding of ones
vocational interests.
2. Attitude toward exploration means curiosity about the world of work
and ones place in it.
Well-developed attitudes toward exploration prompt behaviors such as
information-seeking, role playing, and talking with career counselors,
professors, and professionals in ones field of interest. Adequate exploration
involves one using the resources available oneself to gain information on
11 careers and the world of work. Kevin Glavin & Dr. Mark Rehfuss

Readiness: Competencies (DM & WW)
The two critical competencies are skill at decision-making

and knowledge about occupations.
1. Decision-making competence
means the ability to apply the principles of rational decision
making to ones educational and vocational choices.
2. Occupational or World of Work knowledge
in breadth, means knowing the requirements, routines, and
rewards of a variety of occupations in which one may be
interested.
in depth, means having detailed knowledge about the
occupational group that one currently prefers.
Supers Model of Readiness
These four variables,

two attitudinal (Planfulness and Exploration) and
two cognitive (World of Work knowledge & Decision-Making),
compose Supers model of readiness for making vocational
choices during adolescence.
Super and his colleagues operationally defined this
structural model of vocational development during
adolescence and emerging adulthood by creating the
Career Development Inventory.

Interpretation of the CDI Scales:

CP, CE, DM, WW
There exist two versions of the CDI.

1. CDI School form designed for students in grades 8-12
2. CDI College form designed for college students.
Both forms measure the same constructs, yet differ in content
according to the educational level of the subjects being tested.
Scores are reported for four scales:
The Attitudinal Components:
1. Career Planning (CP)
2. Career Exploration (CE)
The Critical Competencies:
3. Decision Making (DM),
4. knowledge of the World of Work (WW)
Interpretation of the CDI Scales: PO
In addition to the four scales, there is a fifth scale:

5. Knowledge of Preferred Occupation (PO).
PO measures the amount of in-depth knowledge one has
with respect to their primary field of interest.
PO is measured separately from the other four scales, and
should not be administered to students below the 11th
grade. This is due to the fact that it is unlikely such
students have acquired the knowledge and maturity to
answer the questions in an informed manner.

Interpretation of the CDI Scales: PO
When administered to the appropriate

population, low scores on PO indicate one
may need to gather more detailed
information regarding their occupation of
choice. Such information can be ascertained
from professors, career counselors, and
professionals already working in that field.

Interpretation of the CDI Scales:

CDA, CDK, COT
The CDI also reports on three composite scales:

1. Career Decision Attitudes (CDA) is the combination
of CP and CE.
2. Career Decision Knowledge (CDK) is the
combination of DM and WW.
3. Career Orientation Total (COT) is the combination of
CDA and CDK.
These composite scores exist to help gain a more
reliable measure of attitudes toward career, knowledge
of careers and the world of work.
Interpretation of Attitudinal Scales:

CP & CE
Scale High Scores Low Scores
Career High scores on CP indicate one has actively Low scores on CP indicate one may have
Planni engaged in career planning activities and given little thought to career decisions, and
ng behavior, indicating they have an appropriate therefore may not yet be serious about
(CP) awareness of occupational decisions that attending to future occupational or
need to be attended to; as well as a educational choices. One may benefit from
heightened sense of curiosity with regard to increasing ones awareness of current and
their place in the world of work. As a result, future occupational decisions that need to be
high CP scores indicate a readiness to made, as well as engaging in activities that
narrow ones choices and focus on advanced arouse ones curiosity about different
exploration in a few occupational fields. occupational paths.
Career High scores on CE indicate one has actively Low scores on the second attitudinal scale,
Explor employed the resources available to them, CE, indicate one has not yet adequately
ation and gathered information relevant to future explored sources of quality information
(CE) occupational choices. One may be ready to regarding career opportunities available to
engage in broad exploration of the world of them. One may benefit from identifying
work and to investigate occupational fields quality resources and investigating a number
that attract them. of different occupational fields.

Interpretation of Competency Scales:

DM & WW
Scale High Score Low Score

Decision High scores on DM indicate that the Because DM represents ones skill at applying
Making student has developed the essential the principles of rational decision making to
(DM) decision making skills for making educational and vocational issues, low scores
effective vocational decisions. Thus, indicate that the student may benefit from
one may now be ready to match their studying and practicing the principles and
abilities and interests to the processes involved in effective decision
requirements and rewards of different making; such as identifying the problem and
educational majors and occupations. gathering the information required to solve the
problem.
World High scores on WW indicate that Low scores indicate that the student may need
of Work students may have a broad fund of more information about, and inquiry into,
(WW) information to support their career occupational fields and career development
decision making. However, one still tasks before making important career decisions
may need to gather more information and occupational choices. Students may
about the specific occupations one is benefit from learning more about ones tentative
now considering before one commits preferences, how people get jobs in those
oneself to a particular choice. occupations, and how they adjust to those jobs.
Interpretation of PO Score
Scale High Score Low Score
Knowledge of Hi scores on PO indicate one has Low scores on PO indicate one may
Preferred gathered detailed information about need to gather more detailed
Occupation their preferred occupation. This information regarding their occupation
(PO) indicates one may now be ready to of choice. Such information can be
narrow their choice to a few ascertained from professors, career
occupational fields. counselors, and professionals already
working in that field

Interpretation of CDI Scale Scores
When all scales are high, this indicates the individual

has the requisite attitudes and competencies required
to make sound educational and vocational decisions.
One is able to place more confidence in the results
derived from interest inventories.
Most importantly, scores should be used to:
Raise a students awareness of imminent and future vocational
decisions
Instill a sense of curiosity about the world of work and ones
place in it
Stimulate discussion about current and future vocational
choices
Case Study 1:
Interpret the CDI Scores for Sean

Case Study 2:
Interpret the CDI Scores for Rod

Case Study 3:
Interpret the CDI Scores for Elsie

CDI Case Study Interpretations:
View Interpretations

The CDI on the Internet
With the permission and encouragement of

the CDI authors, the CDI is now available at
no charge on the internet. The CDI is one of
a number of career instruments available
through Vocopher: The Online Career
Collaboratory
http://www.vocopher.com

The CDI on the Internet
Scoring of the CDI is done on the internet, and the results are
shown immediately to the user. It is important that practitioners
take the time to interpret these results with their clients.
Practitioners can use the ideas presented herein to help raise

their clients level of awareness and curiosity with regard to
vocational decisions they will be required to make.
Suggestions for improving ones decision making skills and
knowledge about the world of work have also been outlined.
Additional ideas are presented in the CDI manual, which is also
available on Vocopher.

Suggested Additional Readings
Glavin, K. W. (2004). Retrieved Oct 17, 2004, from Vocopher: The

Online Career Collaboratory web site: http://www.vocopher.com.
Super, D. E. (1974). Measuring vocational maturity for counseling and

evaluation. Washington, D.C.: National Vocational Guidance
Association.
Super, D. E. (1990). A life-span, life-space approach to career

development. In D. Brown, L. Brooks, & Associates (Eds.), Career
choice and development: Applying contemporary theories to practice
(2nd ed., pp. 197-261). San Francisco, CA: Jossey-Bass.
Thompson, A. S., Lindeman, R. H., Super, D. E., Jordaan, J. P., &

Myers, R. A. (1981). Career development inventory, Volume 1: User's
Manual, Palo Alto, CA: Consulting Psychologists Press.

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Vocopher

A Web-Library of Free Career Inventories

Dr. Mark Rehfuss

1. Introduction to Vocopher: The Online Career Collaboratory.

2 Kevin Glavin & Dr. Mark Rehfuss

Vocopher is a collaboratory involving academic

User Login Register Admin

3 Kevin Glavin & Dr. Mark Rehfuss

Instruments currently available on

Career Development Inventory (CDI).

Adult Career Concerns Inventory (ACCI)

ACCI - Portuguese paper version

4 Kevin Glavin & Dr. Mark Rehfuss

Who is using Vocopher?

Within the United States

5 Kevin Glavin & Dr. Mark Rehfuss

How do I get Access to Vocopher?

Accessing Vocopher Video (Users)

6 Kevin Glavin & Dr. Mark Rehfuss

Types of Vocopher Accounts

User: Students, Individual clients,

Super Admin: Me (Kevin Glavin :)

7 Kevin Glavin & Dr. Mark Rehfuss

Introduction to the Career Development

Interest inventories are commonly used to assist

Introduction to the Career

The CDI operationally defines Supers structural model of

The Concept of Career Choice

Super believed vocational choice to be an individuals attempt to

The Concept of Career Choice

The two most important attitudes are planfulness and exploration.

The Concept of Career Choice

The two critical competencies are skill at decision-making

Supers Model of Readiness

These four variables,

13 Kevin Glavin & Dr. Mark Rehfuss

Interpretation of the CDI Scales:

There exist two versions of the CDI.

Interpretation of the CDI Scales: PO

In addition to the four scales, there is a fifth scale:

15 Kevin Glavin & Dr. Mark Rehfuss

Interpretation of the CDI Scales: PO

When administered to the appropriate

16 Kevin Glavin & Dr. Mark Rehfuss

Interpretation of the CDI Scales:

The CDI also reports on three composite scales:

Interpretation of Attitudinal Scales:

18 Kevin Glavin & Dr. Mark Rehfuss

Interpretation of Competency Scales:

Scale High Score Low Score

20 Kevin Glavin & Dr. Mark Rehfuss

Interpretation of CDI Scale Scores

When all scales are high, this indicates the individual

22 Kevin Glavin & Dr. Mark Rehfuss

23 Kevin Glavin & Dr. Mark Rehfuss

24 Kevin Glavin & Dr. Mark Rehfuss

CDI Case Study Interpretations:

25 Kevin Glavin & Dr. Mark Rehfuss

The CDI on the Internet

With the permission and encouragement of

26 Kevin Glavin & Dr. Mark Rehfuss

The CDI on the Internet

Practitioners can use the ideas presented herein to help raise

27 Kevin Glavin & Dr. Mark Rehfuss