Career Maturity Inventory Presentation

Career Maturity Inventory Presentation.

1. 1 Career Maturity Inventory Test Melissa Atkinson, Monica Castro, Claudia Chandler, Brocha Cohen & Erika Ober

2. 2 Purpose + Usage Melissa Atkinson Norming Brocha Cohen Method and Results (Form C) Erika Ober Interpretation and Interventions (Form C) Claudia Chandler History + Overview Monica Castro References + Questions 1 2 3 4 5 6

3. Career Maturity Inventory Timeline 3 Brief History of CMI Revisions 1973 1978 1995 2011 2014 1973 John Crites constructed the Career Maturity Inventory 1978 Crites revised the test to provide a more specific diagnoses 1995 Revised the 1978 test version in order to be more user friendly 2014 U sed in schools and institutions as Form C 2011 Developed CMI into FORM C

4. 4 History 1973 John Crites constructed the Career Maturity Inventory (CMI) Wanted to distinguish between consistency of vocational choice and wisdom of development between ones occupational choice and ones interest, abilities and experience. Original Career Maturity Inventory Attitude Scale: 50 items, T/F, 30 minutes Competence Test: 100 items, 5 parts, 2 hours

5. 5 First Revision In 1978 Crites revised the test to provide a more specific diagnoses Added 25-new items to the Career Maturity Inventory-Attitude scale in 2 different forms: Counseling form (B-1) and Screening form (A-2 ) Form differences A-2 used for research and screening purposes

6. Counseling Form (B-1) 6 Included 25 new questions added to the original 50-item attitude scale creating 5 subscales Self- appraisal O ccupational information G oal selection Planning P roblem solving Also includes 5 competency variables Independence Decisiveness Involvement Orientation Compromise

7. 7 1995 Revision of CMI Revised the 1978 test version in order to be more user friendly Made applicable to students and adults Subscales were eliminated

8. 2011 Revision 8 Revised again by Savicks in 2011, constructed what is known as Form C with 4 subscales Consisted of a total of 24 questions, combination of attitude and competency Agree/disagree format Can be both machine scored and hand scored Form C Concern Confidence Curiosity Consultation

9. History + Overview Monica Castro 1 9 Purpose + Usage Melissa Atkinson Norming Brocha Cohen Method and Results (Form C) Erika Ober Interpretation and Interventions (Form C) Claudia Chandler References + Questions 2 3 4 5 6

10. 10 What is the Career Maturity Inventory test for?

11. 11 The Career Maturity Inventory is used for teaching students the process of career decision-making as well as help them gain career maturity.

12. 12 The CMI It is used for students up to grade 12 to gain personal insight into the processes of making career decisions as well as the readiness of such choices ( Hays, 2013, p. 211).

13. Primary Uses 13 The CMI is used to measure the maturity of a person’s attitudes and competencies necessary to make a realistic career choice. Attitudes Competencies

14. 14 CMI does not measure the cognitive competencies, which include comprehension and problem-solving abilities

15. 15 Recommended to be used as a screening tool to address areas of concern where the clients may not have enough information about themselves or the world in order to make a realistic career decision ( Powell & Luzzo , 1998).

16. History + Overview Monica Castro 1 16 Purpose + Usage Melissa Atkinson Norming Brocha Cohen Method and Results (Form C) Erika Ober Interpretation and Interventions (Form C) Claudia Chandler References + Questions 2 3 4 5 6

17. Reliability, Validity and Norms 17 Major Contribution Content Measure Crites attempted to understand the differences between career choice content and career choice processes Content refers to which field one should enter , including interests and abilities. Within content were subdivisions of consistency towards vocational choice and wisdom /realism in the choice . The processes were categorized into career choice attitudes and career choice competencies . The CMI measures all these categories

18. CMI ‘Form C’ 18 Normed CMI is normed for mostly adolescents and recently for young adults Inclusive The revised version is made to work for high school students and postsecondary adults , also eliminating race, ethnic and cultural biases Efficacy The CMI was normed through research and clinical studies by Crites for career development with adolescents

19. Validity 19 In order to determine validity items have only been selected for the CMI if they increase or decrease with time, this is effective with the school age. As evidence of validity, one see an increase in the CMI as a function of age and grade levels Past studies have found correlations between the CMI and realism in career choice in secondary school students Another correlation was found between 11th grades career maturity levels and occupational plans scores The CMI construction is based on the idea that developmental variables have to be related to time in that they either increase or decrease with age. ✔ ✔ ✔ ✔ ✔

20. Efficacy 20 Career Maturity Inventory Test A recent study was conducted to determine internal reliability from the CMI-R with a sample of 157 students from five public high schools, ages ranging from 14-19 Each student was administered a few career tests; biographical information was taken and the test was given over a period of two weeks and was administered in school . Results for reliability, for the attitude scale was . 54 , for the competence test was .52 and the entire inventory was .61. There was a significant difference in females scoring higher than males for the competence test There was a significant difference in age level and grade for the attitudes test Modest validity compared to the original CMI, Low level of reliability compared to its predecessor and The original CMI values of internal reliability range somewhat higher

21. 21 CMI-R and CMI Form C lacks psychometric data concerning validity and reliability CMI Form C was designed to gain more reliability More studies need to be done to determine real reliability and validity McDivitt (2002) believes that the CMI greatly enhances teaching students the processes of career decision making and helping them gain career maturity.

22. 22 Purpose + Usage Melissa Atkinson Norming Brocha Cohen Method and Results (Form C) Erika Ober Interpretation and Interventions (Form C) Claudia Chandler History + Overview Monica Castro References + Questions 1 2 3 4 5 6

23. 23 CMI Form C Consists of 24 questions The present research revised the CMI by applying Savickas ’ theory of career construction to the 75 items in Form B- 1

24. 24 “Students should approach career choice tasks with concern for their futures, a sense of personal control over their careers, the curiosity to experiment with possible selves and explore social opportunities, and the confidence to engage in designing their occupational futures and executing plans to make them real.” Theory of Career Construction

25. The 4 C’s 25 End Result Consists of 5 scores: A career readiness score based on the 18 Q’s from the Confidence, Concern, and Curiosity Scales; and the individual scores for each of the categories. Confidence The Confidence Scale measures the extent to which an individual has faith in her or his ability to make wise career decisions and realistic occupation choices. Concern Curiosity Consultation The Curiosity Scale measures the extent to which an individual is exploring the work world and seeking information about occupations and their requirements The Concern Scale measures the extent to which an individual is oriented to and involved in the process of making career decisions. The Consultation Scale , which measures the extent to which an individual seeks assistance in career decision making by requesting information or advice from others. Higher scores suggest a more interdependent relational style and lower scores suggest a more independent relational style.

26. 26 Purpose + Usage Melissa Atkinson Norming Brocha Cohen Method and Results (Form C) Erika Ober Interpretation and Interventions (Form C) Claudia Chandler History + Overview Monica Castro References + Questions 1 2 3 4 5 6

27. Interpretation and Interventions 27 For students scoring low on any of the 4 C’s there are specific career development interventions that may be useful to them Concern Curiosity Confidence Future time perspective or increase awareness of imminent and intermediate developmental tasks Arouse interest in exploring the future, learning information-seeking behaviors, or investigating appealing occupations Build general self-esteem, increase decisional self-efficacy, and connect present behavior to future goals.

28. 28 Teaching the Test Unlike intelligence and personality tests, teachers and counselors want students to know the more adaptive attitudes so counselors may teach them directly.

29. Three Step Cycle 29 Non -directive exploration, directive shaping and active learning Non-directive exploration Open questions, restatement of relevant content, reflection of feeling, silence, and clarification of meaning Directive Shaping Instruction, persuasion, verbal modeling, storytelling, and reinforcement . Active Learning Behavioral modeling, homework assignments, role-playing, and feedback to guide instrumental learning 1 2 3

30. 30 Busacca , L. A., & Taber, B. J. (2002). The C areer M aturity Inventory -Revised: A p reliminary p sychometric investigation . Journal of Career Assessment 10 (4), 441 -455. doi : 10.1177/ 1069072702238406 Hays , D.G., & Hood, A.B. (2013). Assessment i n counseling : A guide to the use of psychological assessment procedures. (5 th ed. ) . Alexandria , VA: American Counseling Association Powell, D., & Luzzo , D. A. (1998). Evaluating factors associated with career maturity of high school students . Career Development Quarterly, 47 (2), 145-158. Savickas , M. L, & Porfeli , E. J. (2011). Revision of the Career Maturity Inventory: The adaptability form. Journal of Career Assessment, 19 (4), 355-374. References