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TEE 9* ""1“"
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MSU Is An Affirmative Action/Equal Opportunity Institution
ammo-9.1

 

A FOLLOW-UP STUDY OF THE
CAREER DEVELOPMENT SERVICES
PROVIDED BY A

COMMUNITY COLLEGE

BY

James Charles Osborn

A DISSERTATION
Submitted to:
Michigan State University
in partial fulfillment of the requirements

for the degree of

DOCTOR OF PHILOSOPHY

Department of Adult and Continuing Education
COLLEGE OF EDUCATION

1991

ABSTRACT

A FOLLOW-UP STUDY OF THE PERCEPTIONS OF CAREER
DEVELOPMENT SERVICES PROVIDED BY COMMUNITY COLLEGES

BY

James Charles Osborn

This was an investigation of the effectiveness of
career planning and decision making services, as perceived
by consumers of that service, who were assisted in choosing,
changing, or confirming a career decision. Also
investigated were differences which existed in perceptions
according to gender, age group, ethnicity, marital status,
employment status, and student status.

The study was accomplished between April 16 and
June 30, 1990, with a population of 1,090, who utilized the
career planning services of a career center at a community
college between July 1, 1987 and June 30, 1989. Of the
1,090 persons issued questionnaires, over 300 responded
yielding 277 usable responses. The population was 71
percent female, 29 percent male, 93 percent white,
approximately half were single (50.5 percent), 54 percent
full-time employed, 54 percent were between the ages of 29
and 45, and 85 percent were attending college only part-time
or not at all.

The most effective marketing techniques for a career

planning center were word-of-mouth, referrals from the

college counseling center, referrals from faculty and from
brochures distributed throughout the community. The major
reasons for seeking services were for the changing of a
career, followed by the choosing of a career, and by the
confirming of a career choice.

The overall perceptions of the services provided by the
center were positive. The unemployed and/or non—student
categories were more interested in immediate career planning
than taking time for self-assessment. The younger category
(16-28 years of age) placed more emphasis on career
information, or the lack of knowledge of such and indicated
more of a need for expanded career information availability.

There appeared to be a deterioration in the perceived
effectiveness of services between the acquiring of personal
information and integrating this knowledge, along with
career information, into a career decision. This transition
point in the process is of key importance for an
understanding of career decision making. A core career
decision making model was suggested as a response to the

transition point concern.

Copyright by
JAMES C. OSBORN

1992

ACKNOWLEDGEMENT

My appreciation and gratitude are extended to Dr.
Richard Gardner, Director and Chairperson of my doctoral
committee. He provided me encouragement and assistance and
was consistently available for counsel. He is truly a
mentor.

Special thanks is extended to Dr. Charles Blackman for
his wise counsel and assistance, both prior and subsequent to
his retirement; Dr. Howard Hickey for his much valued
assistance and recommendations as I proceeded toward the
completion of my degree, and Dr. Louis Hekhuis for his input,
recommendations and support.

My appreciation and gratitude are extended to Elaine
Shopbell for taking time from her busy teaching and student
schedule to type the numerous drafts from beginning to the
completion of this dissertation. She was a definite asset.

Lastly, my heartfelt appreciation is extended to my
spouse, Beverly, and daughters, Lisa, Michelle and Teri, who
supported and encouraged me as I sought to achieve this goal
and expressed their happiness and pride as I completed it.

It was truly a group effort.

ii

l ' WW1
'kA—u‘ up!" ‘

 

 

TABLE OF CONTENTS

Chapter One, Introduction .

Career Decision Making .
Limitations of the Study .
Statement of the Problem .
Purpose of the Study .

Research Questions . .

Lansing Community College's
Career Planning Services

Terms Defined . . .
Scope of the Study . .
Significance of the Study

Summary . . . . .

Chapter Two, Literature Review

Introduction . . . .

Career Development . .

The Beginning of Vocational Guidance

Theories of Career Development

Trait and Factor . .

The Personality Approach

The Developmental Approach
The Client Centered Approach
The Psychodynamic Approach
The Operational Behavioristic

Review of Related Studies and Research

in Decision Making .

Decision Making and Problem Solving

iii

Approach

11

12

13

14

16

16

17

19

23

23

28

39

45

47

51

54

55

Career Assessment as a Problem Solving Activity
Perceptions and Their Importance . . . . .
Factors Noted in Helping Make Decisions . .

Career Development Services Provided to Sophomores

at Michigan State University (Study) . .
College Students' Perceptions

of High School Counselors . . . . .
Summary . . . . . . . . . . .
Chapter Three, Procedures . . . . . . .
Purpose of the Study . . . . . . . .
Research Questions . . . . . . . .
Population Information . . . . . . .
Sample Information . . . . . . . .
Description of the Questionnaire . . . . .
Data Collection Procedures . . . . . .

Data Analysis . . . . . . . . .
Summary . . . . . . .
Chapter Four, Research Findings . . . . . .
Part One of Questionnaire . . . . . .
Part Two of Questionnaire . . . . .
Part Three of Questionnaire . . . . .
Summary . . . . . . . . . .

Chapter Five, Summary, Conclusions, and Recommendations

Introduction . . . . . . .

Research Questions . . . . . . .

Population . . . . . . . . . .

Summary and Conclusions . . . . . . . .
Research Question One . . . . . . .

iv

62

63

65

67

69

71

71

72

73

73

74

76

77

79

80

81

84

104

118

120

120

121

121

122

122

Research Question

Research Question

Research Question
Recommendations .
Recommended Model
Reflections
Bibliography

Appendices

Two .

Three

Four

124

126

128

130

133

135

LIST OF FIGURES

Figure Name Page
1 Holland's Hexagon on Personality Traits
and Types of Environments . . . . 37

vi

LIST OF TABLES

Table Title Page
1 Questionnaires Utilized . . . . . . 73
2 Demographic Comparisons of

Population and Sample Sizes . . . . . 76
3 Gender of Respondents . . . . . . . 81
4 Ethnic Origin of Respondents . . . . . 82
5 Number of Respondents by Age Groups . . . 82
6 Marital Status of Respondents . . . . . 83
7 Employment Status at the Time Participants

Utilized Career Planning Services . . . 83
8 Employment Status at the Time of Survey . . 84
9 Student Status at the Time

Career Planning Services Were Utilized . . 84
10 Sources From Which Respondents Learned

of the Career Center Services . . . . 85
11 Reasons Consumers Sought

Career Planning Services . . . . . 87
12 Perceptions as to How Well Respondents Were

Informed of What To Expect

in the Career Planning Process . . . . 89
13 How Informed Respondents Were to What Was

Expected of Them Before They Began the

Testing and Career Planning Process . . . 90
14 Perceptions as to How Helpful, Informative and

Supportive the Counseling and Support Staff
Were as Respondents Proceeded Through the
Career Planning Process . . . . . . 91

15 Perceptions as to How Well the Test Results
Assisted in Identifying and Prioritizing
Values, Needs and Personal Characteristics
and Brought About Better Self Understanding . 92

vii

Table Title Page

16 Perceptions as to How Well Respondents
Learned How to Use Information to Develop
a Career Plan and Make a Career Decision . . 93

17 How Well Respondents Became Aware of Various
Career Options and Learned Where to Search
for Career Option Information . . . . 94

18 Perceptions on Whether Career Information Was
Provided by the Career Center to Assist in
Career Decision Making . . . . . . 95

19 Perceptions as to Whether Instructions Were
Given as to How to Obtain Additional
Career Information . . . . . . . 96

20 Perceptions as to Whether the Career Counseling
Assisted Respondents in Confirming, Choosing,
or Changing Their Career . . . . . . 97

21 Perceptions as to Whether the Total Career
Exploration and Assessment Center Process
and Service was Worthwhile . . . . . 98

22 Perception Ranking of Selected Career
Planning Services . . . . . . . 100

23 Perceptions of Who Were the Most Influential
People or Which Services Assisted Respondents
in Career Planning . . . . . . . 102

24 Rank Order of Sources Respondents Perceived as
Helpful in Choosing, Changing or Confirming
a Career Choice . . . . . . . . 104

25 Perception as to Whether Test Results
(Information) Assisted Respondents in
Self-Understanding . . . . . . . 108

26 Perception as to Whether Respondents Learned
How to Use Information in Developing a
Career Plan and Making a Career Decision . . 111

27 Perception as to Whether the Career Counseling
Assisted Respondents in Choosing, Changing or
Confirming a Career . . . . . . . 114

28 Perception as to Whether the Total Career

Exploration and Assessment Center Career
Planning Process was Worthwhile . . . . 117

viii

A Follow-up Study of the Career Development Services Provided
by a Community College

Chapter One

Introduction

 

High technology, megatrends, transformations,
electronics revolution, gene-splicing, computers,
telecommunications, Third Wave, lasers, space aquarian
conspiracy, robotics, new age, high tech--high touch,
paradigm shift . . . these are the drum beats of life on the

frontier of the Information Age.

 

In life and work we are in the midst of revolution,

reform, and on the brink of renaissance. What a

time to be alive! What a time to be involved with

career development; what an opportunity for work to

build a better and brighter world.

(Patterson, 1985, p. 129)

Career development is not an activity one performs
solely prior to entering a job or seeking some degree of
education and training. Although it is a process which may
be utilized in selecting courses in school, and moving into a
job or college to pursue a specific field of study, it is
also a process utilized as one advances in a field and
generally progresses through life. It is a lifelong process
of identifying traits (needs, values, temperaments,
interests and skills), utilizing these characteristics in
deciding upon options in education and work (Pinkney, 1987).

Providing information, effective guidance, and decision

making skills to America's career-choosing and changing

population is a significant challenge facing educators
today. At the elementary and secondary education levels,
skills are developed, and minds are challenged and directed
toward a future which is rewarding to the individual and
beneficial to society. Many of these individuals will go on
to other types of post-secondary training, be it some trade
or technical school, community college or university or some
other form of training and education needed to function in
today's world of work. Society has moved from the point of
retraining to continuous training as many workers remain
current and viable in their employment (Pinkney, 1987).
Counseling and career development must provide the concepts
and inspiration for people to survive and thrive in this
Information Society. "As a society, we must innovate, and
re-invent or we will evaporate" (Pinkney, 1987, pp. 45-51).
Career development is no longer something which takes place
if one has time, but rather time should be made for career
development.

Richard Bolles pointed out that two million jobs were
lost forever in the 1982-83 recession and experts predicted
that from two hundred thousand to one million more jobs
would vanish each year in the foreseeable future. These
jobs were mostly from the manufacturing areas.

Reasons given were:
(1) shifts from a national to a global marketplace,

(2) shifts from high priced to lower priced blue collar
workers and increased use of robotics,

 

 

 

 

 

(3) movement toward high technology from non-technology,
(4) movement from a manufacturing to an information-based
economy, the biggest shift.
(Pinkney, p. 132)

Bolles states the good news is that, "when jobs vanish
from one area, they rise in another." An example is the drop
in blue collar labor from 70 percent to 18 percent of the
work force from 1950 to 1985, while information jobs rose
from 17 percent to 60 percent in the same time period.

Of the jobs now and in the future, one realizes that 90
percent involve the creation, processing, and distribution

of information. "We are mainly in the thinking business, not
the manufacturing business" (Pinkney, pp. 132-133).

The development of a career is not a one-time activity
but rather a life long process of information gathering,
decision making, and coping with change. Like the western
frontier of the past, the new information society will
require skills of self-reliance, the ability to make well
considered decisions, and the ability to take risks in order
to triumph over uncertainty, information overload, and a
multitude of options that may come with this new uncharted
territory (Pinkney, p. 138).

During the industrial era a career was generally
dependent on a decision made at the end of adolescence.

Now survival and success will depend upon a process for
making well thought-out decisions which continue throughout

one's lifetime. This is referred to as Lifelong Planning

(Pinkney, 1987).

Career Decision Making

 

As people strive for self actualization, rewards sought
may be financial, personal significance, recognition, simple
existence, or any combination of activities or events. The
more information career planners possess about careers and
options to compare with personal information (values,
temperaments, interests, and abilities, etc.) the greater
should be the probability of reaching a career decision
(Loughary and Ripley, 1976).

The term "Career Marriage" might be used to indicate the
joining of a person, which includes his or her skills,
interests, abilities, and aspirations, with a vocation, which
includes an outlet where the individual may be able to
demonstrate and utilize these skills and abilities (Bogner,
1984).

In creating a successful career marriage, there are no
guarantees of a match. Attempts are made to increase the
probability of success by gathering information about oneself
and careers, and determining which personal information might
be a good match with various career choices. This may be
accomplished in a marriage by assessing one's needs and
desires as well as what is desired in another person.
Information is obtained about that other person and a
judgement is then made as to the probability of success of
the match or marriage. The closer the fit or matching of

each other's needs, the higher the probability of success.

This process may be generalized to the concept of "career
marriage" as well (Bogner, 1984).

In career decision making, an in-depth personal
assessment and an awareness of potential careers and their
characteristics are two desired ingredients. A choice or
match may then be made which offers the highest probability
of success. Consideration is given to the realistic aspects
of the choice and whether it is attainable by the decision
maker. If the resources and activities needed to achieve a
goal are available and attainable, there may be movement
towards the successful development of a career. If not,
other alternatives or options may need to be investigated
(Weinrach, 1975).

As people enter institutions of higher learning, they
will encounter many possibilities and a variety of programs
and courses which lead in many career directions. If appro-
priate directions are not found early in their educational
endeavor, time will be lost, money may be expended on courses
of little or no value to the person, and in many cases,
motivation will wane because of having no clear direction and
achieving little to no fulfillment towards a career goal.
For these reasons, it is quite important for institutions of
higher learning to provide these services to its students

(Weinrach, 1975).

Limitations of the Study

 

It was assumed that all persons responding to
questionnaire items did so in an honest manner. Deviances
from the assumption may have caused the results to be less
accurate.

This study was limited to those persons who voluntarily
chose career planning and decision making services and may
not reflect the perceptions of all persons in need of such

services.

Statement of the Problem

 

Community colleges across the state and nation are
generally committed to providing educational services, not
only to the members of the educational community but also to
society in general. To commit to a goal in education,
choosing a direction in which to proceed, is important. To
identify this direction, career planning and decision making
services are offered through a variety of classes or services
by community colleges. To what degree are these services
effective? To what degree do these services assist in self
understanding? Is career information provided or available?
Is there instruction and counseling to teach and assist
people a process of integrating this information into a
career plan? Do certain groups require more assistance than

others? This study provides insight into these questions.

Purpose of the Study

The purpose of this follow-up study was to investigate

the perceptions of the effectiveness of career planning and

career decision making services of a community college as

perceived by persons who utilized these services and

determine:

1.

To what degree did the persons, who utilized this
service, perceive it as effectively assisting them in
developing a career plan?

To what degree did the career planning and decision
making process assist persons in becoming more self-aware
and cognizant of the career information needed to develop
a career plan?

To what degree were the career services provided
perceived differently by various groups and sub-groups of
the study population?

What persons and/or situations were influential in the

career planning process?

Research Questions

 

This study was designed to obtain information from

clients/students of career development centers by seeking

answers to the following questions:

1. To what degree did clients/students perceive the
services provided by a community college effective
in assisting them in increasing self- and career

information knowledge and utilizing this knowledge

in choosing, changing or confirming career
direCtions?

2. Were the career planning and decision making
services provided perceived differently by persons
of different:

a. gender

b. ethnicity

c. age

d. marital status

e. employment status

f. student vs. non—student status

3. What were the reasons for seeking career planning
services and what sources of advertising and
marketing were most widely and effectively utilized
when seeking these services?

4. What activities, services and/or people were
perceived as influential in assisting persons in
their career planning and decision making?

Few follow-up studies are available concerning student
career services provided by colleges and universities which
provide information relevant to career planning and decision
making. One study, in 1979, examined the perceptions of
sophomores at Michigan State University regarding University
sponsored career development services. The researcher found
that students felt career development services were important
but did not perceive those offered as being helpful. It

appeared that students were not aware of or did not know how

to access services (Rai, 1979).

In the present study, data were collected related to the
perceived effectiveness of community college career planning
and decision making services by surveying consumers of the
service. Perceptions of effectiveness of career planning
services and other factors affecting career decision making,
such as classes, family members, classmates, and significant
others, were also gathered. This information should be
useful to community colleges and career planning services
providers by providing information regarding perceived
effectiveness. As a result, services may be designed,

altered, or specific areas of concern addressed.

Lansing Community College's Career Planning Services

 

Seventeen of the twenty-nine community colleges in
Michigan were surveyed in 1988 and this researcher found
their career planning services to encompass career
counseling, computerized career planning (SIGI, MOIS, Eureka
Systems), career planning classes, seminars, workshops, and
career assessment activities. The assessment activities were
similar to those offered at Lansing Community College and
consisting of achievement and aptitude testing, personality
and temperament analysis, values clarification exercises, and
a wide range of interest inventories.

Lansing Community College was established on April 8,
1957, and opened its doors that fall, serving 425 students
with sixteen faculty members. Civil, mechanical, electrical

technology, practical nursing, and various apprenticeship

10

programs were offered. The first off-campus learning center
was formed in 1971, and as of 1987, twenty-three centers were
providing educational services. The college has provided
lifelong education and training through more than two hundred
academic programs to a student body numbering over 43,000

per year (Lansing Community College Guidebook, 1987).

 

Lansing Community College is committed to providing
supportive services to its student body via the Student
Development Services Department. Of the supportive services
offered, career planning will be highlighted.

The Career Exploration and Assessment Center is a career
planning service available to non-students as well as
students. Assistance is provided for individuals making
career choices through a series of objective assessment
activities measuring personality needs, values character-
~istics, occupational interests and preferences, past work and
school experiences, academic strengths and weaknesses, and
other areas of concern and relevance. Decision making
activities are taught students and clients as they become
actively involved in the counseling, planning, and decision
making process.

In addition to this service, the department offers
classes in career planning as well as computerized programs
of interactive guidance. The college library services
department recognizes career information is also an important
part of career planning and maintains a career information

center. Coordinated activities between the two departments

 

l1

insures appropriate, up-to-date information is available

(Lansing Community College Guidebook, 1987).

 

Terms Defined

 

(An) ability is being able or having the power to do
something physical or mental. It is a skill, expertness, or
talent (Webster, 1976, p. 3).

Career Development is a developmental and continuous

 

process of planned experiences designed to help students
develop self awareness, career awareness, and decision making
skills. It is viewed as a series of experiences, decisions,
and interactions which, when taken cumulatively, assist in
the formulation of a viable self-concept and provide the
means through which that concept can be implemented both
vocationally and avocationally (Rai, 1979, p. 6).

A career marriage is the joining of a person, which

 

includes his or her skills, characteristics, abilities, and
aspirations, with a vocation, which includes an outlet
whereby the individual may be able to demonstrate and utilize
these skills and abilities and have both him or herself and
society benefit (Bogner, 1984).

Decision making is selecting an action from a number of

 

alternatives. It becomes evident how important alternatives
are, because without this information, one has no basis to
make a decision (Heppner, 1978).

An interest is having intent, concern, or curiosity

about something (Webster, 1976, p. 734).

12

A need is a necessity of obligation created by some
situation. It is something useful, required, or lacking that
is desired; a deficiency of something (Webster, 1976,

p. 951).

Perception is defined as the art of perceiving or the

 

ability to perceive by means of the senses; awareness
comprehension. Perceive means to become aware of something
through the senses (Webster, 1976, p. 1054). How people
think or feel about something, they are made aware of, by the
senses.

Probability is the quality or state of being probable.

 

Probable is defined as something (event) which is likely to
occur or be; that can reasonably but not certainly be
expected. It is reasonably so, as on the basis of evidence,
but not proved (Webster, 1976, p. 62).

Transition point is also referred to in the study as a

 

decision making point, a point in the career planning and
decision making process where information (self and career)
is integrated into a plan or decision to pursue or follow a
specific course of action.

A yalug is that which is desirable or worthy of esteem
for its own sake; a thing or quality having intrinsic worth.
Values are the social principles, goals, or standards held or
accepted by an individual, class, or society (Webster, 1976,

p. 1568).

13

Scope of the Study

 

This study examined the perceptions of persons who
participated in career planning and decision making services
of Lansing Community College and specifically those persons
who voluntarily utilized the services of the Career Explora-
tion and Assessment Center. They were at various stages in
their career decision making process ranging from having no
idea of a choice to the confirming of an already decided upon
choice. They were of high school age to post retirement.

The dates of the services provided were from July 1, 1987
through June 30, 1989, and the data were collected from

April 16, 1990 to June 30, 1990.

Significance of the Study

 

This study was designed to provide information relative
to the degree that a community college was meeting the needs
of students and community members as they considered
choosing, changing, or confirming a career choice. The data
may provide insight into the specific career planning needs
of various adult groups and, therefore, should provide
community colleges with data for career program verification
and/or modification.

There has been limited research with adults regarding
their perception of the adequacy of career planning programs
in which they participated. As society becomes more
technical and service oriented, people are required to

consider career changes more frequently (Pinkney, 1987). It

14

has become critical for organizations, such as community
colleges, to assess the degree to which their programs are
meeting the career planning needs of the adults they serve.
Areas of concern for further study and research have
been identified. The information gained in the study may
also assist in the planning and developing of career services

at institutions other than community colleges.

51111111135: 2

How important is career development in a person's total
development? Does one utilize the knowledge of personal
characteristics, skills, and training in making a career
decision? For a person to learn career planning and decision
making skills, there should be an effective provider of these
services which is accessible to the consumer. How effective
are those services and how well does the service serve the
community?

An overview of the need for career planning and decision
making skills was provided in Chapter One, as was a process
for achieving these skills. An historical update was
presented of both Lansing Community College and the Student
Services Department which provide these services. The
purpose of the follow-up study and problem statement were
presented with four questions to be answered. Terms relevant
to this study were explained as well as the scope and
limitations of the study. The significance of this study

was to gain insight into information relevant to effective

15

functioning of present and future career planning and
decision making services.

Theories of career planning and decision making will be
reviewed in Chapter Two, as well as some research data
relevant to the topic.

The procedures utilized in this study and the
individuals being surveyed will be explained in Chapter
Three. A description of the instrument, the procedures
utilized for its validation and the procedures utilized in
collecting and amalyzing data will also be presented in
Chapter Three.

The research findings will be presented in Chapter Four.
Conclusions of the study and recommendations for future

activity are to be found in Chapter Five.

Chapter Two

Literature Review

 

Introduction

 

The development of a career may take many forms and
begin at various times throughout a lifetime. While one
person begins thinking about career planning early in life,
another may wait many years. Some may prefer to obtain
career information before a choice is made while others may
need to organize information about themselves before
considering decisions (Crites, 1969). Is there a best
way to proceed?

For career counselors, there are many views of career
planning to consider. Is there a preferred style for certain
people at a specific level of development, and if so, is it
effective? Because people differ, it may be assumed that
there should be different approaches in assisting different
people at various levels. The major questions considered in
this study are whether career decision making services are
perceived as effective by consumers of these services at the
community college level, and to what degree these services
assist one in reaching a career decision.

This chapter will present definitions as well as review
some basic theories of career development, planning, and
decision making. Related activities and research will be
reviewed and points highlighted offering insight and under-
standing. The information reviewed will consist of various
theories of career development to acquaint the reader with

16

17

some of the more common ideas on career decision making. In
that a decision is very important in this process, a theory
of decision making will be presented. Other studies will be
cited which are relevant to the career development and
decision making process. The evaluation of career planning
and decision making effectiveness and perceptions of the
process will be reviewed. This is especially important in
light of the fact that this study is one of perceptions of

effectiveness.

Career Development

What is Career Development? Is it viewed differently by
various people? The following may provide insight into the
various views held and later in this chapter, the reader may
be able to recognize how they coincide with various
theoretical approaches.

Career Development is a process of successive
approximations. Goals change, and actions suited to
achieving goals, change. There are points at which it is
essential to select one course of action and reject another
(Dunphy, Austin and McEneaney, 1976, p. 18). The main
emphasis here is decision making.

Another view notes that a career is a time-extended
working out of a purposeful life pattern through work
undertaken by the individual (Shertzer, 1977, p. 173). This

follows a developmental approach to career planning.

18

Another view related to developmental career development
emphasizes the word "development." It is a process that is
sequential, progressive, and usually involves some kind of
growth on the part of the individual. Career can mean
different things to different people. To some, it may be an
eight hour day which brings a great deal of meaning to one's
life. It can also mean utilizing a set of skills and
interests within a desired lifestyle that remains fairly
stable but may be utilized in a changing and developing work
setting. The definitions together indicate a developmental
process whereby an individual proceeds from a point of having
no career direction to that of having a career consistent
with his or her interests, abilities, and aspirations
(Bachhuber and Harwood, 1978).

Historically, the term "occupational choice" has been
utilized. It has been referred to in recent years as "career
development." For the purposes of this chapter, the term of
"career development" will be utilized.

Career development is a lifelong process which cannot be
separated from the physical, intellectual, and emotional
growth of the individual. It extends from the realization
that people have different roles and responsibilities
through the retiree's plans for activity change and leisure
time expenditure. The process encompasses the total life
span and includes a person's roles and positions. It

includes, school, play, employment, volunteer activities, and

19

life's events. Planning a career is not just a decision to
enter a job or perform a certain kind of work. It reflects
an individual's life experiences. In actuality, it is a
lifestyle choice.

Career is a broad term which is not to be confused with
terms such as occupation or job. The following definitions
will clarify:

Career: A sequence of roles or positions
including work, leisure, and
educational pursuits. It may
encompass a number of occupations,

vocations, jobs, or positions.

Occupation: A definable work activity found
(Vocation) in numerous or varied settings.

Job: A group of related or similar positions
in a particular place of employment.

Position: A group of tasks, duties, or activities
performed by one person.
(Seligman, 1980, pp. 1-2)
Career Development is not a one time event or activity.
It is a sequence of events which have relevance for the
individual and provide building blocks as a basis for self-

understanding and a way to interact with their environment

(Jordaan, and Super, 1980).

The Beginning of Vocational Guidance

Career Development is not a new process. The beginning
of vocational guidance reaches back into the mid 1850's.
According to Borow (Borow, 1964), there were four conditions

from which vocational guidance evolved:

20

1. Economics - The rise of industrialization
and growing division of labor.

2. Social - Urbanization, child labor,
immigration, and transmigration.

3. Ideological - A restless spirit of reform
and a spreading belief in the improvability
of people and their status.

4. Scientific - The emergence of the Human
Sciences--psychophysiology in the first
half of the 19th century, and subsequently,
the psychophysical and experimental
psychology of Fechner, Hemboltz, and Wundt,
and the mental testing of Cattell, Binet,
and others. .
~ (Weinrach, 1975, pp. 74-75)

Frank Parsons, called the "Grandfather of the Guidance
Movement," is generally credited with initiating the practice
of systematic vocational guidance in the United States. His

published book, Choosing A Vocation, is recognized as one of

 

the most influential concerning career guidance. He not only
brought a great deal of zeal and concern for the guidance
movement, but also, a conception of vocational guidance known
today as "Trait and Factor Counseling." According to
Parsons:
In a wise choice there are three broad factors:
1. A clear understanding of yourself, your
attitudes, abilities, interests, ambitions,
resources, limitations, and their courses.
2. A knowledge of the requirements and
conditions of success, advantages and
disadvantages, compensation, opportunities,

and the prospects in different lines of work.

3. True reasoning of the relations of these two
groups of facts.

21

Parsons states that the three basic components of
vocational guidance are testing, information giving, and
decision making through true reasoning. He felt students
needed to be aware of attitudes, abilities, interests,
occupational information, and educational requirements to be
successful in jobs.

Parsons developed the concept of "True Reasoning," which
is the matching of the individual with the job through a
rational decision making process. This concept is seen as
emphasizing matching, information dissemination, and advice
giving at the expense of self realization through occupa-
tional choice (Parsons, 1909).

D. G. Paterson feared counselors were becoming
overwhelmed with information dissemination and to correct
this situation, performed extensive studies in the 1930's
with the Minnesota Employment Stabilization Research
Institute which resulted in a series of published articles.
He actually provided a basis (both scientific and objective)
for Parsons' early formulations through the development of
the Minnesota Mechanical Abilities Test and Minnesota
Occupational Rating Scales and Counseling Profile (Paterson,
1941).

In the industrial area, psychologists such as Hugo
Munsterberg, were testing people to identify their
suitability for certain jobs. Munsterberg emigrated to
America in 1913 and continued his work at Harvard. Other

psychologists were observing workers and their adaptability

22

and suitability for jobs in the early 20th century as well,
such as Elton Mayo and Frederick Taylor (Weinrach, 1979).

During World War II the United States needed increased
productivity due to many men serving in the armed forces.
Increased demands were being placed on our industries
for output of products. Research testing and placement
programs were developed for the armed services to effec-
tively utilize potentials to defend our country. Vocational
guidance received a tremendous boost from the nation-wide
work force studies and counseling services established for
veterans of several wars (Weinrach, 1979, pp. 61-62).

Vocational guidance began with an emphasis on the
assessment of individuals and the placing of them in suitable
jobs. Educators and social reformers were concerned with
choice and the match of appropriate jobs and characteristics
while the industrialists were concerned with characteristics
of effective job performance. World War II appears to have
brought these two approaches together.

This is an historical view of vocational guidance and
how it progressed into the World War II era and beyond.
From this point, some of the major theories of career
development and recent researched areas will be reviewed
which have an influence on present day activities and this
study. Many ideas and theories have been discussed and
presented over the years but not all will be reviewed. Only
the major approaches which have influenced the field of

career development and also influence this present study will

23

be noted. The Trait and Factor Theory, as it is the basis
from which other theories have been developed, will serve as

a beginning point.

Theories of Career Development
The Trait and Factor Approach to Career Development

The oldest theory of career development has been known
by a variety of names but most commonly as the "Trait and
Factor" theory. It assumes a straight forward approach to
matching an individual's abilities and interests with the
world of vocational opportunities (Osipow, 1968, p. 10). The
vocational testing movement has grown from the "Trait and
Factor" point of view in that various types of assessment
instruments were utilized to gain information about a person.
Actually, the beginning was with Frank Parsons. Parsons
(Parsons, 1909) was an engineer, lawyer, teacher, and
social reformer, who was concerned with the exploitation of
workers. He proposed reforms to prevent exploitation by
helping workers match their abilities and interests with
jobs. He also used this approach in working with youth and
helping them identify their strengths and how they might be
utilized in certain jobs.

Parsons advocated that individuals should gain a full
understanding of themselves, attitudes, strengths and
weaknesses, as well as an understanding of the conditions
required for success in given occupations. This included

compensation, mobility, and other associated characteristics.

24

They were then to use the "True Reasoning" process, based on
this acquired information, to make a decision (Parsons,
1909). I

A number of psychologists developed Parsons' theory
after his death. D. G. Paterson developed various tests and
instruments to assist counselors in utilizing methods to
assist clients in decision making. J. G. Darley, working at
the Minnesota Stability Research Institute, developed the
"Minnesota Point of View" (Williamson, 1968). One of
the Minnesota Group, E. G. Williamson, became the major
advocate for the "Trait and Factor" theory (Brown, Brooks and
Associates, 1984, pp. 8-9). The aim of these men was to help
get Americans back to work during the depression. They
developed various tests, inventories, and devices, as well as
brought forth the United States Employment Services

publication of the Dictionary of Occupational Titles.

 

The "Trait and Factor" theory states that "Traits" are
assumed to be enduring psychic and neurologic structures
located somewhere in the mind or nervous system. A "Factor"
is a form of statistical evidence that a trait exists (Brown
et. al., 1984, p. 10). A simpler definition of the theory
is that it principally refers to abilities (including general
intelligence, special aptitudes, academic achievement, job
skills, vocational interests, and personality

characteristics.

25

"Trait and Factor" theory is made up of three
assumptions or principles:

1. By virtue of one's unique psychological

characteristics each worker is best
fitted for a particular type of work.

2. Groups of workers in different

occupations have different psychological
characteristics.

3. Vocational adjustment varies directly

with the extent of agreement between

worker characteristics and work demands.
The aim is to assist the person in finding an optimal niche
in the world of work (Crites, 1981, p. 22).

The focus on the uniqueness of the individual is a major
concern in career counseling under this approach. The
approach is largely seen as atheoretical, other than it
subscribes to the proposition that individuals differ, and is
seen as following closely scientific problem solving
techniques.

The cornerstone of "Trait and Factor" career counseling
is "differential diagnosis." Williamson defines this as:

A process of logical thinking of "teasing

out" from a mass of relevant and irrelevant

facts, a consistent pattern of meaning and

understanding of the [client's] assets and

liabilities together with a prognosis on

judgment of the significance of this pattern

for future adjustments made by the (client).
(Williamson, 1939a., p. 102)

The role of diagnosis is much the same as in the medical
model, whereby certain forms of treatment and activities are

resultant from what it was determined initially was the

problem or diagnosis of the person. Williamson's diagnostic

26

problems consist of no choice, an inability to make a
choice, uncertainty of a choice, unwise choice or having
insufficient abilities or characteristics for choice, and
having a discrepancy between a person's choice and their
characteristics and abilities.

Some problems have resulted with the medical type model
using diagnostics, not only with Williamson's theory, but
others as well. These problems have been related to the
classification system used in the diagnostic procedure.' For
example, there were differing levels of agreement with what
the specific problem was and why a (career) choice could not
be made. This seems to be because the classification systems
mentioned previously were not mutually exclusive. A person
might actually fit more than one area or level (Crites, 1969,
Chap. 7).

The "Trait and Factor" approach is called rationalistic.
Williamson delineates six steps in the process:

Analysis - is the collecting of data from

many sources concerning attitudes,
interests, family background,
knowledge, educational progress,
aptitudes, etc. by means of
subjective and objective techniques.

Synthesis - is the collating and summarizing

of data by means of case study
techniques and test profiles to

highlight one's uniqueness or
individuality.

27

Diagnosis - is the describing of the
outstanding characteristics and
problems of the person; comparing
the person's profile with
educational and occupational ability
profiles and ferreting out the
problem causes.

Prognosis - is the judging of the probable
consequences of the problems, and
the probabilities for adjustment,
thereby indicating the alternative
actions and adjustments for
consideration.
Counseling
and/or
Treatment - is the cooperative advising with
the client concerning what to do
to bring about a desired adjustment
either now or in the future.
Follow-up - is the repeating of the above five
steps as new problems arise and
further assisting the person to
carry out a desirable program of
action.
(Crites, 1969, pp. 298-299)
With the above process, the role of the counselor is that of
a teaching, persuading, influencing type person. In stages,
this approach can be broken down into three major areas. The
first is an initial interview where rapport is established,
information is gathered and tests prescribed and adminis-
tered. Secondly comes the explanation and testing data and
correlational information. Lastly comes the time for
dissemination of appropriate information relating the
occupational choices or ideas.
The major goal of "Trait and Factor" career counseling
is for the person to arrive at a career choice commensurate

with the abilities, interests, personality, and career

28

availabilities, and to do so through a rational problem

solving decision making process.

The Personality Approach to Career Development

A similar approach to "Trait and Factor" but having a
different emphasis is the "Personality" approach. The
approach is concerned with certain personality types
functioning best in certain types of environments. Some well
known theorists are Hoppoch, Small, Schaffer, Roe, and
Holland. Their general hypothesis is that workers select
their jobs because they see potential for the satisfaction of
their needs. Also, exposure to a job gradually modifies the
characteristics of the worker, so a worker takes on similar
characteristics of existing workers (Osipow, 1968, pp. 11-
12).

Holland and Roe note that individuals in the same or
similar surroundings have similar personalities. With this
in mind, it is very important to assist persons in the career
selecting process to become aware of their personality
traits. These traits can then be matched with similar traits
of persons in certain fields.

Values represent one aspect of the personality and are
defined as objectives one seeks to attain. They are chosen
to satisfy needs (Super and Bohn, 1970). Therefore, if
people can identify their values, and what areas these values
tend to be associated with, they can also move towards the

identification of needs and what values were chosen to

29

satisfy them. Holland and Roe's ideas indicate that with
these areas identified, a person is closer to identifying
what career field might be most appropriate (Rowe, 1957).

In reviewing the "Personality" theories of most
significance, portions of Holland and Roe's theory will be
reviewed.

Anne Roe began the publishing of her work in 1957 and
1964. Her theory proposes that each individual inherits a
tendency to expand energies in some particular way. This
expanding of psychic energy combined with childhood experi-
ences molds the style into which an individual develops to
satisfy his or her needs (Roe, 1957) (Roe, and Siegelman,
1964).

Roe's theory was greatly influenced by Maslow's
"Hierarchy of Needs" in that it offered the most effective
way of discussing the relevance of the occupation to the
satisfaction of basic needs. Maslow's Hierarchy of Needs are
listed below:

1. the physiological needs

2. the safety needs

3. the need for belongingness and love

4. the need for importance, respect, self-

esteem, and independence

5. the need for information

6. the need for understanding

7. the need for beauty

8. the need for self-actualization
Maslow considers these needs innate and instinctive, but,

except for the physiological needs, modifiable (Brown,

et. al., 1984, p. 32).

30

Roe (Roe, 1957) states that genetic factors and need
hierarchies combine to influence the way in which a person
selects a vocation. How motivated a person is in attempting
to attain a vocational goal is a result of the prioritization
and arrangement of their needs. These needs are affected by
the person's childhood experiences. For example, the way
needs are satisfied and the intensity of these needs dictate
whether they will be motivated and to what degree they will
be motivated in later personality development. Motivation is
seen as largely a result of the intensity of a need, and the
intensity is a function of the degree of deprivation, both of
which, combined with genetic structure, are an important
aspect in personality development and vocational choice.

Roe (Roe, 1957) selected eight interest groups for
classification with each level having six levels. These
classifications are as follows:

1. Service (Primarily services to people).

2. Business contact (Primarily face-to-face
business contact).

3. Organization (Primarily business
managerial).

4. Technology (Concerned with production,
maintenance, and transportation of
commodities and utilities).

5. Outdoor (Primarily working outdoors,
with water, land, and resources).

6. Science (Concerned with science theory
and application).

7. General Culture (Concerned with
cultural heritage).

31
8. Arts and Entertainment (Concerned with
creative arts and entertainment).
There are six levels in each group and each are based on the
responsibility, capacity, and skill. The levels have ranges
and are arranged as follows:

1. Professional and Managerial I
(independent responsibility)

2. Professional and Managerial II

3. Semi-professional and Small Business

4. Skilled

5. Semi-skilled

6. Unskilled

Roe's classification system, was developed because she
felt no other systems were useful to her, as listed in the

United States Department of Labor's 1965 Occupational Outlook

 

Handbook. Her system primarily focuses on activity, nature
of interpersonal relationships involved in occupational
activities, and the level of responsibility involved in each
occupation (Roe, 1957) (Roe and Seigelman, 1964).

Another contributor to the personality development
approach is John Holland. Holland also developed a
classification system which is widely used and applicable in
a large number of career decision activities.

John Holland first published his theory of vocational
choice in 1959 with revisions coming at points in 1966, 1972,
and 1973. He bases his theory on the assumption that people
project views of themselves and the world onto occupational

titles. By expressing their preferences either for or

32

against titles, Holland assigns people to personal styles
which have theoretical implications for personality and
vocational choice. People view the vocational world in terms
of occupational stereotypes (Holland, 1973a). A nickname for
Holland's theory has been "Birds of a Feather," (flock
together).

Personality characteristics are associated with
preferences for subjects in school, avocational activities,
and the world of work. In essence, these preferences are an
expression of one's personality.

Holland's focus is on the study of types of personality.
He feels each individual resembles one of six types. The
more one person resembles these types, the more likely that
person is likely to manifest the behaviors and traits
associated with this type or types. Just as there are six
personality types, there are also six environment types which
can be described according to certain attributes and
characteristics (Holland, 1973a).

Holland's four major assumptions are:

(1) In our culture most people can be

categorized as one of six types. These
types are realistic, investigative,
artistic, social, enterprising, and
conventional.

(2) There are six types of environments
which consist of persons of the
personality type which relate to
number one. (above)

(3) People will search out environments

which will allow them to express their
skills and abilities, attitudes, and

33

values and take on agreeable problems
and roles.

(4) A person's behavior is determined by an
interaction with his or her environment.

Holland states that heredity and a variety of cultural and
personal forces contribute to the development of one of the
six personality types which represent preferred ways of
coping with the environment (Holland, 1973 (a)).

The original names of the six areas by Holland are
listed below next to his renamed classification. The
original names are in parenthesis. These are the
classifications of the occupational environments:

The Realistic (Motoric) orientation is
characterized by aggressive behavior,
interest in activities requiring motor
coordination, skill, and physical strength,
and masculinity. People oriented toward
this role prefer "acting out problems; they
avoid tasks involving interpersonal and
verbal skills and seek concrete rather than
abstract problem situations. They score
high on traits such as concreteness,
physical strength, and masculinity, and low
on social skill and sensitivity.

The Intellectual (Intellectual) person's
main characteristics are thinking rather
than acting, organizing and understanding
rather than dominating or persuading, and
associability rather than sociability.
These people prefer to avoid close
interpersonal contact, though the quality
of their avoidance seems different from
their Realistic colleagues.

The Social (Supportive) people seem to
satisfy their needs for attention in a
teaching or therapeutic situation. In
sharp contrast to the Intellectual and
Realistic people, Social people seek close
interpersonal situations and are skilled
in their interpersonal relations, while
they avoid situations where they might be

34

required to engage in intellectual problem
solving or use extensive physical skills.

The Conventional (Conforming) style is
typified by a great concern for rules and
regulations, great self-control,
subordination of personal needs, and strong
identification with power and status. This
kind of person prefers structure and order
and thus seeks interpersonal and work
situations where structure is readily
available.

The Enterprising (Persuasive) people are
verbally skilled, but rather than use their
verbal skills to support others as the Social
types do, they use them for manipulating

and dominating people. They are concerned
about power and status, as are the Conven-
tional people, but differ in that they

aspire to the power and status while the
Conventionals honor others for it.

The Artistic (Esthetic) orientation manifests
strong self-expression and relations with
other people indirectly through their artistic
expression. Such people dislike structure
and prefer tasks emphasizing physical skills
or interpersonal interactions. They are
intraceptive and asocial much like the
Intellectuals, but differ in that they are
more feminine than masculine, showing rela-
tively little self-control, and express
emotion more readily than most people.

(Osipow, 1968, pp. 40-41)

The personal characteristics related to each type include
both likes and dislikes. For example, the following include
preferences in each of the six areas:

The Realistic individual prefers activities
involving the systematic manipulation of
machinery, tools, or animals. Such an
individual may lack social skills. A typical
realistic occupation is that of a machinist.

Investigative people tend to be analytical,
curious, methodical, and precise. A typical
investigative occupation is that of a
biologist. Investigative individuals often
lack leadership skills.

35

Artistic individuals tend to be expressive,
nonconforming, original, and introspective.
Decorators and musicians are artistic types.
Artistic individuals may lack clerical skills.

Social individuals enjoy working with and
helping others but avoid ordered, systematic
activities involving tools and machinery.
Bartenders, funeral directors, and counselors
are all social types. Social types tend to
lack mechanical and scientific ability.

Enterprising individuals enjoy activities
that entail manipulating others to attain
organizational goals or economic gain, but
they tend to avoid symbolic and systematic
activities. Salespeople, office managers,
and lawyers are enterprising types.
Enterprising individuals often lack
scientific ability.

Conventional types enjoy the systematic
manipulation of data, filing records, or
reproducing materials. They tend to avoid
artistic activities. Secretaries, file
clerks, and financial experts are conventional
types.
(Osipow et. al., pp. 45-56)
Holland's (Holland, 1973a) original idea was that a person
would have preferences in one of the six areas but later
modified his assumption to state that a person may have a
preferred area which is supported by one or two of the other
five areas. Hence, a person may be a realistic type person
supported by a preference for investigative and artistic
activities as well.
In addition to Holland's four basic assumptions, he
states four key concepts:
(1) Consistency: Some types have more in
common with other types (includes both
personality and environmental types).
The hexagon listed (see Figure 1) shows

the six areas noted. Holland states that
the closer on the hexagon the types are

36

to each other, the more consistent the
individual is said to be.

(2) Differentiation: Some persons or
environments are more pure or they have
less divergence across the six areas.
(3) Congruence: Different types require
different environments and function
better in the reward systems which that
system provides. The best fit is always
(e.g.) a social person in a social environ-
ment because the reward system is more in
line with that person's preference system.
(4) Calculus: The hexagon (Figure 1) will
show the relationship with and between
types of environments. The distances
between the types or environments are
inversely proportional to the theoretical
relationship between them.
(Weinrach, 1979, pp. 86-87)
Holland developed two major instruments to assess types.
The Vocational Preference Inventory (VPI) requires
individuals to indicate their vocational interests by
selecting job titles which are appealing to them (Holland,
1977b). The Self Directed Search (SDS) was designed to
assist persons in expanding the number of alternatives to
consider in career decision making (Holland, 1977c). From
raw scores, letters (R, I, A, S, E, C) are derived indicating
a person's choice. Choices are of a hierarchical fashion
representing the most profound choice first. These codes,
such as ESC can be changed to SEC or CES, etc. which allow

the person more possibilities to consider.

37

Figure 1 - Holland's Hexagon on Personality Traits and Types
of Environments.

ReaHsnc Invesnganve

 

 

  

.J_-__“___._

F—_—

AMBUC

conventional 000.000.000.000.0{C.OOOOOOOOOOOOOOOOOO

--—-_———'V--"

 

 

Enterprising Social

Adjacent categories are most alike.

 

............... Opposite categories are most unalike.

________ Intermediate categories are somewhat unalike.

Holland states that personality and environment types have
more in common with each other the closer they are to each
other on the hexagon. The closer types are more consistent
with each other. There are also relationships with and
between the types of environments. These relationships are
presented in figure one. (Holland, 1973) and (Weinrach,

1979).

38

The Summary Code (SEC example above) provides a link
with "The Occupational Finder." This information is
available for the individuals using the code system to become
familiar with a variety of occupations. Each of the 500

entries includes a reference number for the Dictionary of

 

Occupational Titles. This also facilitates further

 

exploration.

Many other assessment activities utilize the Holland
code system. Two of these are the "Strong Campbell Interest
Inventory," and the "Career Assessment Inventory."

Vocational counseling cannot take place without
consideration for educational and personal cOunseling. In
some cases, these areas interact but in other situations
issues of personal significance must be dealt with first.

It is Holland's feeling that vocational related problems
frequently have their counterparts in situations outside of
work (Holland, 1973a).

Although there has been some criticism of Holland's
theory, it has been, and is, a boon in the "Career
Development" process and is a major contributor to the
utilization of the R., I., A., S., E., C. code system of
classification. An example of this is the Michigan
Occupational Interest System which utilizes the coding system

in classifying jobs and categories of jobs.

39

The Developmental Approach to Career Development

 

The "Developmental" approach brings time dimensions into
career counseling. Consideration is given to many of the
behavioral, vocational, social, and personal elements having
an effect on people in their lives and their journey towards
a career choice. Many choices have been made by looking at
history and reviewing what has happened during certain
stages. Loughary, in his book, breaks down working years and
life years into five stages beginning at age twenty and
ending at age sixty and later. In a sense, these are events.
He places these events in levels, as listed below:

(20 - 30) Early Years

- finish formal education

- consider or enter marriage

- acquire material things

- test new and different jobs

- idealistic and frustrated with the
system

- many new experiences and opportunities
are available

(30 - 40) Building Years

- many new changes take place

- no longer youngest in job

- last of children are born

- achieved many things professionally
and occupationally

- look back upon what one has done and
see where improvement could have been

- deal with more issues, problems, etc.
in the age area

(40 - 50) Transitional Years

- past the mid-point of life

- time is more valuable

- realize one will not accomplish all
that is desired

- reach peak of earning power

- health of greater importance

4O

- new opportunities and freedoms are
possible

- family is smaller with children
leaving

(50 - 60) Mature Years
- begin to enrich lives with new
experiences
- seek more satisfaction with living
- death and divorce are prevalent
- can be a decade of isolation,
loneliness, and depression
- changes seem drastic in some and
minimal in others
- move out of the mainstream towards
the late 50's
(60 plus) Golden Years
- retirement
- loneliness and boredom (or)
- increase alertness and activity
- take on less leadership roles
- some resign to death and wait
- others enjoy life until death
Loughary and Ripley, 1976, pp. 1-6)
According to Loughary, at any point in the age levels listed
~above, one can intervene with planned activity and make a
change.

Donald E. Super theorized that not all choices take
place at the levels listed above, but depend upon the
maturity or readiness to make a choice. Many career
developers have found that a choice pattern activity for one
person may take place at an age level different from another.
Super formulated the precepts and principles of "Develop-
mental Career Counseling" in the early forties. He proposed
that, "Interests are the product of interaction between
inherited neural and endocrine factors, on the one hand, and

opportunity and social evaluation on the other." He

41

elaborates on the role of the self in the formulation of
interests and projects this process over the developmental
continuum by describing adolescence (Super, 1949).

Super proposes that a person will enter an occupation
which has the greatest potential to allow self-expression.
The behaviors a person engages in to implement self
development are a function of the individual's stage of life
development. As one matures, the self concept becomes
stable. The manner in which it is implemented vocationally
is dependent on conditions external to the individual.
Therefore, attempts to make vocational decisions in
adolescence are different than those made in middle age
(Super, 1949).

Super was strongly influenced by the following two
themes: 1) Behavior is a representation of one's self
concept. When one responds on interest inventories, it is a
projection of self concept in terms of stereotypes held about
specific occupations. 2) Life is viewed in distinct stages.
The stages begin at birth to age 14 (growth): 15 through 25
(explorative); covering the next 40 years is the
(maintenance) stage; ending with the final stage (decline) at
about age 65. These stages revolve around work and
preparation for it.

Super proposes the notion that one strives to implement
a self concept by choosing an occupation which allows for
self expression. He further states that the behaviors in

which individuals engage are a function of the stage of

42

development they are in. A person possesses the potential
for success and satisfaction in a variety of occupational
settings. Super follows one "Trait and Factor" notion, that
people are differentially qualified for various occupations,
but interests and abilities are likely to fall into patterns
more consistent with some occupations than others. People
tend to be more satisfied in occupations requiring skills,
interests, and characteristics similar to their own. He also
follows some of the developmental notions, that people find
outlets for their expressions in a vocational area or career
choice similar to their personality type.

Super's initial theoretical ideas are summarized as:

1. People differ in their interests, abilities,
and personalities.

2. People are qualified for a number of
occupations.

3. Various occupations require different patterns
of abilities, interests, and personality
traits.

4. Vocational preferences, competencies, peoples'
work situations, and their self concept change
with time and experience. Choice making and
adjustment is a continuous process.

5. These processes are summed up in the stages of
Growth, Exploration, Establishment, Maintenance,
and Decline. These stages are subdivided into
(a) the Fantasy, Tentative, and Realistic
states of the Exploratory stage, and (b) the
Trial and Stable phases of the Establishment
stage.

6. The nature of the career pattern is determined
by a person's socioeconomic level, mental
ability, and personality characteristics
combined with opportunity.

43

7. Development can be guided through stages by‘
facilitating the process of maturation of
abilities and interests, aiding in reality
testing and developing the self concept.

8. Vocational development is the process of
developing and implementing a self concept
which is a product of the interaction of
aptitude, neural and endocrine make up,
opportunity to test reality, and evaluative
actions by approval of superiors and fellows.

9. The process of compromise between the person
and social factors, between self concept and
reality is one of role playing, whether the
role is played in counseling, fantasy, real
life, or wherever.
10. Work and life satisfactions depend upon the
extent an individual finds outlets for
abilities, interests, personality traits,
and values and the kind of work and life
situation one can find to play the role
which growth and exploratory experiences
have lead the person to consider congenial
and appropriate.
(Peters and Hansen, 1966, pp. 107-108)
Specifically during adolescence, Super stated that,
self-concept requires a person to recognize him/herself as a
distinctive person while at the same time recognizing his/her
similarities to others. As a person matures and grows, the
self-concept develops. Reality testing takes place and
influences a person's educational and vocational choices.
Along with reality testing, role models may be followed.
These models begin in a general sense and move towards
specificity (Super, 1942).
To further facilitate the development of the vocational
self-concept, role playing takes place. At first it may
be direct and basic but as the process develops it becomes

more subtle and sophisticated. Much of this role playing is

44

intertwined with reality testing. Reality testing must occur
for a person to gain a realistic idea as to potential
functioning with a career choice area (Super, 1942).

One example might be the prerequisite course work required
before proceeding toward some professional degree.

Super (Super, 1942) further elaborates on the concept of
vocational nature. To make an appropriate career decision,
there must be maturity. This maturity is existent when a
person's vocational behavior is congruent to what is expected
of him or her at that age level. Career decisions for
persons entering training must be considerate of the
abilities required for that training. A vocationally mature
person will consider this in making choices and decisions.

The main focus of Super's work are the ten elements of
his theory listed above. He did much of his work using
the Ginzberg theory as a basis. A summary of Ginzberg's
theory by Ginzberg, Ginzberg, Axelrod, and Herma, emphasizes
four elements:

1. Occupational choice is a developmental

process which typically takes place over
a period of some ten years.

2. The process is largely irreversible.
Experience cannot be undone as it results
in investments of time, money, ego, and
produces changes in the individual.

3. The process of occupational choice ends
in a compromise between interests,
capacities, values, and opportunities.

4. There are three periods of occupational

choice: (a) the Fantasy period governed
by largely wishing to be an adult;

45

(b) Tentative choice period. The Tentative’

choice period which begins about age 11 and

is determined largely by interests,

capacities, and values; (c) the Realistic

choice period beginning by age 17 in which

exploratory, crystallization, and

specification phases succeed each other.

(Peters and Hansen, 1966, pp. 100-102)

Super feels there are four limitations of Ginzberg's theory:
"(1) It does not build on previous work; (2) Choice is
defined as preference and can mean different things to
different people at different age levels; (3) There is
falseness of the distinction between 'choice' and
'adjustment' which he and his research team make. (4)
Although Ginzberg realizes that occupational choice is a
compromise between self and reality, the study did not
describe the dynamics of the compromise process" (Peters and
Hansen, 1966, p. 102).

Certain activity takes place at certain points in one's
life, but as long as adaptability is possible, so may the
elements leading to change vary or have the potential to
vary. For this reason, professionals should not adhere to a
hard and fast theory as to what should happen at a specific
level but rather be aware of the reasons why a person made
choices at various levels, the motivation for such, and see

if there is applicability at other levels (Peters and Hansen,

1966).

The Client Centered Approach to Career Development

 

Although some contend that client-centered counselors

deal no differently with a vocational problem than any other,

46

there are other relevant beliefs. Controversy actually began
in the late 1940's with debates over directive (vs.) non-
directive career counseling, and the classification of
diagnosis, process, and outcome (Osipow, 1968).

Whereas diagnosis is the fulcrum of "Trait and Factor"
theory, Carl Rogers feels that diagnosis places the responsi-
bility in the hands of the counselor and hence, is non-client
centered. He states that all clients suffer from a lack of
congruence between self and experience (Rogers, 1951,

p. 225). Patterson rejects diagnosis as well, stating that
there is no logical or psychological system of classification
that is generally acceptable (Patterson, 1974). The

question remains: If "Client Centered" counselors do not
diagnose, how do they know where to focus effects towards
congruence?

Carl Rogers (Rogers, 1961) states there are seven stages
in which a person will not communicate about him/herself and
their relationship to environment and experiences. Career
counseling seems to be most relevant towards the end of
Rogers' stages whereby a person understands his/herself and
relates where there is congruence with appropriate career
choices.

The outcome of "Client Centered" career counseling is to
facilitate the clarification and implementation of one's self
concept into a role compatible with interest, abilities,

attitudes, aptitudes, and availabilities. In fact, it is

47

quite close to Super's definition of Vocational Guidance,
which is:
A process of assisting a person to develop
and accept an integration of self and his
or her role in the world of work; testing
this against reality, converting it into
reality with satisfaction to self and
benefitting society.
(Super, 1951, p. 92)
With the "Client Centered" point of view, the process
includes self assessment, information gathering, synthesizing
of information, decision making, and planning. The intent is
not only to place a person appropriately in a job commen-
surate with aspirations and availabilities in the world of
work, but to become more in control of the whole process from

the diagnostic phase to the completed, independent and

decided phase.

The Psychodynamic Approach to Career Development

 

A fifth approach to career development is that of
"Psychodynamics" which incorporates techniques from "Trait
and Factor" and the "Client Centered" approaches. The
process utilizes counseling, testing information, and follows
some of Holland's ideas of a characteristic match of persons
with jobs. The process focuses on the individual's external
coping behaviors to internal motivational states.

The main contributor to the process is E. S. Bordin who
began the major part of his work around 1968. He began with
his "Centralist Principle" which states:

It is that, in an individual, we expect
to find, systems of motives which are

48

relevant to a wide range of his behavior,
along with other systems, either
independent of the more comprehensive
ones or loosely related to them, which
are relevant only to a narrow segment of
behavior.
(Bordin, 1968, p. 137)

Bordin sees these systems as developmental and
influenced by external pressures at various stages. He views
the process of career development as involving a person's
needs moving through a developmental process. People
actually move towards occupations which allow them the
opportunity to fulfill needs, which are a result of
motivations.

The process is broken down into three major areas which
are diagnosis, process, and outcomes. The diagnosis phase
is broken down into five categories:

1. Dependence: difficulty is experienced in

assuming responsibility for problem
solutions

2. Lack of Information: persons may not have

access to or be able to obtain relevant

information for making decisions

3. Self Conflict: a conflict over what one
wants and feels they should want

4. Choice Anxiety: anxiety is created when

a person's choice is in conflict with a

significant other person's view, (e.g.,

parent wants something different)
5. No Problem: a realistic career choice is

made

(Bordin, 1946)
Bordin later proposed a new diagnostic system
encompassing seven major categories which were to aid in

forming a basis for diagnosis and the choice of treatment to

49

be used. The new system had some similarities with the old
but stressed more specificity.
After diagnosis comes "process.“ Bordin breaks this

down into three stages (Bordin, 1968). Stage one, which is

 

the exploration and contract setting stage, focuses on the
psychodynamics of career decision making and the relationship
between one's personal and vocational life. The client
basically lets the counselor know where he or she is coming
from and the counselor uses empathy and generally follows
closely the "Client Centered" approach.

Stage two is the critical decision making period. This

 

is a period not only of decision making but of personality
change as well. Exploration takes place as people see
themselves as they are now and also as they might be in the
future. It is actually a process of refocusing, brain-
storming and reality testing.

Stage three is where the client works toward change.

 

The person becomes aware of self and starts a re-defining,
re-structuring of who he or she is, and what is desired.

The next process of the Psychodynamic method is the
"outcome." The desired outcome is a career deCision and
problem resolution. Problem resolution eliminates the
conditions obstructing appropriate career decision making.
Bordin feels that in order to achieve lasting problem
resolution, some positive change in the personality must take

place.' In essence, the desired outcomes will be career

50

decisions being made and personality changes taking place.

Many of the techniques of "Psychodynamic" career
counseling came from "Psychoanalytic," "Client Centered" and
"Trait and Factor" approaches such as the interview. This
process allows the counselor to look at the person's past and
present relationships. Bordin enumerates three interpreta-
tive counselor response categories that can be used to
conduct interviews:

1. (a) Clarification - to focus the client's
thinking and verbalizations relevant to the
present problem.

(b) Interpositions - are advisory suggestions
explanations, and open-ended questions to
draw the client out and assist in developing
an effective working relationship.

2. Comparison - is where two or more topics are
juxtaposed to present, in a sharper form, the
similarities or differences between various
phenomena. Comparison can also demonstrate
progress in certain areas and identify new
directions.

3. Interpretation of wishes - is where the
counselor attempts to bring into the client's
awareness, the linkage between internal
motivational states and the career decision
process.

(Bordin, 1968, pp. 179-180)

Test interpretation is used in this process of career

counseling. Test selection is shared between the client and
counselor. This allows the client to feel more a part of the
process. Test results are used to assist the counselor in
diagnosis as well as aiding the client in developing more
realistic expectations. Test results are used in a positive

way as the data are available for review with the client.

51

This data may also motivate him or her towards greater and
more in depth self exploration. The "Psychodynamic" approach
does recommend that test interpretation be verbally
summarized, rather than presenting and explaining profile
sheets to the client (Crites, 1981).

Knowledge of the world of work and why members of
specific occupations enjoy their work is of great importance
in the process. Consideration must be given not only to the
external conditions, but also, the internal motivations of
the individual as well. These conditions may be the driving
force, or motivator, which push a person towards an
appropriate career choice. These needs and satisfiers are
very important for the person to feel satisfied with their

career choices.

The Operational Behavioristic Approach To Career Development

 

A final major type of career counseling for review is
the "Behavioristic" approach. Behavioral techniques are
based on learning principles and are mainly used in clinical
settings. Three techniques used in the vocational counseling
setting will be reviewed: "Reinforcement," "Social Modeling
and Vicarious Learning," and "Discriminative Learning."

To understand the behavioristic approach, one must know
what a reward is. A reward is a pleasing event to a person,
which, when following a specific behavior or response, will
increase the probability that the response or behavior will

occur again (Goldstein, 1972). A technical operational

52

definition is very similar, and called positive
reinforcement. Positive reinforcement is an event or events
that immediately follow a response and increase the likeli-
hood of that response will occur again (Allyon, 1968,

pp. 57-58). When a response is not rewarded, sometimes
called "negatively reinforced," it's probability of
occurrence is lessened or decreased. This would be called
"extinction of the response" by Operational Behaviorists
(Allyon, 1968).

The first of these Behavioristic techniques is
Reinforcement. In this process a counselor selectively
reinforces those client's responses which facilitate the
career decision making process. The positive reinforcers may
range from direct approval to an acknowledgment by means
other than utterance. The negative reinforcers may range
-from a directive to discontinue an activity or process to
simply not acknowledging various responses. The intent is to
reward that behavior which proceeds toward career decision
making (Goldstein, 1972).

The second technique is that of Social Modeling and
Vicarious Learning. Goldstein states that, "virtually all of
the learnings that can be acquired through direct experience
can also be acquired vicariously, that is, through
observation of other peoples' behavior and its consequences
for them." The career counselor may act as a role model,
becoming a potent factor in the career planning process by

emulating for the client, optional decision making-

53

information gathering, goal selection, planning, and problem
solving behavior (Crites, 1978). Modeling can also be
accomplished through the use of audio/video tapes on how
realistic choices can be made.

The third technique is that of Discrimination Learning.
At first, the counselor can discriminate for the client
between attitudes that mediate realistic career decision
making and those that do not. Through teaching techniques on
decision making and information gathering, career decisions
can be made. Through the learning of this discriminating
process, the client may become competent in decision making
which is mature, realistic and relevant. (Crites, 1978,
p. 157).

Other techniques are present in the "Behavioral" areas
but the ones mentioned appear to be most relevant. In that a
majority of our behavior is social, social reinforcement is a
powerful tool. It is so powerful that caution should be
taken not to use it in a negative or non-productive way. In
that rewards can control behavior, counselors must be
cautious that they are not leading clients in a way they, the
counselors, desire. The decisions should be for the client's
benefit rather than the counselor. Independent thinking and
decision making should be the goal of career or therapeutic
counseling (Crites, 1978).

The counseling theories presented have many overlapping
aspects and serve as a basis for many persons in the career

counseling field today. There may be those practitioners who

54

adhere to only one career planning and decision making
approach while there are others who use an eclectic approach.
This writer has found in recent surveys of other career
counselors, that the majority of service providers claim to
be eclectic or have developed a style of their own only to
find, upon review, that it has many similarities to portions
of the various theories presented. It is for this reason
that this writer feels that the career development theories
presented provide a solid base for the career counseling
field and this study. One common activity found in the
previous studies was that of decision making. Many
activities refer to an article by P. Paul Heppner (1978) on
this subject. The next section will provide some insight

into the decision making process.

Review of Related Studies and Research in Decision Making

 

Many recent studies have focused on career development
and the decision making segment. If a person is to choose or
change a career, it will definitely involve making a deci-
sion. When decisions are made, a host of circumstances or
conditions may enhance or inhibit the process. Although
there are many studies in the areas leading and subsequent to
decision making, this writer is focusing on the decision
making segment. This appears to be one of the most important

activities in career planning and development.

55

Decision Making and Problem Solving

 

Anytime a person is involved in career planning
activity, a decision must be made. Decisions involve solving
problems and deciding among alternatives. Review of many
articles on career decision making refer back to a basic

article by P. Paul Heppner in the Journal of Counseling

 

Psychology, 1978, on "Problem Solving" (Heppner, 1978,

 

pp. 365-375). Heppner's thoughts relate back to the five
stages of problem solving as proposed by D'Zurilla and
Goldfried for facilitating behaviors which were used to
analyze counseling as a problem solving process. These

stages are 1) general orientation, 2) problem definition

 

 

and formulation, 3) generating alternatives, 4) decision

 

 

making and 5) verification (D'Zurilla and Goldfried, 1971).

 

The first stage, General orientation or mental set, is a

 

predisposition that influences a client to behave in a
certain manner. This behavior can either facilitate or
disrupt, depending on how it moves a person toward or away
from a solution. Research (Bloom and Broder, 1950) has shown
there is an optional problem solving set which stimulates the
emission of these classes of behaviors. For the first step,
one views problems as a normal part of living and believes a
person can cope normally with them. It is one's confidence
in coping with the environment. The second step is labeling
troublesome situations as just that. This then acts as a
descriminative stimulus to begin engaging in problem solving

behavior. The third step is to not allow oneself to rush

56

into an unknown situation or act on impulse. The idea is to
systematically engage in problem solving behaviors. These
three behaviors act as cues to further problem solving
activity (Bloom and Broder, 1950).

The second stage, Problem definition and formulation,

 

is extremely important. The more information one possesses
about a problem, the easier it is to solve. One should
gather all the information and facts and translate any vague
or unfamiliar terms into simpler and more concrete terms.
Relationships should be identified and vagueness eliminated
to gain a more accurate understanding of the problem.
Heppner continues by stating that to adequately define
a problem one could examine the elements relevant to at least
three different areas:
1. Assessing oneself including behaviors, knowledge,
emotions and feelings relevant to the problem as well as
the consequences of these events.

2. Assess one's environment relevant to the problem and,

3. Delineate the problem situation including goals
expectations and conflicts.

The key is to define the problem and increase one's awareness
of information and relate the relationship of wants to the
problem (Heppner, 1978, pp. 365-375).

The third stage involves generating alternatives or a

 

list of possible solutions to the problem. A question to
consider is the state of mind of the person generating
alternatives. If a person happens to be in a disruptive

state of mind, alternatives may not be easily generated.

57

Some evidence exists that to lay a problem aside and return
to it later is a good method. At that time, the cues from
disruptive behavior may have decreased.

One of the most common and most widely noted methods of
generating alternatives is brainstorming. A method by A. F.
Osborn consists of four rules:

1. withhold judgement while generating alternatives
2. free wheeling
3. don't limit quantity
4. combination and/or improvement of suggested alternatives
are sought.

(Osborn, 1963)
Brainstorming is more likely to produce effective responses
than is attempting to generate only good responses.

Decision making is the fourth stage and is defined as
the process of selecting one action from a number of alterna-
tives. The result should be a behavior or result with which
one will be satisfied. Several skills are necessary for
successful decision making such as information gathering, the
accurate assessment of probabilities, the organization and
prioritization of utilities or preferences, and an awareness
of the potential consequences of various alternatives.

A decision is defined as a good decision if the

decision-maker chooses the alternatives:

1. that have expected outcomes with the highest probability
coupled with desirability

2. are internally consistent

3. the person is willing to assume personal responsibility
for the decision, and

58

4. when the person reaches a solution involving the maximum
number of positive consequences and minimum number of
negative ones.

- (D'Zurilla and Goldfried, 1971)

The fifth stage is verification and evaluation. It

 

involves the testing out of the plan of action and matching
the result to some standard. A person realizes the result
was positive when the results are externally and/or self
reinforced, and/or recognizes discrepancies or problem situa-
tions. Cues are then established to resume problem solving
behavior.

Since problem solving is involved in almost all
activity, it is important that a person have skills in this
area. In fact, the better a persons' problem solving skills
are developed and refined, the more valuable they will be,
not only to themselves, but to society as a whole (Heppner,
1978).

Counselors may be able to assist students with career
planning in utilizing problem solving skills by teaching them
a process. Methods suggested by Heppner are: verbal
conditioning, packaged inquiry methods, problem solving
models, counseling skills in clarification, reflection and
interpretation, contingency analysis, brainstorming,
associated methods to produce alternatives, and training in
self management techniques. Many other methods may be
possible but much research is needed to assist counselors in
helping clients in the problem solving area. Problem solving

is key to career decision making and planning and, therefore,

59

is a necessity for students of life/career planning to master
if they are to compete in the high tech, information society

of today and the future (Heppner, 1978).

Career Assessment as a Problem Solving Activity

In the fall 1987 issue of the Journal of Career

 

Development, James Pinkney suggests some issues to consider

 

when clients intend to use career assessment as a problem
solving tactic (Pinkney, 1987). Career assessment activity
is unlikely to be successful if it is used as a last resort
to career decision making. Discussions with the client prior
to giving assessment instruments should help them become more
aware of what career assessment can accomplish and how to use
the information that is produced. Assessment activity is a
valuable tool but rarely is it a solution to career planning
on its own.

Some questions were raised to consider the usableness of
career assessment and are stated below:
A. What if career assessment is requested because a person

feels a lack of confidence in their ability to problem

solve?

B. What if a person has little sense of personal control in
their career choice?

C. What if career assessment is the person's final effort at
career planning and related issues are not considered?

D. What if the person is at a developmental stage where
career assessment will be given undue weight?

(Heppner, and Peterson, 1982)
Information generated by career assessment will be much more

useful to the client who accurately understands the problem.

6O

Heppner's (Heppner, 1978) problem solving model presents a
good basis as to how the client can gain a general
orientation as to what is happening and what is needed. A
person should be involved in problem definition or formation,
generate alternatives to consider, and then proceed to making
a decision.

When making career decisions, clients have a habit of
not applying skills they normally use in other decision
making activity or everyday problems. They need to remember
the skills of gathering, weighing, or prioritizing
information prior to making a decision (Pinkney, 1978,
pp. 45-51).

Bad information is a big contaminator of career decision
making. Things such as rumors, generalizations, ill informed
friends, and a host of other incoming stimuli, may have a
negative effect on decisions. People may not know what to
believe and as a result, rely totally on assessment. This
can bring about a decision with little information to back it
up, and little understanding as to why it is a good and/or
bad decision (Pinkney, 1987).

This researcher found that some career decisions are
made by students when looking at course content. An un-
realistic view may be held as to what a person with this
knowledge or degree might do in the regular world of work. A
cross sectional view of placement of various graduates of a
program or course, would give a better idea as to what

persons actually accomplish or what preparation is relevant.

61

Consideration should be given to the work setting as
well as the title of the job. An example would be that an
accountant in a bank might be perceived as much less exciting
than an audit accountant for the F.B.I. Settings can make a
major difference in happiness with the job (Pinkney, 1987).

The rise in technology and economic changes have
produced a society where world of work information is valid
for shorter periods of time, therefore, persons need to view
career planning as a continuous process of making decisions
and updating oneself of changes required to meet the needs of
society. A one-time assessment seems out of the question in
the process of deciding on a career choice. Learning a
process of ongoing self-assessment, career development and
decision making should be the norm (Taffler, 1983).

As the Pinkney study indicates, there could be less
frustration of career clients if assessment was considered as
a tool to assist in decision making rather than serving as a
last resort of identifying potential options. Counselors
must assist clients in understanding the limitations of
career assessment. A view of career planning as "a decision
making process" rather than responding to test results must
be accepted. There must be better integration of career
assessment information into the planning/decision making
process and increased counselor/client involvement (Pinkney,
1987).

Questions which might be considered for future studies

are: Do clients expect too much from career assessment? Do

62

they understand the issues which complicate the career
planning process? How effective are interventions? Is there
enough client preparation before assessment? Who makes the
decision for career assessment, the client or counselor?
When is a client ready for career assessment to be a part of
the solution towards a career decision?

All of these questions are relevant and warrant

investigation.

Perceptions and Their Importance

 

If a person is seeking assistance in career planning and
decision making, various measures may be used to gain
information. The newspaper, phonebook, college catalog,
information from friends, classmates, family, or acquaint-
ances may provide information on where to seek assistance.
Once a service is located, a question of its quality and
whether people are satisfied with it becomes evident.

Chances are that if a person's perceptions of the service is
poor, an alternative will be chosen. If perceptions are
good, he or she will generally proceed toward that service.

Perception is important, because information provided
can be a springboard for corrective action. It can also have
an effect on the enthusiasm one possesses as he or she
proceeds toward career decision making (Taffler, 1983).
Following are some studies indicating the relevance of

people's perceptions.

63

Factors Noted in Helping Make Decisions

 

An artiCle in the June, 1984 issue of the Vocational
Guidance Quarterly, by Richard J. and Patricia E. Noeth and
Harold B. Engen, recorded a study of high school students and
the factors that helped them make a decision (Noeth, Engen
and Noeth, 1984).

Various expectations and pressures are felt by high
school students in choosing a career. Counselors, by their
designated role and job description, are charged with helping
students to deal with pressures, expectations, and a variety
of other variables, while they are involved in career
planning activity. Teachers, friends, and parents play an
important part in this process, as well as classes, grades,
psychometric activities and many out of school activities
(Noeth, Engen, and Noeth, 1984). Just how important are
these groups and entities in a student's career decision
making process?

This study focused on one major subgroup of secondary
school students: college bound high school seniors. The
study was designed to identify what the group perceived as
having been most helpful in making career decisions and
plans. The population was a sample of 1200 students who took
the (WPC) Washington Pre-College Aptitude Test in the spring
of their junior year. The survey instrument was designed to
examine factors that students might typically report which
influenced their educational and occupational plans and

assisted them in making career decisions. The two areas,

64

broken down, consisted of people that could help students
make career decisions as well as other related experiences or
activities.
Students chosen for the study were surveyed in the
beginning of their senior year and the results are noted
as follows:
1. Interesting classes and students' families were perceived
to be most helpful in terms of assistance with career
decisions. The next highest were grades, friends'

influence, teachers and WPC test scores.

2. The two factors seen as providing the least help were
counselors and out of school activities.

3. The results were very similar for the student planning or
proceeding to college group as those who were
vocationally oriented with only percentages differing
slightly.

The results of the study presented several implications for

counselors. There seems to be a need for counselor self-

evaluation in their role as student helpers in the career
decision making procedure. Are counselors really helping
students with career planning and decision making? If so,
there must be accountability. It also appears that more
direct services to students might be applicable as this will
involve the individual as well as the counselor in the
process.

The counselor might also act as a consultant or
facilitator by involving parents, teachers, peers, and other
identified critical sources in the career deciding process

at key times. This also refers to channeling of many school

eXperiences, activities, tests, and classes into the process.

65

The final recommendation of the study was that counselors
must be mindful of the need for consistent self-evaluation of
their work and its impact on the student and career decision
making process.

This study also exemplifies the need for the present
study. What better way to identify problem areas of career
development and career decision making than surveying those
individuals' perceptions who have been served by such a
process.

Career Development Services Provided to Sophomores at
Michigan State University (Study)

 

 

A study by Rukhsana Rai (Rai, 1979) examined the
perceptions of sophomores at Michigan State University
regarding university sponsored career development services.
The study sought to answer these questions:

1. What were the perceptions of sophomores regarding
the importance of university sponsored career
development services?

2. What were the perceptions of the sophomores regard-
ing the extent of assistance they received from
existing career development services and programs?

3. What were the perceptions of the students regarding
the assistance received in career development from
available formal and non-formal services?

The study surveyed ten percent of 6,372 students as results

were obtained through a questionnaire.

The findings of the study indicated that students found
it "very important" or at least "important" that university

sponsored career development services assist them in gaining

career information, related not only to their career choice

66

but their academic program, and provide them with information
on current job trends and relationships between academic
programs and careers. The assistance from the counseling
center was perceived as important but in over half of the
cases students perceived that they had not received
assistance.

Although the students surveyed perceived services as
important, as stated above; the majority of the students did
not perceive the services which were provided as helping them
in their career development. It also appeared that students
were not adequately aware of the accessibility of these
services.

The recommendations resulting from this study are stated
below:

1. The university and its administrative units should
assess the academic and residence advising programs
to determine their responsibility for career devel-
opment service provision.

2. The career development units of the university
should examine the data and attempt to better serve
the student population in career development.

3. Career planning (credit) courses should be provided
to help students in career planning and decision

making.

4. Strategies should be developed for parent involve-
ment in the student's career development.

5. More information should be made available to academic
and residence hall advisors on inservices in career
development.

6. Various units involved with students should examine
their role in service provision and network with
other career development services providers of the
university.

67

7. A network of planning, dissemination and coordina-
tion of career development programs should be
developed by the university.

8. The university should encourage and sponsor addi-
tional research in the career development area to
further assess student and faculty concerns.

This study exemplifies the importance of follow-up on
career planning services and the perceived importance as
rated by students and consumers of the service. It appears

that on-going evaluation would be relevant (Rai, 1979).

College Students' Perceptions of High School Counselors

 

A study by Fred Rowe shows the importance of perception
studies in understanding not only what a counselor's role is,
but how the perception affects whether students go to
counselors for certain services or assistance. Without this
information, false conclusions may be drawn and needs may go
unmet (Rowe, 1989).

The purpose of the study was to see how high school
seniors consulted counselors and other significant persons to
discuss post-high school plans. The two delimitations of the
study were that all those surveyed were self-reported rather
than objectively tested, and that all respondents were
students who had completed applications and were accepted to
the freshman class of Brigham Young University. The range of
applicants covered 47 states; therefore, it was felt by
the researcher, that the results would generalize to the

normal population.

68

The results indicated that the senior students who
spoke to counselors depended on them more for advisement
about college plans than for work-related questions, personal
concerns or potential occupations. Apparently, the
counselors were perceived predominately as college advisors.
High school counselors were only sparsely sought out by
students and infrequently initiated contact with students
concerning post high school advisement. Parents and friends
provided the most frequent assistance.

The role of the high school counselor is perceived as an
educational counselor who prepares the student for post-
secondary experiences. If this is not so, it ought to be,
according to a large number of recent articles and research.
The question is one of role perception, not only on the part
of the high school student, but the counselor as well. If,
in fact, the counselor is supposed to be providing services
which he or she is not, action should be taken not only to
clarify the role but to promulgate this to the appropriate
persons so changes can be initiated.

As a result of this perception study, two major
questions became evident: l) were the students receiving the
services they were supposed to have received; and 2) what was
the perception of the role of the counselor by the student
and by the counselor? If changes were to take place as to
the perception of counselor services and role, a follow-up
perceptual study would again provide valuable information as

to the perception of the changes that took place.

69

51111111135!

The theOries of career development presented offer the
reader some insight into various methods of arriving at a
career decision. Of much importance, are self-analysis and
understanding, career information gathering and the process
of implementing this information to a productive activity in
the form of a career plan. As one develops a career plan, it
become equally important to know how to develop a plan and
make decisions. Paul Heppner states, "Decision making is
selecting an action from a number of alternatives." It
becomes evident how important alternatives are, because
without this information, one has no basis to make a decision
(Heppner, 1978).

Not only is gathering self- and career information
important; equally important is the state of being or mind a
person is in while collecting and utilizing this information.
If a person is in a disruptive state of mind, alternatives or
options may not be easily generated and the decision making
process may falter. Also, some people attempt to make career
decisions too quickly or while information is in the process
of being generated. If possible, a person might withhold
judgment and decision making while generating options
(Osborn, 1963).

Chapter Two reviewed some of the major theories of
career development relevant to this study. A variety of
approaches to career planning and decision making will always

be available. While some practitioners utilize a single

70

approach, others will follow an eclectic path. Of mOst

importance is whether the approach works. Common to all
approaches of career planning is the concept of decision
making.

As career planning services proceed and a person makes a
career decision, the perception of how that decision was made
and of its value is important. Studies of perceptions of
these services were presented indicating their importance and
relevance to future activity.

Chapter Three will explain the procedures utilized in
this study and the populations being surveyed. A description
of the instrument will be presented with the procedures
utilized to validate it. The procedures to be utilized in
collecting data, as well as how these data will be analyzed

will also be reviewed.

Chapter Three

Procedures

 

Chapter Three is devoted to a discussion of the purpose
which provided the focus for the researcher's study, the
research questions, the population and sample, questionnaire
description, data collection procedures, and analysis pro-
cedures. The methods and procedures utilized were designed
to answer the questions presented in Chapter One and

subsequently presented in this chapter.

Purpose of the Study

 

The purpose of the study was to investigate perceptions
of the effectiveness of career planning and career decision
making services of a community college as perceived by
persons who utilized these services and determine:

1. To what degree did the persons, who utilized this
service, perceive it as effectively assisting them in
developing a career plan?

2. To what degree did the career planning and decision
making process assist persons in becoming more self
aware and cognizant of the career information needed to
develop a career plan?

3. To what degree were the career services provided
perceived differently by various groups and sub-groups of
the study population?

4. What persons and/or situations were influential in the
career planning process?

71

72

The research was conducted with persons who voluntarily

utilized the services of the Career Exploration and

Assessment Center of a community college.

Research Questions

 

This study was designed to obtain information from

clients/students of this center by seeking answers to the

following questions:

1.

To what degree did clients/students perceive the
services provided by a community college effective
in assisting them in increasing self- and career
information knowledge and utilizing this knowledge
in choosing, changing or confirming career
directions?

Were the career planning and decision making
services perceived differently by persons of
different:

a. gender

b. ethnicity

c. age

d. marital status

e. employment status

f. student vs. non-student status

What were the reasons for seeking career planning
services and what sources of advertising and
marketing were most widely and effectively utilized
when seeking these services?

What activities, services and/or people were

perceived as being influential in assisting persons

in their career planning and decision making?

73

Population Information

 

The population consisted of all 1,090 persons served by
the Career Exploration and Assessment Center of Lansing
Community College from the period of July 1, 1987 through
June 30, 1989.

All participants utilized the career planning and
decision making services on a voluntary basis. The
population consisted of currently enrolled students at
Lansing Community College, and non-enrolled individuals.
Participants were of varied employment status as well as the

not-employed.

Sample Information

 

Of the 1,090 questionnaires mailed, 277 were utilized in

this study (see Table 1).

TABLE 1 - QUESTIONNAIRES UTILIZED

 

Total questionnaires:

mailed 1,090
returned 301
unusable 24
utilized in the study 277

 

An abbreviated table adopted from Hays' Statistics for
the Social Services presents guidelines for the number of
people needed to assure that survey sample results represent
the values and thoughts of the population being studied. For

a population of 1,000 to 1,100 the sample number should be

74

between 277 and 284 (Zemke and Kramlinger, 1984, pp. 160-

161). According to this table, the study sample is an

appropriate representation of the population being surveyed.
Further information indicates that a sample of 30

percent may be considered a large sample (Fox, 1969,

pp. 319-351). Shortly after World War II, survey return

rates were very high but have dipped to the present rate of

between 15 and 35 percent (Zemke and Kramlinger, 1984,

p. 156). These data presented are an indication that the

return rate of this sample is within acceptable limits.

Description of the Questionnaire

 

The questionnaire utilized in this study was developed
by this researcher after reviewing questionnaires of various
other follow-up studies and specifically the study by Rai
(1979). Other questions were designed to elicit information
which would respond to the concerns of this researcher.

A group of twelve experts reviewed the questionnaire for
content, clarity and assurance that the information sought
was that which was being requested.

The questionnaire was divided into three major parts.
Part One consisted of basic demographic information,
including the city and school district in which participants
lived. The school district information provided insight into
whether these persons lived in the service area of the
college. Information as to gender, ethnicity, age level,

marital, employment, and student status were also provided.

75

Responses to questions in Part Two of the questionnaire

reported information related to the services utilized and

effective methods of marketing. Participants responded to

items indicating their perception on the degree to which:

1.

The services assisted them in beginning career
planning through discontinuing or completing the
process.

They were informed of the content of the process and
what was expected of them.

The staff was helpful and supportive.

The test results and career counseling were helpful
in self-understanding and developing a career plan.
Assistance was provided them in searching out career
information and if such was not immediately
available, where it could be located.

Whether the complete career planning and decision

making process was worthwhile.

A final question of Part Two requested recommendations

for service improvement. Space was provided for names and

phone numbers of those persons requesting contact by career

counselors.

Responses to questions in Part Three of the

questionnaire reported information related to which people,

situations or services were perceived as helpful or

influential in their developing or choosing a career.

76

Data Collection Procedures

 

One thouSand ninety (1,090) questionnaires were mailed
to all persons who participated in the services of the Career
Exploration and Assessment Center between July 1, 1987 and
June 30, 1989. Self-addressed stamped envelopes were
utilized for convenience and instructions were included, as
to the purpose of the questionnaire. Sample data utilized in
this study were collected on or before June 30, 1990.

Demographic comparisons are presented in Table Two.

TABLE 2 - DEMOGRAPHIC COMPARISONS OF POPULATION AND SAMPLE

 

 

SIZES.

Population Percent Sample Percent Percent

Size of Pop. Size gf Sample Diff.
Sex
Male 277 25.4 80 28.9 3.5
Female 813 74.6 197 71.1 3.5

Marital Status

 

 

Single 519 47.6 140 50.5 2.9
Married 571 52.4 137 49.5 2.9
Age Group

16 - 28 319 29.3 103 37.2 7.9
29 - 45 649 59.5 150 54.1 5.4

46 and over 122 11.2 24 8.7 2.5

77

Table 2 - continued

POpulation Percent Sample Percent Percent
Size of Pop. Size of Sample Diff.

 

 

Student Status

 

Full-Time 182 16.7 42 15.1 1.6
Part-Time 417 38.3 110 39.9 1.6
Non-Student 491 45.0 125 45.0 0.0

Employment Status

 

Full-Time 569 52.2 150 54.1 1.9
Part-Time 320 29.4 70 25.2 4.2
Unemployed 201 18.4 57 20.6 2.2

 

Data Analysis

 

The reponses were analyzed for content. Questionnaires
containing responses which were conflicting were not utilized
in the study. Conflicting responses consisted of two or more
answers offered when only one answer was requested or
instances where insufficient information was provided and
determinations could not be made relative to age, sex,
ethnicity, employment, or student status.

Data were recorded in frequencies, percentages and
means with these figures being presented in Chapter Four.

"Well-designed surveys provide good information and, in
many cases, can be analyzed without a computer or great deal
of statistical knowledge. In fact, when information is

analyzed and tables and questions concerning relationships

78

are discussed, a researcher's imagination and intuition can
provide a great deal of sensitivity to the concerns and
problem being investigated. This intuition should be
utilized to guide the analysis of data" (Zemke and
Kramlinger, 1984, p. 178). That has been the case in this
study.

A method of analyzing data to determine differences in
results is the grading system in a college. This researcher
surveyed instructors at a community college in the Social
Sciences and Applied Technology Departments and found the
point most utilized to determine what grade a student
received was at the ten percent level. An example would be
that from 90 percent to 100 percent correct warranted an A,
80 percent to 90 percent correct a B, 70 percent to 80
percent correct a C and so on. Any score below 60 percent
was considered a failing score.

This researcher utilized ten percent as a point of
importance. Percentages which deviated from the total
sample's percentages ten percent or more on perception items,
were considered important. Also, any specific segment of the
sample whose numbers were so small that one or two responses
would have caused a ten percent difference from the sample's,
was not considered to be relevant. This was the case in the
ethnicity category as the numbers of "Black, Hispanic" and
"Other" respondents were so small that one or two responses
would have altered percentages ten percent or more and

rendered the data unusable.

79

Summary
Chapter Three presented the purpose of the study and the

research questions. The population size and sample were
discussed and data collection procedures were presented.

A description of the questionnaire and its development,
were presented with the procedures utilized for validating it
prior to usage. The procedures for analyzing the data were
presented with limitations noted concerning specific groups
of the sample.

Chapter Four will present the research data and Chapter
Five will present the data summary, conclusions and this

researcher's recommendations.

80

Chapter Four

Research Findings

 

The purpose of this research was to study consumers'
perceptions of the effectiveness of community college career
planning and decision making services, and the related
importance of the varied services in assisting respondents
in choosing, changing, or confirming career decisions. An
alternative primary focus was to discover what, if any,
differences existed in the perception of services with regard
to respondents', gender, ethnicity, age group, marital
status, employment status, or student status. The research
was conducted between April 16 and June 30, 1990, with
persons who voluntarily utilized the career planning services
of a community college.

The study was conducted among the full population of
persons who utilized the services of the Career Exploration
and Assessment Center of Lansing Community College from
July 1, 1987 through June 30, 1989.

The data were collected via a three part questionnaire.
Demographic information of the population was collected in
Part I. Part II consisted of a marketing question and the
perceptions of services of those persons involved in the
study. Information concerning which situations or services
were perceived as helpful in career choosing, changing, or

confirming activity was collected in Part III.

81

Part I Of The Questionnaire: Demographics Of The Population
The names of consumers of services in the study were
requested, but optional. Of the 277 questionnaires returned,
179 included respondents' names. The names were necessary in

the event follow-up assistance was desired.

The city in which each respondent lived at the time of
the survey was requested. Of the 277 respondents, 12 or 4.33
percent were not residents of the community college service
delivery area.

The school district in which the respondents resided at
the time of the survey was requested. Of the 277, 12, or
4.33 percent were not residents of the community college
services delivery area.

The number of males and females involved in the study,
as well as percentages of the sample, are presented in

Table 3.

TABLE 3 - GENDER OF RESPONDENTS

 

 

Number Percent
Gender Responding Of Total
Males 80 28.9 %
Females 197 71.1 %
Total (Males and Females) 277 100.0 %

 

The ethnic origin and percentages of the respondents

involved in the study sample are presented in Table 4.

82

TABLE 4 - ETHNIC ORIGIN OF RESPONDENTS

 

 

 

Number Percent
Ethnic Origin Responding Of Total
White 257 92.8 %
Black 11 4.0 %
Hispanic 5 1.8 %
Other 4 1.4 %
Total 277 100.0 %

 

The ages of the persons involved in the study are
presented in Table 5 in three groupings: Ages 16-28, 29-45,
and 46 and over. Numbers in each group and percentages are

presented.

TABLE 5 - NUMBER OF RESPONDENTS BY AGE GROUPS

 

 

 

Number Percent
Age Groups Responding Of Total
Ages 16-28 103 37.2 %
Ages 29-45 150 54.1 %
Ages 46 and over 24 8.7 %
Total persons 277 100.0 %

 

The marital status of the persons involved in the study

is presented in Table 6.

83

TABLE 6 - MARITAL STATUS OF RESPONDENTS

 

 

 

Number Percent
Marital Status Responding Of Total
Single 140 50.5 %
Married 137 49.5 %
Total 277 100.0 %

 

The employment status of the participants at the time
they utilized the services of the Career Exploration and
Assessment Center is presented in Table 7. Numbers are
reported in groupings of full-time, part-time, and
unemployed. Percentages of the totals in each section are

noted as well.

TABLE 7 - EMPLOYMENT STATUS AT THE TIME PARTICIPANTS UTILIZED

CAREER PLANNING SERVICES

 

 

 

Number Percent
Employment Status Responding Of Total
Full-time Employed 150 54.1 %
Part-time Employed 70 25.3 %
Unemployed 57 20.6 %
Total Persons 277 100.0 %

 

The employment status of the respondents at the time of
the survey (April 30, 1990 through June 30, 1990) is

presented in Table 8. Frequencies and percentages are noted.

84

TABLE 8 - EMPLOYMENT STATUS AT THE TIME OF THE SURVEY

 

 

 

Number Percent
Student Status Responding 9: ngal
Full-time employed 157 56.9 %
Part-time employed 79 28.4 %
Unemployed 41 14.7 %
Total Persons 277 100.0 %

 

The student status of the respondents of the study is
presented in Table 9. The services were utilized between
July 1, 1987 through June 30, 1989. Numbers are reported in
groups of full-time students, part-time students, and those

not attending college.

TABLE 9 - STUDENT STATUS AT THE TIME CAREER PLANNING SERVICES

WERE UTILIZED

 

 

 

Number Percent
Student Status Responding Of Total
Full-time students 42 15.1 %
Part-time students 110 39.9 %
Not attending college 125 45.0 %
Total Persons 277 100.0 %

 

Part II Of The StudyQuestionnaire
The data presented in Part II of the questionnaire

relate how information concerning the service was received

85

by the respondents. This is followed by questions related to
various aspects of the service and the respondents' reasons
for utilizing these services. The perceptions of the value
of these services are presented by response frequency and
percentages of the total.

The marketing sources utilized by respondents are
presented in Table 10. The question (#1) states: "I first
learned of the career services of the Career Exploration and

Assessment Center by . . . (choices)."

TABLE 10 - SOURCES FROM WHICH RESPONDENTS LEARNED OF THE

CAREER CENTER SERVICES

 

From another person who had

utilized the service 70 25.3 %

Career Exploration and Assessment

Center brochure 47 17.0 %

Lansing Community College

Counseling Center 46 16.6 %
Other services not listed 40 14.4 %
Lansing Community College catalog 37 13.4 %
Newspaper articles 16 5.8 %
Person in your business 9 3.2 %

Instructor from another school/college 7 2.5 %

86

Table 10 - continued

Telephone book 5 1.8 %
Television (closed circuit) 0 0.0 %
Total 277 100.0 %

 

The most effective source was by word-of-mouth where
approximately one in four persons was informed of the
services by others.

The next most frequently utilized method of marketing
was the brochure of the Career Exploration and Assessment
Center, which was distributed throughout the community
college service delivery area, in businesses, social
agencies, and educational facilities. Brochures were also
distributed in all area high schools and adult education
centers, as well as across the campus of Lansing Community
College.

The third most frequently utilized marketing technique
was that of referrals from the general counseling center.
Approximately seventeen percent of all activity came from
this source and were referred specifically for career
information, decision making activity, skill building, and
psychometric testing.

The fourth most frequently effective marketing technique
consisted of the "other" comment category. Although twenty-
six of the forty comments did not specify what "other" meant,
those stated consisted of: the course offering schedule book

(five responses), an instructor from Lansing Community

87

College (four responses), and the remaining responses listing
friends, relatives, and classmates.

The reasons respondents chose the services of the Career
Exploration and Assessment Center are presented in Table 11.
These responses provide the center with data concerning
consumers' self perceived needs, and the information from
which advertising may be designed and implemented. Responses
were reported in frequencies and percentages of the total.
The question (#2) states: "I came to the Career Exploration

and Assessment Center for assistance in . . . (choices)."

TABLE 11 - REASONS CONSUMERS SOUGHT CAREER PLANNING

 

 

 

 

SERVICES
Yes No

Reason Responded Responses Percent Responses Percent
Changing

career

direction 223 183 82.1 % 40 17.9 %
Choosing

a career 179 132 73.7 % 47 26.3 %
Confirming a

career

choice 176 118 67.0 % 58 33.0 %

 

Many respondents answered more than one question, with

the majority responding to the question related to changing a

88

career direction. Of the 223 respondents who responded "yes"
to the question of "changing a career," 177 or seventy-nine
percent of them came from the "29-45" age group and the "46
and over" age group. Of the 179 respondents who answered
"yes" to the question regarding choosing a career, 149 or
eighty-three percent of them came from the "16-28" age group.
The question of confirming a career choice had a random
distribution of scores across all three age groups ranging
from twenty-five to forty percent. It is quite feasible that
participants could have two choices being applicable and,
therefore, all answers were deemed appropriate.

The largest number of respondents indicated that career
change was the primary reason for coming to the center. This
was closely followed by those choosing a career and then by
those confirming of a career choice. The "16-21" age group's
priority was that of "choosing a career" and the "29-45" age
was "changing a career."

How well the respondents perceived they were informed
of the career planning process, and what results they could
expect, is presented in Table 12. The question (#3) states:
"I was informed of how the career planning process worked and

what results I could expect."

89

TABLE 12 - PERCEPTIONS AS TO HOW WELL RESPONDENTS WERE

INFORMED OF WHAT TO EXPECT IN THE CAREER PLANNING

 

 

 

PROCESS.
Mean
No. of Each Percentage Computational
Perception Perception Of Total 23123
Strongly agree 117 42 % 4
Agree 147 53 % 3
Disagree 13 5 % 2
Strongly disagree 0 O % 1
Total Respondents 277
Mean Score 3.38

 

The majority of respondents agreed or strongly agreed
they were informed of how the career planning process worked
and what results they could expect (95 %). Five percent
indicated they were either not informed or did not realize
what results could be expected. On a four point scale, the
mean score for all respondents was 3.38 indicating a high
degree of agreement with the percentage score.

The respondent's understanding of their obligations in
the process are presented in Table 13. The question (#4)
states: "I was informed as to what was expected of me before

I began the testing and career counseling process."

90

TABLE 13 - HOW INFORMED RESPONDENTS WERE TO WHAT WAS‘
EXPECTED OF THEM BEFORE THEY BEGAN THE TESTING AND

CAREER PLANNING PROCESS.

 

Mean

No. of Each Percentage Computational

 

 

Perception Perception Of Total Value
Strongly agree 147 53 % 4
Agree 122 44 % 3
Disagree 7 3 % 2
Strongly disagree 1 0 % 1

Total respondents
to the question 277

Mean Score 3.50

 

The majority of the respondents (ninety-seven percent)
agreed or strongly agreed they were informed of what was
expected of them before they began the testing and career
counseling process. Eight respondents out of 277 indicated
they were not knowledgeable of the expectations of them.
Using the 4.0 scale, the mean score for all respondents was
3.50 indicating a high degree of agreement with percentage
scores.

How helpful, supportive, and informative the staff were
as the respondents proceeded through the career planning
process is presented in Table 14. This involved both the

counseling and support staff. The question (#5) states:

91

"The staff of the Career Exploration and Assessment Center
was helpful, informative and supportive as I proceeded

through the career planning process."

TABLE 14 - PERCEPTIONS AS TO HOW HELPFUL, INFORMATIVE AND
SUPPORTIVE THE COUNSELING AND SUPPORT STAFF WERE
AS RESPONDENTS PROCEEDED THROUGH THE CAREER

PLANNING PROCESS.

 

Mean

No. of Each Percentage Computational

 

 

Perception Perception Of Total Value
Strongly agree 153 55 % 4
Agree 115 42 % 3
Disagree 7 3 % 2
Strongly disagree 1 0 % 1

Total respondents

to the question 277

Mean Score 3.51

 

Ninety-seven percent of the respondents agreed or strongly
agreed a supportive atmosphere existed as they proceeded
through the career planning process. On a 4.0 scale, the
mean score for all respondents was 3.51 indicating a high
degree of agreement.

How well the respondents perceived that the test

information and results assisted them in identifying and

92

prioritizing their values, needs, and personal
characteristics in bringing about better self-understanding
is presented in Table 15. The question (#6) states: "The
test results helped me identify and prioritize my values,
needs and personal characteristics and better understand

myself."

TABLE 15 - PERCEPTIONS AS TO HOW WELL THE TEST RESULTS
ASSISTED IN IDENTIFYING AND PRIORITIZING VALUES,
NEEDS AND PERSONAL CHARACTERISTICS AND BROUGHT

ABOUT BETTER SELF UNDERSTANDING.

 

 

 

Mean
No. of Percentage Computational

Perception Perception Of Total Valgg
Strongly agree 85 30 % 4
Agree 149 54 % 3
Disagree 36 13 % 2
Strongly disagree 7 3 % 1

Total respondents

to the question 277
Mean Score 3.13

 

Eighty-four percent of the respondents agreed or
strongly agreed that the test results assisted them in self-
understanding while 16 percent disagreed or strongly

disagreed. On a 4.0 scale, the mean score for all

93

respondents was 3.13 indicating a fairly high degree of
agreement with percentage scores.

Perceptions as to the value of the information provided
them in the career planning process are provided in Table 16.
The question (#7) states: "I learned how to use the

information in developing a career plan and making a career

decision."

TABLE 16 - PERCEPTIONS AS TO HOW WELL RESPONDENTS LEARNED
HOW TO USE INFORMATION TO DEVELOP A CAREER PLAN

AND MAKE A CAREER DECISION.

 

Mean

No. of Each Percentage Computational

 

 

Perception Perception Of Total Valgg
Strongly agree 61 22 % 4
Agree 149 54 % 3
Disagree 59 21 % 2
Strongly disagree 8 3 % 1
Total respondents
to the question 277
Mean Score 2.95

 

Seventy-six percent of the respondents agreed or
strongly agreed they learned how to use the information
provided them in developing a career plan and making a career
decision, while twenty-four percent indicated they did not.

On a 4.0 scale, the mean score for all respondents was 2.95

94

indicating a high average degree of agreement with percentage
scores.

Respondents' awareness of various career options, and
whether they were given instructions on where to search out
information concerning these options, is presented in
Table 17. The question (#8) states: "I became aware of
various career options and learned where to search for

information about them."

TABLE 17 - HOW WELL RESPONDENTS BECAME AWARE OF VARIOUS
CAREER OPTIONS AND LEARNED WHERE TO SEARCH FOR

CAREER OPTION INFORMATION.

 

Mean

No. of Each Percentage Computational

 

 

Perception Perception Of Total Value
Strongly agree 56 20 % 4
Agree 178 64 % 3
Disagree 37 14 % 2
Strongly disagree 6 2 % 1

Total respondents
to the question 277

Mean Score 3 . 03

 

Eighty-four percent of the respondents agreed or
strongly agreed they became aware of career options and
learned where to search for more information which could lead

to a career decision. On a 4.0 scale, the mean score for all

95

respondents was 3.03 indicating a fairly high degree of
agreement with percentage scores.

Responses and perceptions as to whether career
information was provided by the Career Exploration and
Assessment Center are presented in Table 18. The question
(#9) states: "I was provided the necessary information
(possible schools, classes, training, or educational
programs) which might assist me in deciding on a career

direction."

TABLE 18 - PERCEPTIONS ON WHETHER CAREER INFORMATION WAS
PROVIDED BY THE CAREER CENTER TO ASSIST IN CAREER

DECISION MAKING.

 

Mean

No. of Each Percentage Computational

 

 

Perception Perception Of Total Value
Strongly agree 50 18 % 4
Agree 163 59 % 3
Disagree 56 20 % 2
Strongly disagree 8 3 % 1

Total respondents
to the question 277

Mean Score 2.92

 

Seventy-seven percent of the respondents agreed or
strongly agreed they were provided necessary information to

assist in deciding on a career direction. On a 4.0 scale,

96

the mean score for all respondents was 2.92 indicating a high
average degree of agreement with percentage scores.

Responses and percentages as to whether respondents
were given instructions on where to find career information
when it was not available in the career counseling center
are presented in Table 19. The question (#10) states: "I
was given instructions as to how to obtain additional career

information."

TABLE 19 - PERCEPTIONS AS TO WHETHER INSTRUCTIONS WERE GIVEN

AS TO HOW TO OBTAIN ADDITIONAL CAREER INFORMATION.

 

Mean

No. of Each Percentage Computational

 

 

Perception Perception Of Total Value
Strongly agree 63 23 % 4
Agree 171 62 % 3
Disagree 41 15 % 2
Strongly disagree 2 0 % 1

Total respondents
to the question 277

Mean Score 3 . 07

 

Eighty-five percent of the respondents agreed or
strongly agreed they were given instructions as to how to
obtain additional information, while fifteen percent did not.

On a 4.0 scale, the mean score for all respOndents was 3.07

97

indicating a fairly high degree of agreement with percentage
scores.

The perception of respondents as to whether they felt
the career counseling they received assisted them in
choosing, changing, or confirming a career is presented in
Table 20. This question is one of the most important because
if no appropriate assistance was perceived, then all of the
activity up to this point did not produce the desired result
of a career decision. The question (#11) states: "Overall,
the career counseling I received assisted me in confirming,

choosing, or changing my career."

TABLE 20 - PERCEPTIONS AS TO WHETHER THE CAREER COUNSELING
ASSISTED RESPONDENTS IN CONFIRMING, CHOOSING, OR

CHANGING THEIR CAREER.

 

Mean

No. of Each Percentage Computational

 

 

Perception Perception Of Total Value
Strongly agree 82 30 % 4
Agree 128 46 % 3
Disagree 6O 22 % 2
Strongly disagree 7 2 % 1

Total respondents
to the question 277

Mean Score 3.03

 

Seventy-six percent of the respondents either
agreed or agreed that the counseling they received
them in confirming, changing or choosing a career.

scale, the mean score for all respondents was 3.03

strongly
assisted
On a 4.0

indicating

a fairly high degree of agreement with percentage scores.

The overall perception as to whether the services of a

career center are worthwhile is presented in Table 21. The

question (#12) states: "Overall,

exploration and assessment process and service was

worthwhile."

the total career

TABLE 21 - PERCEPTIONS AS TO WHETHER THE TOTAL CAREER

EXPLORATION AND ASSESSMENT CENTER PROCESS AND

SERVICE WAS WORTHWHILE.

 

NO.

Perception

 

of Each Percentage

Perception

 

Strongly agree

Agree

Disagree

Strongly disagree

Total respondents
to the question

Mean Score

113

126

30

8

277

41

45

11

Of Total

o\°

o\°

Mean

Computational

2&9

 

Eighty-six percent of the respondents agreed or

strongly agreed the services and process were worthwhile.

99

While seventy-six perceived the services as helping them to
reach a career decision (question #7), it appears that

some of those who did not reach a career decision still
perceived the service as worthwhile. On a 4.0 scale, the
mean score was 3.24 indicating a high degree of agreement
with the percentage scores.

A ranking of the perceived value of selected categories

E

of the career planning service is presented in Table 22.

‘ Er “7.:“I‘T '

The figures indicated the process was well explained and
expectations were understood prior to beginning career
planning. The staff were perceived as supportive, and
overall, the process was perceived as worthwhile. The
selected areas ranking lowest were where the participants
learned how to utilize information in developing a career
plan and being provided with necessary information to assist
in deciding on a career direction.

The data are presented in a ranked format in Table 22.
All data are presented in means, using a 4.0 scale, with 4.0
indicating strongly agree, 3.0 indicating agree, 2.0
indicating disagree and 1.0 indicating strongly disagree.
The question number of Part Two of the questionnaire is

presented with the content of the question.

100

TABLE 22 - PERCEPTION RANKING OF SELECTED CAREER PLANNING

 

 

 

SERVICES
Question Mean
Number in Perceptions of Value
Part Two of Selected Segments On a 4.0
Questionnaire Of Service Scale Ranking
LI
5 Helpful & supportive 3.51 1 5‘
staff throughout process “A
4 Informed of expectations 3.50 2
before beginning process
3 Informed of how process 3.38 3
worked and what could be
expected
12 Perceived worthwhileness 3.24 4
of the total career
planning process
6 Test results value in 3.13 5

identifying and prioritizing
personal characteristics
with resulting better

self-understanding

101

Table 22 - continued

 

 

Question Mean

Number in Perceptions of Value

Part Two of Selected Segments On a 4.0

Questionnaire Of Service Scale Ranking
10 Provided instructions on 3.07 6

where to obtain additional

career information

 

8 Became aware of various 3.03 7
career options and where
to search for career

information

11 Overall, the career 3.03 8
counseling assisted in
choosing, changing or

confirming a career

7 Learned how to use 2.95 9
information in developing
a career plan and making

a career decision

9 Provided necessary 2.92 10
information to assist in
deciding on a career

direction

 

102

The responses and percentages of services perceived as
worthwhile by respondents in the process of career planning
and decision making are presented in Table 23. The choices
were: "the career counselor, career test results, a
combination of these two, the career information presented to
them, the follow-up session," and a category classified as

"other." The question stated: "Of the people and services

at the Career Exploration and Assessment Center, which were

”1‘7...va
'M

most influential in assisting you with career planning?"

TABLE 23 - PERCEPTIONS OF WHO WERE THE MOST INFLUENTIAL
PEOPLE OR WHICH SERVICES ASSISTED RESPONDENTS IN

CAREER PLANNING.

 

 

 

Number of Percentage
Perceptions Each Perception Of Total
Career Counselor (counseling) 25 9.0 %
Career test results 44 15.9 %
Combination of the above two 163 58.9 %
Career information presented to you 30 10.8 %
Follow-up session 5 1.8 %
Other (please specify) 10 3.6 %
Total respondents to the question 277 100.0%

 

Four of the ten responses in the "other" category
indicated they were not aware that follow-up sessions or
other resources were available to assist them in reaChing a

career decision.

103

Information was requested as to where respondents felt
career services could be improved. Of the 277 who responded
to the request for information regarding what services could
be improved, only twenty-seven responded. Below are listed
the responses: \
* concentrate all career services including career

information in one area, rather than in three to four I,

areas of the campus (6 responses)

* have more counselors available so less time is up
consumed waiting for an appointment (4 responses)
* don't present so much information on test results (3
responses)
* have unlimited follow-up appointments (3 responses)
* shorten the process (3 responses)
* do more counseling to inter-relate personal concerns
with career issues (3 responses)
* have more career information available (3 responses)
* lower the price of testing fees (2 responses)
Respondents wishing to be contacted were to provide the
appropriate contact information. Of the 277 persons who
completed this survey, thirty-three indicated they would like
to be contacted. Seventeen persons made appointments for
follow-up services. Two persons referred a person for career
planning and fourteen persons requested general or career

information.

104

Part III of the Questionnaire: Helpful Resources in‘
Choosing, Changing or Confirming Career Choices

 

 

 

The situations, services or people perceived helpful in
choosing, changing or confirming a career choice are
presented in Table 24. All data are reported with the mean
response numbers for each choice. Non-applicable answers
will be recorded, but not figured into the totals for each
segment.

The question being responded to is: "The following
people, situations and services were helpful in choosing,

changing or confirming my career choice."

TABLE 24 - RANK ORDER OF SOURCES RESPONDENTS PERCEIVED AS
HELPFUL IN CHOOSING, CHANGING OR CONFIRMING A

CAREER CHOICE.

 

 

Number

Source Mean Ranking Responding
Classes or courses taken 3.17 1 166
Career Exploration and

Assessment Center 3.16 2 198
Family member 3.12 3 173
Friend 2.96 4 156
Spouse 2.92 5 113
Significant person 2.83 6 109
Teacher, Instructor/Professor 2.79 7 136
Relative 2.57 8 129

Career Planning classes 2.52 9 93

105

Table 24 - continued

 

Number
Source Mean Ranking Responding
General counselors 2.45 10 136
Classmate 2.29 11 96
Clergy 1.93 12 83

Mean range = 1.93 to 3.17
Note--Each sources' numerical value follows:
Not applicable = 0, Strongly agree = 4, Agree = 3,

Disagree = 2, Strongly Disagree = 1

 

The question related to gender, age, ethnicity, marital
status, employment status, and student status regarding
perception of services is stated as follows: Are there
differences in the values of services as perceived by
different groups based on gender, age, ethnicity, marital
status, employment status or student status? The four key
questions were taken from Part Two of the questionnaire and
are listed below.

QUESTION SIX: The test results helped me identify and
prioritize my values, needs and personal
characteristics and better understand
myself.

QUESTION SEVEN: I learned how to use the information in
developing a career plan and making a
career decision.

QUESTION ELEVEN: Overall, the career counseling I received

assisted me in confirming, choosing and
changing my career.

106

QUESTION TWELVE: Overall, the total Career Exploration and
Assessment Center process and service was
worthwhile.

The data involving these four questions are presented in
Tables 25, 26, 27 and 28. Data are presented in
frequencies, percentages and means for each sample category.
The data are also presented in breakdowns of strongly agree,
agree, disagree and strongly disagree.

For the purpose of this study, any percentage of
sample category responses which deviated from the total “A
sample percentage responses ten percent or more are
discussed, unless the size of the sample was so small that
only one or two responses could have caused a ten percent
difference. This was the case with the black, hispanic and
other categories, as only eleven blacks, five hispanic and
four of some other ethnic origin responded to the study,
therefore, that data was not usable.

Respondents' perceptions as to whether the test results
helped identify and prioritize values, needs, and personal
characteristics and brdught about better self-understanding
are presented in Table 25. Keeping in mind the ten percent
deviation noted above, while fifty-four percent of the total
sample agreed, only forty-three percent of the "age group
16-289 found this to fit their perceptions.

Persons who were not employed strongly agreed that the

test results were helpful only sixteen percent of the time,

while the total study sample strongly agreed thirty percent

 

of the time. Also, while twenty-six percent disagreed test

107

information was helpful, only thirteen percent of the total
study sample perceived this to be the case.

In the non-student sample, forty-two percent agreed with
the perception in comparison with the study sample percentage
of fifty-four and twenty-six percent disagreed with this
perception in comparison to the total study samples'
percentage of thirteen. Twelve percent less agreed the test
results were helpful in bringing about self-awareness while
thirteen percent more disagreed the results were helpful.

The unemployed and non-student samples perceived test
results as least helpful in identifying and prioritizing
values, needs, and personal characteristics, potentially
leading to better self-understanding. Possible reasons for
this will be discussed in Chapter Five.

All other percentages in this sample were within ten
percent of the study samples' perception percentages. The
mean scores were calculated on the basis of the following
numerical values: strongly agree = 4 points, agree = 3
points, disagree = 2 points and strongly disagree = 1 point.
All categories with percentage scores of 80 or more had mean
scores of over 3.00 with the exception of the full-time
student sample. The combination percentage for strongly
agree and agree was 78 and the mean score was 3.10. Although
this was close to the other score comparisons, it did deviate
slightly. In all other cases, the percentage combinations of
agree and strongly agree compared very closely with mean

scores proportionately.

A... 1.-..A
,. ..g
A.

108

TABLE 25 - PERCEPTION AS TO WHETHER TEST RESULTS

(INFORMATION) ASSISTED RESPONDENTS IN SELF-

 

 

 

 

 

 

UNDERSTANDING.
Response Percentages
I I
No. of | |

l |
Sample Responses Total .A. A; 2_ 8.0. Mean
Total 277 100 30 54 13 3 3.13
Gender
Male 80 28.9 23 55 21 1 2.99
Female 197 71.1 83 50 14 3 3.13
Ethnicity
White 257 92.8 36 56 7 1 3.23
Black 11 4.0 36 46 18 O 3.18
Hispanic 5 1.8 40 6O 0 0 3.40
Other 4 1.4 0 75 25 0 2.75
Age
16-28 103 37.2 38 43 15 4 3.15
29-45 150 54.1 28 55 15 2 3.08
46 and over 24 8.7 34 58 8 O 3.25
Marital Status
Single 140 50.5 33 50 13 4 3.12
Married 137 49.5 26 57 14 3 3.07

 

 

 

Table 25 - continued

 

No. of

Sample Responses
Employed
Full-time 150
Part-time 70
Not 57
Student
Full-time 42
Part-time 110~
Not 125
S.A. = Strongly Agree

A. = Agree

D. = Disagree
8.0. = Strongly Disagree

109

Response Percentages

 

e___

ota

54.2

25.2

20.6

15.1

39.9

45.0

1

Mean

Mean

Mean

Mean

.A. A_.
37 50
31 53
16 54
36 42
29 58
30 42
Computation
Computation
Computation
Computation

a; s
10
13
26
17
11
26
Value
Value
Value
Value

Mean

 

 

they

career plan and making a career decision are presented in

Table 26.

The results of respondents' perceptions as to whether

learned how to use the test information in developing a

The sample of persons 46 and over strongly agreed

thirty-four percent of the time, while the total study sample

strongly agreed only twenty-two percent of the time that the

test information helped them make a career decision.

score is somewhat neutralized,

in that this sample scored

This

‘ Vb "Vs.

110

eighty percent lower in the agreed category, but the combined
score still indicated that eighty percent of the perceptions
were positive and that the test results assisted them in
career decision making in comparison to the total study
sample's seventy-six percent. It simply appears that this
sample category felt more strongly that the information
provided them was helpful.

Most relevant to this question was the part-time l
employed sample. In the strongly agree and agree areas, UL
eighty-six percent felt the information assisted them in
making a career decision in comparison to the study sample's
combined score of seventy-six percent. Although fourteen
percent of this sample strongly agreed, compared to the total
study sample's score of twenty-two percent; seventy-two
percent agreed the information was helpful compared to the
-total study sample's score of fifty-four percent. The full-
time students were the only other sample category which
scored at the eighty-six percent level in both the agree and
strongly agree areas.

The unemployed sample scored ten percent lower (combined
strongly agree and agree scores) than the study sample in its
perception that test results were helpful in career decision
making. All other percentages in the sample categories were
within ten percent of the total study sample's perception
percentages.

The mean scores were calculated on the basis of the

 

following numerical values: strongly agree = 4 points,

111

agree = 3 points, disagree = 2 points and strongly

disagree = 1 point. All categories with percentage scores of
80 or more had mean scores of over 3.00 or over. In most
other cases, the percentage combinations of strongly agree
and agree compared closely with the mean scores proportion-
ately with the following exceptions: the female samples
whose mean score was over 3.00 and a percentage of seventy-
nine; and the unemployed sample whose mean score was 2.79 but

only had the percentage of sixty-six.

TABLE 26 - PERCEPTION AS TO WHETHER RESPONDENTS LEARNED HOW
TO USE INFORMATION IN DEVELOPING A CAREER PLAN AND

MAKING A CAREER DECISION.

 

Response Percentages

 

 

 

 

 

 

 

 

l |
No. of | |

I I
Sample Responses Total S.A. A. D. S.D. Mean
Total 277 100 22 54 21 3 2.95
Gender
Male 80 28.9 16 51 3O 3 2.81
Female 197 71.1 24 55 19 2 3.07
Ethnicity
White 257 92.8 20 55 22 3 2.92
Black 11 4.0 46 36 18 0 3.27
Hispanic 5 1.8 40 60 0 0 3.40

Other 4 1.4 0 75 25 0 2.75

‘A-’. -'
A _

in
- ...- .
. 1
.

 

 

112

Table 26 - continued

Response Percentages

 

 

 

 

I
No. of | |
l I

Sample Responses Total S.A. A; Q; S.D. Mean
Age
16-28 103 37.2 26 53 19 2 3.04
29-45 150 54.1 21 53 22 4 2.90
46 and over 24 8.7 34 46 20 O 3.13
Marital Status
Single 140 50.5 21 56 20 3 2.96
Married 137 49.5 20 57 20 3 2.95
Employed
Full-time 150 54.2 23 6O 15 2 3.03
Part-time 70 25.2 14 72 14 0 3.00
Not 57 20.6 16. 50 3o 4 2.79
Student
Full-time 42 15.1 29 57 12 2 3.12
Part-time 110 39.9 23 54 22 l 2.99
Not 125 45.0 24 51 21 4 2.98
S.A. = Strongly Agree Mean Computation Value = 4

A. = Agree Mean Computation Value = 3

D. = Disagree Mean Computation Value = 2
S.D. = Strongly Disagree Mean Computation Value = 1

 

113

The results of the study respondents' perceptiOns of the

services assisting them in confirming, choosing or changing a

career goal are presented in Table 27.

The agree and strongly agree scores of the "age 46 and

over" sample were eighty percent compared to the total study

sample score of seventy-six percent. The strongly agree
score (fifty percent) was twenty percent higher than the
total study sample's score of thirty percent. All other
percentages in the sample were within ten percent of the
total study sample's perception percentages.

The mean scores in this case presented a somewhat

surprising result. The 46 and over sample of eighty percent

(combined strongly agree and agree) produced the highest

mean score of 3.29. There were many other high mean scores,

with the combined strongly agree and agree percentages,
falling below the eighty percent level. These categories
were: females with a seventy-seven combined percent score
and a mean of 3.07, ethnicity with a seventy-six combined
score and a mean of 3.02, not married (single) with a
seventy-four combined score and a mean of 3.02, part-time
employed with a seventy-six combined score and a mean of
3.00, not employed with a seventy-five combined score and
mean of 3.02, part-time students with a seventy-eight
combined score and a mean of 3.05 and non-students with a

seventy-six combined score and a mean of 3.02. Although

these deviations were not enormous, they implied there was a

 

114

greater perception of satisfaction with the career counseling

and assistanCe in making career decisions.

TABLE 27 - PERCEPTION AS TO WHETHER THE CAREER COUNSELING

ASSISTED RESPONDENTS IN CHOOSING, CHANGING OR

CONFIRMING A CAREER.

 

Sample

Total

Gender

Male

Female

Ethnicity

 

White
Black
Hispanic

Other

592

16-28

29-45

46 and over

No. of

Responses

 

277

80

197

257

11

103

150

24

Response Percentages

 

e___

otal

100

28.9

71.1

37.2

54.1

S.A.

30

24

32

29

27

20

29

27

50

A;

46

52

45

47
55
80

75

43
53

3O

 

22

21

20

21

18

25

24

17

20

 

 

 

 

Table 27 - continued

No.

Sample

Responses

of

 

Marital Status

 

Single

Married

Employed
Full-time

Part-time

Not

Student
Full-time
Part-time

Not

S.A. = Strongly Agree

A. = Agree
D. = Disagree
S.D. =

140

137

150

70

57

42

110

125

Strongly Disagree

115

Response Percentages

 

e_—_

otal

50.5

49.5

54.2

25.2

20.6

15.1

39.9

45.0

Mean

Mean

Mean

Mean

.A. g._.
30 44
29 52
34 46
30 46
3O 45
21 53
29 49
31 45
Computation
Computation
Computation
Computation

25

15

17

19

21

24
19

19

Value

Value

Value

Value

Mean

 

 

Study respondents' perceptions of the total Career

Exploration and Assessment Center's process and service are

presented in Table 28.

Other than those samples with a low number of persons

being surveyed, only two deviated ten percent or more

IT ”I‘M“ ‘1
." I

 

 

116

from the total study sample. One of these was the age group
of 16-28 years. While the total study sample scored forty-
one percent on the strongly agree category, this age sample
scored only thirty-one percent or ten percent difference.
Although their agree percentage was six percent higher than
the study sample's, this still appears to be a relevant
separation in the strongly agree category.

The part-time employed sample category also scored
thirty-one percent in the strongly agree category, which was
ten percent lower than the total study sample. This
researcher has found that many of the part-time employed
persons were in the 16-28 age sample.

All sample categories with percentage scores in the
strongly agree and agree areas were over eighty with the
exception of those of the "other" ethnicity sample. All of
. these categories had mean scores of 3.00 or above with the
exception of the "other" category sample. In all cases, the
percentage combinations of strongly agree and agree compared

very closely with mean scores proportionately.

 

 

TABLE 28 - PERCEPTION AS TO WHETHER THE TOTAL CAREER

117

EXPLORATION AND ASSESSMENT CENTER CAREER PLANNING

PROCESS WAS WORTHWHILE.

 

 

 

No. of
Sample Responses
Total 277
Gender
Male 80
Female 197
Ethnicity
White 257
Black 11
Hispanic 5
Other 4
Age
16-28 103
29-45 150
46 and over 24

Marital Status

 

Single 140

Married 137

Response Percentages

 

100

50.5

49.5

|
I
|
Total S.A.

41

32

41

38

36

20

31

45

50

39

39

45

54

42

46

55

60

75

51

43

34

45

48

2.;

11

11

14

12

20

25

14

12

13

19

 

Mean

 

 

Table 28 - continued

 

118

Response Percentages

 

 

 

 

The research findings were presented with the data

broken down into three areas.

the three sections of the questionnaire.
data related to the characteristics of the sample ranging

from gender, ethnicity, age group and marital status to

I
No. of |
|
'Sample Responses Total S.A. A; D. S. . Mean
Employed
Full-time 150 54.2 38 51 9 3.24
Part-time 70 25.2 31 49 16 3.07
Not 57 20.6 38 42 16 3.16
Student
Full-time 42 15.1 33 48 17 3.12
Part-time 110 39.9 34 53 9 3.17
Not 125 45.0 41 41 13 3.18
S.A. = Strongly Agree Mean Computation Value
A. = Agree Mean Computation Value
D. = Disagree Mean Computation Value
S.D. = Strongly Disagree Mean Computation Value
Summary

These areas corresponded to

student and employment status.

Section I presented

F‘E

 

119

Section II presented data related to the perception of
services, reasons for selecting career services and the
methods most effectively utilized as a marketing tool. A
ranking of perceptions of selective services was also
presented.

Section III presented data related to the people or
situations perceived as most helpful in choosing, changing or r“

confirming a career choice. Data as to how the specific

categories of different gender, ethnicity, age group, marital

A-nm-—_
<1 ~ -
‘.

status, and employment status compared to the total samples
data were also presented.

Analysis of the data are presented in Chapter Five,
along with recommendations for improved career planning
services. A model, which was designed as a result of the
information received in this study, is presented at the

conclusion of the Chapter.

 

120
Chapter Five

Summary, Conclusions, and Recommendations

Introduction

 

Perceptions of effectiveness of career planning and
decision making services provided in a community college
setting were examined in this study. The services provided
were designed to assist persons in choosing, changing, or n,
confirming career choices. The differences in perceptions of if
services with regard to gender, age group, ethnicity, Li
marital, employment, and student status were also examined.
The results of this study provide insight into various
methods of career planning and decision making as well as
points of concern in the career planning process. The reader
may also gain insight into which people or services have an
impact on the individual as the career planning process is
experienced. Finally, the reader may encounter some areas of
concern which act as a stimulus for future research. The
study should also provide insight into the career planning
and decision making process and be of assistance to
practicing career counselors.

This chapter provides a summary of the research
questions, population data, conclusions related to the
research questions, recommendations, recommended career

planning and decision making model, and reflections.

121

Research Questions

 

This study was designed to obtain information from

clients/students of a career planning center by seeking

answers to the following questions:

1.

To what degree did clients/students perceive the
services provided by a community college as
effective in assisting them in increasing self- and
career information knowledge and utilizing this
knowledge in choosing, changing, or confirming
career directions?
Were the career planning and decision making
services provided, perceived differently by persons
of different:

a. gender

b. ethnicity

c. age

d. marital status

e. employment status

f. student vs. non-student status
What were the reasons for seeking career planning
services, and what sources of advertising and
marketing were most widely and effectively
utilized when seeking these services?

What activities, services, and/or people were

perceived as helpful in career planning?

Population

 

The population consisted of 1,090 persons served by the

Career Exploration and Assessment Center at Lansing Community

 

 

122

College from the period of July 1, 1987 through June 30,

1989.

Summary and Conclusions

 

Research Question One

 

To what degree did clients/students perceive the
services provided by community colleges as effective in
assisting them in increasing self- and career information
knowledge and utilizing this knowledge in choosing, changing,
or confirming career directions?

Ninety-five percent (forty-two percent strongly agreed
and fifty-three percent agreed) of the study respondents
indicated they were well informed of the career planning
process and ninety-seven percent (fifty-three percent
strongly agreed and forty-four percent agreed) indicated they
were informed of what was expected of them. It appears there
were very few entering the process uninformed. Eighty-four
percent (thirty percent strongly agreed and fifty-four
percent agreed) perceived the testing services as beneficial
in self-understanding and assisting in the prioritizing of
values, personal needs, characteristics, and skills.
Seventy-six percent (twenty-two percent strongly agreed and
fifty-four percent agreed) perceived they learned how to make
a career decision by utilizing acquired skills, career and
personal information. While ninety-five percent knew what
was expected of them and eighty-four percent felt the

information gathered assisted them in self-understanding, why

 

123

were only seventy-six percent of them able to use this
information in developing a career plan and making a career
decision? A

Knowledge of career information is very important when
making a career decision. Self-knowledge and career
information is needed to make the career planning and
decision making process work (Crites, 1981). As these pieces
of information are utilized in career decision making, there
appears to be a point where this process becomes increasingly
difficult. This researcher will refer to this point as the
"transition point." This point of transition appears to be a
point at which respondents, in this study, perceived the
services as less helpful in developing a career plan. No
matter how proficiently the counselor feels he or she
assisted a client to become more self-aware, and no matter
how well a client understands career information, it appears
to be of little benefit unless this information can be
integrated into a career plan. Although this process of
integration was perceived as effective by seventy-six percent
of the study respondents, it appears to be a point at which
future research could be directed.

The majority of the sample (eight-four percent)
perceived the testing information to have assisted them in
self-understanding and in organizing and prioritizing their
personal characteristics, values, needs, and skills.

Eighty-four percent (twenty percent strongly agreed and

 

124

sixty-four percent agreed) of the sample indicated they
became aware of various career options and where to search
for career information. Seventy-seven percent (eighteen
percent strongly agreed and fifty-nine percent agreed) of the
sample indicated that career information was provided them.
These are only two important parts of the career decision
making process. One may have all of the self-knowledge
desired and possess large amounts of information concerning
various careers but if they cannot integrate these pieces of
information, a career decision is not likely to take place.
Again, the importance of the "transition point" becomes
evident.

This researcher concludes that when self-understanding
results, one important segment of career planning occurs.
When career information is gathered or provided to the career
planning person, another important segment happens. But
neither of these segments will have a great deal of value
alone. They must be integrated into a career decision before

the planning and implementation of action can take place.

Research Qgestion Two

 

To what degree were the career planning and decision
making services provided, perceived differently by persons of
different:

a. gender

b. ethnicity

c. age

d. marital status

e. employment status

f. student vs. non-student status

'IEEE;EE

 

125

Minority participants were under-represented in this
study. One or two responses could have caused a ten percent
or more change in the result and mislead the reader.
Therefore, the data were determined unusable. Possibly, not
having a full-time minority counselor on staff or not
understanding the career planning needs of minority community
members contributed to this condition.

The male, not-employed and non-student samples perceived
the testing information to be of less value in improving
self-understanding than the total sample. The age category
46 and over, part-time employed, and full-time employed
category samples perceived the test information to be more
helpful than the study sample in improving self-
understanding. There is a possibility that these samples
experienced different levels of pressure in making career
decisions. If persons were not employed or not students,
their emphasis may have been directed more at establishing a
career decision and less on better self-understanding. The
other samples (part-time employed and full-time student) may
have had more time to proceed through the career planning
process and spend more time in self-assessment and awareness
activities, and the gathering and understanding of the test
results information.

The 29-45 and 46 and over age categories expressed
greater satisfaction with the total career planning and
decision making process than the 16-28 age category. Also,

the full-time employed category expressed greater

 

126

satisfaction with the process than the part-time or.not-
employed categories. Part of the reason for this may have
been the degree of urgency one category felt over the other
in determining a career choice, but, this researcher suspects
that older persons (29-45 and 46 and over age categories)
possessed more career information than those in the 16-28 age
category and found it easier to proceed in developing a
career plan because they had less of a need to search for
career information.

More females sought career planning assistance than
males. Some possible reasons for this are that more women
are returning to the work force, some of whom may be
dislocated homemakers. Other reasons may be the need for
dual incomes in families, Single parent families and an
increasing number of women desiring full-time careers. Of
the men and women who sought career planning services, women
perceived the total career planning services as slightly more
worthwhile than men. Women also perceived their ability to
use the test information in developing a career plan and
making a career decision higher than men did. Although no
definite inferences have been drawn from these data, it
appears that this might be an area for further research.

This researcher concludes that the larger numbers of women
entering the work force accounts for the higher percentage of

females utilizing career planning services.

 

 

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127

Research Qpestion Three

 

What were the reasons for seeking career planning
services, and what sources of advertising and marketing were
most effectively utilized where seeking these services?

The major reason for seeking assistance from the career
planning center was to change career directions. This may
have resulted from persons who were working in a career,
found it non-rewarding and desired a change. It may also
have been from someone who made a career decision and through
the researching of information and gathering data, felt it
was a choice which should be changed. Jobs being phased out
may have been a contributing factor while others may have
simply not encountered career planning activity and desired a
change from their present situation, job, or career. In
these cases, it appears to be important to provide career
planning and decision making services for those who desire
changes to improve their life styles and situations.

The second most important reason for seeking career
services was to choose a career direction, followed by those
who wished to confirm a career direction. The changing and
choosing of career directions were given as reasons for
selecting career planning services much more often than the
confirming of a career direction. Actually, the changing of
a career direction carries with it the choosing of a
direction. As a result, these two questions may have been
responded to appropriately by one respondent. Although some

individuals had a need to confirm a career choice, the

 

128

overall reason for seeking career planning services appears
to have been for making a career decision. It would make
sense to direct services toward those individuals who have
not established a career direction and are experiencing a
need for this service to be available.

The advertising technique most effective with consumers
of the career center services was word-of-mouth, followed by
the use of a brochure, and finally followed by referral
activity.

With any business, the best advertising technique is a
satisfied customer. Such was the case in this study, but to
get consumers to respond to the offering of services, so
satisfied customers can spread the word, other methods must
be utilized. In this case, brochures and referral activity
proved to be quite powerful. This requires distributing
-brochures to appropriate potential consumers and communicat-
ing information concerning these services to sources who may
know of people who might benefit from career planning. In
this case, it was counselors of the colleges and high schools
in the service delivery area. It is this researcher's
opinion that the brochures should be distributed in any
public facility where persons considering career decisions
may visit, such as community service centers, various ethnic
organizations, public and private employment agencies
rehabilitation facilities, public and private educational
centers or institutions and various union centers. The

brochures must be fairly explicit as to the services which

1‘“: 1

 

129

are available. In that this was accomplished in these
settings, this may have been the reason for the brochure's

effectiveness.

Research Question Four

 

What activities, services, and/or people were perceived
as helpful in career planning?

The people, services, and/or situations perceived most
helpful in choosing, changing, or confirming a career
direction were classes or courses taken, a career planning
center, family members, and friends. Although a spouse,
teacher/instructor/professor was an important contributor,
their influence was less than classes or courses taken.
Although it might have been anticipated that the career
center would have ranked highest on the list, it appears
course work in school, family, and friends were also
significant influences for a person involved in career
planning activity. This information is important for
counselors to consider when assisting persons in career
planning as some of these factors may not have been perceived
as influential in swaying or directing persons in various
career directions.

Teachers/instructors and career counselors should be
aware of the influence they have on persons as they attempt
to arrive at a career decision. As one proceeds towards a
career decision, a host of variables may affect the outcome.

If career counselors are made aware of these influences, and

 

ll.

130

are able to evaluate the appropriate information with the

client/student, realistic career decisions should be

achievable.

Recommendations

 

Based on the research information and data generated

from this study, the following recommendations are offered by

this writer.

1.

There appears to be a point in the career planning
and decision making process where information
gathered (both personal and career) must be utilized
in developing a plan. This study referred to this
decision making point as a "transition point." This
point is crucial and may be a point of possible
breakdown in the career planning process.
Perceptions of the process were quite positive, in
this study, but dipped to a lower level where
questions were responded to relating to whether the
respondents were able to integrate the acquired
information into a career plan. It is here where
this researcher found a problem to exist.

As a result, a mathematical decision making
grid is recommended to be utilized at this
"transition point" to assist the career planning
person in organizing, prioritizing and integrating
both personal and career information into a plan.

This process actively involves the participant and

131

may be used consistently until an appropriate plan
has been developed. It may also be utilized with
future career transition decisions. Once the
process has been learned, this transition point
may be an area for future research to determine if
other factors are involved.
There should be no short cuts in the career planning
and decision making process, even when a degree of
urgency appears to exist. Intelligent decisions
require information which is relevant to the
situation and plans of action (Heppner, 1978).
When information is gathered, in the form of
testing, and utilized as a major portion, or the
answer to career planning, or utilized to hurry the
process along, it seldom produces positive results
and an appropriate career plan (Pinkney, 1987). The
process must be well investigated and thought out.
For those individuals whose life situations are
in a state of urgency or who feel time is not
available for in-depth career planning, a temporary
goal should be investigated. This is not to
indicate that long term plans should be abandoned,
but rather a temporary goal be established and one
continues working toward a long term career plan.
It is at this point that labor market information is
important and the career planning person possesses

an understanding of personal needs, values and

. {imufifih :1
a

 

132

characteristics and how they may be integrated into
a-short term plan. It would be more helpful if
this short term plan could be a step towards the
development and completion of a long term plan.
This may assist those persons identified in this
study who were more interested in a career plan and
less interested in self knowledge, such as the not
employed and non-student samples. The short term
plan should never replace any long term plan but
rather could be a step towards its development. It
may also be an answer to an immediate job or career
concern.

Many persons, simply by their age level, have fewer
life and work experiences to draw from when
developing a career plan. More concentrated
attention and career information could be provided
them to insure they have a better understanding of
various situations which life experiences have been
unable to offer. This information may then be
integrated into the career planning and decision
making process. Some examples of activities and
information are volunteer work situations, paid
work or co-op situations, personal interviews with
individuals in jobs of potential career choices,
visitations, and work experiences, in addition to

researching information in a career library to

 

 

133

better inform people about various career options.
This may also bring about less hesitancy in making a
career decision and make the "transition point"
easier to encounter because more information is
available when making a decision. This would be
very important for people in the 16-28 age group of
this study.

A plan of action should be implemented to perform a
needs analysis with the minority populations of the
community. If a determination is made that services
are desired, but something prohibits this from
happening, a corrective plan of action should be
implemented. This is an area where future research
is warranted.

A similar concern was evident in this study as
males were consumers of this service far less than
females. A questionnaire or some method of needs
analysis should be designed to determine if male
career planning and decision making needs are being
met or if there is some reason the services offered
by community college career planning centers are
defective or incomplete. These data could then be
utilized to implement corrective action. This may

also be an area where future research is warranted.

134

Recommended Career Planning and Decision Making Model

Although career counselors tend to make use of a variety

of applications and techniques, many tend to follow a basic

core model. As career development theories were reviewed in

Chapter Two, it became evident there were many similarities.

Recognizing this, this researcher is recommending a career

planning and decision making model as a basic core which may

be modified depending on client/counselor needs. The model

has been developed as a result of reviewing career

development theories, recent publications on career decision

making and reviewing the data obtained in this study.

A.

Intake process: Meet individually with each client
to determine the best course of action to follow in
arriving at a career decision. Past, present and
future information (projections) should be taken
into consideration.

Gather information such as physical abilities and
limitations, academic (cognitive) abilities,
personality characteristics (needs, values,
temperaments) and any other information which may
have an effect on planning and the accomplishing of
a career. This information may be gathered through
counseling, self analysis, diary maintaining or
psychological testing.

Gather career or job information which appears to be
relevant or interesting. Suspend early decisions

and judgements, as information gathering is an

135

important process simply from the stand point of
developing options.

Organize, prioritize and integrate this information
into a tentative career plan. This may be
accomplished by matching personal information with
career possibilities and should be done with the
career counselor initially.

After developing a tentative career plan, search out
relevant career information to determine if this
choice is possible. Determine what activities,
monies, time, and other factors must be considered.
At all times a person should consider more than one
option, as alternative choices may be pursued, if
certain avenues desired are blocked.

Once the career planner feels confident, he or she
has sufficient information about their career
choices to integrate it with their self information,
a firm decision may be made. Once this decision is
made, a plan may then be developed on how to reach
this goal. If avenues are blocked, causing the
person to pursue another option, they may simply
insert the new career information and begin
reintegrating it into a career plan. It is
important to remember that this process may be
utilized throughout one's life as many career
decisions are made (moving up, laterally, or

changing career directions).

136

Reflections

 

It has been the intent of this researcher to provide

insight into the career planning and decision making process

and determine problem or concern areas. As

such were noted,

suggestions were made for maintenance and improvement. This

researcher realizes that physical plant, economics,

personnel, and a host of other restrictions
in which services are available and to what
professional counselors, it is important to
services for people, and to be increasingly
assisting them in living their lives to the

objective may be accomplished by the client

play a major role
degree. As
strive to improve
effective in
fullest. This

heading in an

appropriate career direction, and being able to make regular

ongoing career decisions.

10

11

12

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Pages 26-34.

 

Warters, June. Techniques of Counseling. New York:
McGraw-Hill Book Co. 1964.

 

88

89

9O

91

92

93

94

95

96

144

Webster's New World Dictionary, Second College Edition.
New York: William Collins and World Publishing Co.
1976.

Weinrach, Stephan G. How Career Choices Are Made. New
York: MSS Information Corp. 1975.

 

Weinrach, Stephan G. Career Counseling, Theoretical And
Practical Perspectives. New York: McGraw-Hill Book
CO. 1979.

 

 

Wiggins, James D. "Effective Career Exploration Programs
Revisited." The Career Development Quarterly.
(Formerly Vocational Guidance Quarterly). Columbia,
MO: Academic Press. June 1987. Pages 297-303.

 

 

Williamson, E. G., How to Counsel Students. New York:
McGraw-Hill. 1939 (a).

 

Williamson, E. G., "Counseling and the Minnesota Point of
View." Education and Psychological Measurement. 1968,
pp. 7, 147-157.

 

Woody, Robert H. Vocational Counseling With Behavioral
Techniques Vocational Guidance Qparterly. Dec. 1968.

 

 

Zemke, Ron, and Klamlinger, Thomas. Figuring Things Out,
A Trainer's Guide to Needs and Task Analysis. Reading,
Massachusetts: Addison-Wesley Publishing Company,
1984.

 

 

Zytowski. Donald G. Contemporary Approaches To Interest

 

Measurement. Minneapolis: Univ. of Minnesota Press.
1973.

 

APPENDIX A

Twelve individuals who assisted the research by reviewing the
questionnaire utilized in the study.

145

146

Appendix A

Persons involved in the review of the study instrument
were chosen at random and were composed of Lansing Community
College students, administrators, faculty and staff. Twelve
persons were chosen to review the instrument insuring clarity
and specificity. Recommended changes have been made are
included in the final document in Appendix D. Those persons'

names and status involved in the review are listed below:

1. Karen Holt Administration
2. Nancy Dietrich Administration
3 Richard Mull Administration
4. Dan Wilcox Administration
5. Marsha Campbell Faculty

6. Joyce Weiner Staff

7. Cathy Mortenson Staff

8. Sandy Scarbeck Student

9. Scott Koenigschnecht Student
10. Christine Welch Student
11. Brian Davis Student

12. Toshio Imai Student

APPENDIX B

Cover letter and questionnaire

147

148

May 1, 1990

To All Career Exploration and Assessment Participants:

This survey goes beyond the services you received at the
Career Exploration and Assessment Center of Lansing Community
College. I*wou1d like your perception as to the importance of
these services and how‘ much help they were to you. I have
designed this questionnaire so it may be completed easily and
within ten minutes.

Your participation in this follow-up questionnaire is
completely voluntary. Please feel free to answer all the
questions, selected ones or none at all. All answers will be
treated with the strictest of confidence. Should you not
desire to place your name on this questionnaire, that is fine,
but should you wish to be contacted for any reason, please
place your name, address and phone number on page four.

If you are under eighteen years of age, and wish to enter your
name on page one for basic information, or page four for a
request to be contacted, please have~a parent or guardian sign
page four in the designated area.

All information from the survey will be used to determine
which services are perceived of value and if any significant
differences exist in perceptions on the basis of gender, age,
ethnic origin, marital status, student status or employment
status. All results of the survey’will be maintained as group
information rather than individual information.

Thank you for taking the time to assist me in providing a
quality career planning and decision making service to you.

Sincerely,

James C. Osborn
Program Director
Career Exploration and Assessment Center

6.)

7.)

8.)

9.)

10.)

149

PART I

Name (optional)

 

City you live in

School District

 

Male Female
Ethnic Background: Please Check One

White Black

Hispanic ALL others
At the time you utilized the career planning services of
the Career Exploration and Assessment Center, in which
age group were you:

Age: 16-28 29-45 46-over

At the time you utilized the career planning services of
the Career Exploration and Assessment Center, were you:

Single Married
At the time you utilized the career planning service of
the Career Exploration and Assessment Center, were you
employed:
Full-Time Part-Time Unemployed
Are you employed currently:
Full-Time Part-Time Unemployed
At the time you utilized the career planning services of
the Career Exploration and Assessment Center, were you a:
Full-Time College/University Student
Part-Time College/University Student

Not Attending College

l.

2.

I

)

150

PART II

Newspaper article

From another person who utilized the service
Career Exploration & Assessment Center Brochure
Lansing Community College Catalog
Instructor from.another School/College:
Lansing Community College Counseling Center:
Person in your business:

Television
Telephone book
Other (specify)

 

 

 

 

Please answer the following questions as they relate to
you.

I came to the Career Exploration and Assessment Center
for assistance in:

choosing a career

 

 

 

 

 

 

yes no
changing career direction

yes no
confirming career choice

yes no

During your visits to the Career Exploration and Assessment
Center at Lansing Community College: (please check the
appropriate blank):

3.)

4.)

5.)

I was informed of how the
career planning process
worked and.what results strongly agree disagree strongly
I could expect. agree disagree

 

I was informed as to what
was expected of me before
I began the testing and
career counseling strongly agree disagree strongly
process . agree disagree

 

The staff of the Career
Exploration and Assessment
Center was helpful, informative,
and supportive as I proceeded
through the career
planning process. strongly agree disagree strongly
agree disagree

 

6.)

7.)

8.)

9.

)

10.)

11.

)

151

The test results helped me

identify and prioritize

my values, needs, per-

sonal characteristics,

and better understand strongly agree disagree strongly
myself . agree disagree

 

I learned how to use
the information in

developing a career
plan and making a strongly agree disagree strongly
career decision. agree disagree

 

I became aware of various

career options and

learned where to search

for information about strongly'agreeidisagree strongly
them . agree disagree

 

I was provided the
necessary information
(possible schools, classes,
training or educational
programs) which might
assist me in deciding strongly agree disagree strongly
on a career direction. agree disagree

 

I was given instructions

on how to obtain

additional career strongly agree disagree strongly
information . agree disagree

 

Overall, the career

counseling I received

assisted me in con-

firming, choosing, or strongly'agreeidisagree strongly
changing my career . agree disagree

 

152

12.) Overall, the total
Career Exploration and
Assessment Center
process and service strongly agree disagree strongly
was worthwhile. agree disagree

 

13.) Of the people and services at the Career Exploration and
Assessment Center, which were most helpful in assisting
you with career planning?

the Career Counselor (counseling)

the career test results

a combination of the above two

the career information presented to you

the follow-up session

other (please speci fy)

 

 

14.) Please list areas of the Career Exploration Assessment
Center services you feel are in need of improvement or
change.

 

 

 

If you wish to be contacted for any reason, please print
your name, address and phone number below. If you are
under 18 years of age, have your parent or guardian sign
on the appropriate line.

Name 2

 

Address:

 

City State: Zip:

 

Telephone:

 

 

Signature of Parent or Guardian

 

153
PART III

The following people, situations and services were helpful in
choosing, changing or confirming my career choice:

Not Strongly Strongly
Applicable Agree Agree Disagree Disagree
A family member

A friend

5

teacher, instructor/
professor

A spouse

A relative

A significant person
A clergy person

A classmate

Classes or
courses taken

Career planning
classes

General counselors
Career Exploration

8 Assessment Center

Thank you for taking the time to complete this questionnaire.
If you desire to be informed of the results of this group
study, please contact me anytime at (517) 483-1221.

APPENDIX C

1. Application for project involving human subjects

2. Time extension for Ph.D. program

154

155

APPLICATION FOR REVIEW OF A PROJECT INVOLVING
HUMAN SUBJECTS

Submit your proposal for UCRIl-IS review to:

Dr. John K. Hudzik, Chair

 

 

UCRIHS

Michigan State University
206 Berkey Hall

East Lansing, MI 48824-1111

If you have questions. or wish to check the status of your proposal. call: (517) 353-9738

1

DIRECTIONS: COMPLETE QUESTIONS 1 - 11: Attach additional material as requested.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1. RESPONSIBLE PROJECT INVESTIGATOR: NAME OF INVESTIGATOR:
(laculty or staff supervisor) (It dltlerent)
Dr. Richard Gardner James C. Osborn
2. CAMPUS ADDRESS: CAMPUS ADDRESS: (or address where
tigghgridgm “311 approval letter Is to be sent)
Egg; Eggsiéiteuiniifiéiifioar 4220 Driftwood Drive. Dewitt. MI 48820
H- (517) 669-5876
PHONE #: (517) 355-1833 PHONE#: W- (517) 483-1221
3. TITLE OF PROPOSAL:
A study of the Perception of Career Deve10pment Services provided by the Career
Exploration and Assessment Center of Lansing Community‘College.
4. A. PROPOSED FUNDING AGENCY (II any) N099
8. IS THIS AN FDA PROPOSAL [ I YES [(3 NO
C. MSU ORD# IF APPLICABLE NA
D. DATE ON WHICH YOU PLAN TO BEGIN DATA COLLECTION April I , 1990
5. EXEMPT/EXPEDITED. II appIyIng Ior Exempt or Expedlted status. Indlcate the
category. SEE INSTRUCTIONS - ITEM 1 (le. Ht. 243. am).
Category: in“;
For Subcommlttee: Comments to PI:
Offlce Agenda: Comments to REV:
Use Comments:

 

 

e-

n————-.
‘du._ .-_ ‘
- H“ -, I
.9
J

 

156

ABSTRACT. Summarize the research (its purpose and general design) to be conducted. This
can be Identical or similar to the summary required when submitting to the NIH (200 words or

less). Brleiiy outline, In particular. whgt will pg ggng tg rgsggrgh sugiggts.

The purpose of this study is to investigate the perception of effectiveness of career
planning and decision making services as perceived by persons who have utilized these
services. A second purpose is to discover what, if any. differences exist in the
perception of services with regard to participants gender. age group, ethnicity,
marital status, employment status or student status. The research will be conducted
with persons who have voluntarily utilized the services of the Career Exploration and
Assessment Center of Lansing Community College from July I. 1987 through June 30, 1989.
In that the services of this center are similar to career planning services of other
community colleges and some colleges and universities in Michigan, the information
gathered will be valuable to those committed to providing quality career planning and
decision making services. It should also be valuable to other persons committed to
providing needed and desired career services in the secondary education and private
sectors.

SUBJECT POPULATION. Will any oi the loilowing be subjects:

Yes No Yes No

Minors IXI [ ] Students [X] [ ]

Pregnant Women [X] [ ] Lowincome Persons [X] [ ]

Women oi Child-bearing age [x] [ ] Minorities [X] [ ]

institutionalized Persons [ ] [X] Incompetent Persons [ ] [(1
(or diminished capacity)

7a. Number oi subjects [Including controls)? 1090

7b. Are you associated with the sublects (e.g., your students. employees. or patients.)
[0] yes [ ] no It yes. explain nature at the association.

All subjects being surveyed will have voluntarily sought and received career planning
and decision making services from Lansing Community College's Career Exploration and
Assessment Center from July 1, 1987 through June 30. I989.

7c. How will subiects be contacted and selected?

All subjects will be sent a survey letter on April I. 1990. or after. requesting
their perception of the career planning and decision making services received. If
subjects request additional contact. phone calls and appointments will be set up. if
needed, to answer any questions related to the questionnaire.

7d. Will research sublects be compensated? [ ]Yes bodNo

Ii yes. all iniormation-concernlng payment. including the amount and schedule at payment must
be set ionh in the iniormed consent.

7e. Will you be advertising Ior research participants? [ ]Yes [xxNo
ll yes. attach a copy oi the advenisement you will use. SEE INSTRUCTIONS - iTEM 2

C1

C2.

1157

ANONYMITY/CONFIDENTIALJTY. Describe procedures and safeguards ior Insuring confiden-
tiality or anonymity. SEE INSTRUCTIONS - ITEM 3

A copy of the research questionnaire is attached.

The questionnaire will be taken from the complete list of those persons receiving
services from the Career Exploration and Assessment Center of Lansing Community
College between July 1, I987 through June 30, 1989. The questionnaires will have
enclosed a self-addressed stamped envelope with no return address noted. The
questionnaire has a space provided for the person to indicate their name, but this
is optional. All other demographic information is of the nature that no personal

identification can be derived from the written answers. No identification marks,
numbers or letters have been placed in the questionnaire which would threaten the

confidentiality of the information received. Only those persons desiring to be
contacted will be acccmmodated and they must provide their name and contact infor-
mation on the questionnaire.

RISK/BENEFIT RAND. Analyze the risk/benefit ratio. SEE INSTRUCTTONS - ITEM 4. Com-
pletely answer Items A, B, and C listed in the Instructions. ALSO SEE item 8 In the instructions
Ii your research involves minors or those with diminished capacity.

There is no likelihood that any physical, psychological, social, legal, economic
or other risks will result from this study. All information will be evaluated as
group information as apposed to singular or personal information.

All information returned by the questionnaire method will be identifiable only if
the subject desires contact from the researcher and indicated so by placing their
name in the name (optional) area of Part 1 of the questionnaire, or on page five

whereby the subject requests to be contacted and provides the apprOpriate infor-

mation. As no other means are available to identify the subject, this is a very

effective means of guaranteeing confidentiality.

.The subjects will benefit from the study by some concerns responded to. If their

perceptions of the services provided were poor and they wish to return to the
center, they should benefit by saving their concerns responded to and corrected.
If this were not possible. methods of other service provision might be made
available to resolve stated concerns of questions.

Society may benefit from the results of this study in that other centers or service
delivery areas providing career planning and decision making services of a simular
nature may improve or design services to better meet the needs of their participants.
The participants should have their needs met or identify which needs are not being
met so improvement of services may take place. As a result, society will have-
persons who have better insight into the career decision making process and be able
to act more independently in future career decision making activity.

 

158

to. CONSENT PROCEDURES. Describe consent procedures to be followed, Including how and
where iniormed consent will be obtained. SEE INSTRUCTIONS . ITEM 5 on what needs to be
Included In your consent form. include a copy-of your consent iorrn with your proposal. ALSO
SEE item 6 in the Instructions If your research Involves minors or those with diminished
capachy.

This investigator has incorporated the elements of consent in the instructor letter
The purposes and procedures of the study have been
There will be no risks to

accompanying the questionnaire.
explained with an estimate of the total completion time.
the Subjects involved in that all information is kept confidential and subjects need
only to provide their name, if they choose to do so. Participation is completely

voluntary and should any person under the age of majority choose to participate, a

signature line is available for the parent or guardian's signature.
gator's name and phone number have been provided should any questions or concerns

arise and contact be desired.

11. CHECKUST. Check oil that you have Included each of these items with your proposal. If not
applicable. state n/a.

[I

[I
I]

Provide six (6) cepies of all information unless applying for exempt or expedited review. Provide

two (2) copies if applying for exempt or expedited. include all questionnaires. surveys. forms.
tests. etc. to be used.

Proposed graduate and undergraduate student research projects submitted to UCRIHS ior
review should be accompanied by a signed statement irom the student's malor professor stating
that he/she has reviewed and approves the proposed project.

Provide one complete copy of the full research proposal. Graduate students should furnish one
copy of the “Methods“ chapter of their thesis/dissertation (if available) in lieu oI a research
proposal.

Questions 1 - 10 have been filled out completely.

Provide the consent form (or instruction sheet. explantory letter. or the script for oral presentation
II signed consent is not to be obtained-See item 5 in the instructions).

Advenisement included if applicable

YOUR PROPOSAL WILL BE ASSIGNED A UCRIHS PROPOSAL NUMBER. REFER TO THIS NUMBER
AND THE TITLE OF. YOUR PROPOSAL ON ANY CORRESPONDENCE OR INQUIRIES.

This investi-

TO:

FROM:

DATE:

SUBJECT:

159

Dr. Richard Gardner
James C. Osborn

March 22, 1990

Extension of Ph.D. program completion date to June 30, 1991.

I am requesting the completion date of my Ph.D. program be extended
to June 30, 1991 for the following reasons:

1.)

3.)

a.)

My initial research and prOposal attempted to encompass

a very broad area and upon recommendations from my
committee, I redirected my efforts and submitted a second
proposal. This proposal has been accepted and should he
completed prior to June 30, 1991. ‘

My employment requires me to work between forty-five and
sixty hours per week. This has limited me in the past
and present in possessing time to accomplish an accepted
prOposal and research. In that I am at a level where I
can complete my degree requirements by being granted an
extension and will be able to provide relevant research
information to my colleagues. I feel this extension is
warranted.

I have scheduled the appropriate time to perform the
needed research and complete the data analysis within the
requested time period. Prior to June 30, 1991, I should
have all requirements for the Ph.D. in Adult and
Continuing Education.

In that I have completed all of my course work, passed my
comprehensive examination and possessan accepted proposal
from my committee, I feel the extra time will allow me to
complete my educational goal.

16C)

REQUEST FOR EXTENSION 0? TIME TO
COMPLETE GRADUATE DEGREE REQUIREMENTS
FOR DOCTORAL/SPECIALIST DEGREE CANDIDATES

MUST BE COMPLETED AND SIGNED BY STUDENT

April l6, l990
Date

 

Name James Charles Osborn Student Number 861226

Advisor Richard Gardner

Program level for which time extension requested: Ph.D. X Ed.0. Ed.S.
Quarter and year of admission to program: SS 84

 

Total credits completed 58 999 21 C.P.A. 3.8 Date of Comps 9/25/86
Program requirements to be completed during time extension:

Courses

 

Examinations Final doctoral dissertation defense

 

Residency

 

If granted a time extension, I will complete the specific requirements above during
the specific quarters indicated:

Quarter and year SS 91
Quarter and year
Quarter and year
Quarter and year

 

 

 

o/' (Student's Signature)

 

(THIS SECTION MUST BE COMPLETED BY ACADEMIC ADVISOR)
(Recommended action ___ Refuse time extension and withdraw from program

i—JL Extend time for 10 quarters under the following conditions:

 

    

(Adviser's Signature)

 

(Date)

Return this request to: Robert J. Nartin, Coordinator. Student Affairs Office,
135 Erickson Ball, Michigan State University, East Lansing. N1 48826-0136.

APPROVED:/9'9P12mgén 7/MJ7A O'UMmoL /99/. W wxooavds
0C WAWJ/uef’ WIW/7'w-

 

 

    

(Dean's gnatu (Date)

Revised 2/87

16].

REQUEST FOR EXTENSION OF TIME TO
COMPLETE GRADUATE DEGREE REQUIREMENTS
FOR DOCTORAL/SPECIALIST DEGREE CANDIDATES

MUST BE COMPLETED AND SIGNED BY STUDENT

Date June 21, 1991

Name James C. Osborn Student Number 08-61226

Adviser Dr. Richard Gardner

Program level for which time extension requested: Ph.D. _lL Ed.D. Ed.S.

Quarter and year of admission to program: Summer 1984

 

Total credits completed 61 999 27 G.PAA. 3.86 Date of Comps 6-88
Program requirements to be completed during time extension:

Courses

 

Examinations Final defense of dissertation*

Residency

 

If granted a time extension, I will complete the specific requirements above during
the specific quarters indicated:

Quarter and year Fall 1991
Quarter and year

 

Quarter and year

 

Quarter and year

 

*Two committee members will not be available (:1,
summer 1991 due to retirement and a sabbatical (2 £21 fl '
leave. An extension is requested to 52¢-ao ‘

schedule this meeting fall 1991 quarter. OQStudent's Signature)

(THIS SECTION MUST BE COMPLETED BY ACADEMIC ADVISOR)
(Recommended action Refuse time extension and withdraw from program

5: Extend time for / quarters under the following conditions:

flu“, DEFZMJE‘

 

 

 

‘ ./
(426/9, W
(Date) (Advisor's Signature)

Return this request to: Robert J. Martin, Coordinator, Student Affairs Office,
134 Erickson Hall, Michigan State University, East Lansing, MI 48826—0134.

APPROVED: 555’ flux/r205 71W? (perms/ox! .4422) AM W
44p4¢z1125 yyizanxgxg 14:9W/

#:4451117 7/’/?/

/
(Dean's Signa€zre

) '7 n _ (Date)
MUM/fl... «OCA- (and!

 

 

Revised 2/87,

 

1162

REQUEST FOR EXTENSION OF TIME TO
COMPLETE GRADUATE DEGREE REQUIREMENTS
FOR DOCTORAL/SPECIALIST DEGREE CANDIDATES

MUST BE COMPLETED AND SIGNED BY STUDENT

 

 

 

 

 

Date November 18, 1991

Name James C. Osborn I Student Number 0861226

Adviser Dr. Richard Gardner

Program level for which time extension requested: Ph.D. _1L_ Ed.D. ___ Ed.S. ___
Quarter and year of admission to program: UJlkrnfi\ “III
Total credits completed 61 999 C.P.A. 3.86 Date of Comps 9-25-86

Program requirements to be completed during time extension:

Courses

 

Examinations Doctoral Defense

Residency

 

If granted a time extension, I will complete the specific requirements above during
the specific quarters indicated:

Quarter and year Winter 1992
Quarter and year
Quarter and year
Quarter and year

 

 

 

SXQMVP‘ND (L4ffii-_d

/’(Student's Signature)

(THIS SECTION MUST BE COMPLETED BY ACADEMIC ADVISOR)
(Recommended action Refuse time extension and withdraw from program

I Extend time for ] quarters under the following conditions:

Mr. Osborn successfully defended his dissertation on il/l8/9l.

.I/17 .z/
ll/l8/9'l A...
(Date) (A

 

   

 

 

 

     

sor's Signature)

Return this request to: Robert J. Martin, Coordinator, Student Affairs Office,
134 Erickson Hall, Michigan State University, East Lansing, MI 48824-0136.

APPROVED:

=44” ;X§%/ A2499?)

(Dean's Signature) (Date)

Revised 2/87