Vocational Testing
Vocational Testing
Introduction
In the modern world, characterized by dynamism, determining the right allocation of resources is complex (Coetzee & Esterhuizen, 2010). Roles are changing, and making career choices, developing training programs, and selection of personnel have become difficult procedures. Psychometric assessment techniques serve to provide an effective mechanism that matches persons that allocates people to training resources and employment. One such measure is vocational testing. Vocational testing is a psychometric assessment tool used to determine an individual’s interests, abilities, and aptitude and skills that reflect the individual’s vocational strengths, needs, and career potential (Ackerman & Beier, 2003).
Methods of Vocational Assessment
Vocational assessment applies methods both standardized and non-standardized (Coetzee & Esterhuizen, 2010). Standardized methods of testing include tests while the non-standardized techniques include interviews and observations. In general, vocational tests may take the form of one or an integration of the following
•Interviewing
•Paper and pencil tests
•Observations (situational assessment)
•Work samples
•Background reports
Vocational testing is part of the vocational guidance process that usually leads to recommendations for employment, and training, or rehabilitation (Ackerman & Beier, 2003). In a narrow perspective, vocational assessments are concerned with correlating a person’s kills and abilities with job requirements. However, in addition to aptitudes and skills, many other factors influence job success, and, so, vocational assessments take a holistic approach. In relation to this, several factors form the comprehensive assessment tool aside from psychiatric and medical tests. They include education, employment, history, and background; psychosocial strengths and development; literacy; knowledge of the world of work; aptitudes; abilities; technical or job skills; independent living skills; job readiness; special needs; and general work behaviors.
Benefits of Vocational Testing
Vocational testing is conducted for different purposes and varies according a country’s social and cultural system (Matkin, 1980). This model of assessment may be used for a wide variety of purposes. They may be used to establish a person’s potential, employability, adaptation to diverse environments, and the content needs for a vocational training program. Vocational testing has several benefits, depending on the context. For instance, it guides a person make career and job training choices that are realistic based on their abilities, aptitudes, interests, and the realities in the job market. In relation to counseling, vocational assessment enables counselors, employment specialists, and rehabilitation professionals serve their clients effectively. For instructors and trainers, the tests facilitate adaptation to the needs of persons with disabilities. It enables administrators allocate and utilize resources efficiently and effectively. For employers, it promotes better hiring selections.
Ethical Considerations
Potential Misuse of Vocational Testing
Psychometric assessment tools are neutral instruments that may be appropriately or inappropriately used by the evaluator (Matkin, 1980). Misuse can be significantly avoided if the effectiveness of the tool is evaluated for reliability and validity. Many of the problems associated with misuse of vocational assessment bear upon the excessive generalizations made by the evaluators, rather than the tests being invalid. For instance, evaluators make generalizations in scoring candidates for personnel hiring or promotion, in order to create bias that perpetuates their interests. The other factor that could result in potential misuse of vocational assessment is incompetence on the part of the evaluator or the subordinate assigned the task of conducting evaluation. The evaluator must be familiar with the tool, in terms of proper instruction, administration, and scoring (Ackerman & Beier, 2003). In addition, overuse of tests results in the lack of individualization. Duplication of previous procedures can lead to generalization, in terms of client planning and scheduling.
Confidentiality and privacy
Vocational testing may infringe on a client’s confidentiality owing to the fact that clients, in all cases, do not understand the significance or implication of each assessment question (Matkin, 1980). Therefore, depending on how the evaluator administers the tests, and how the client perceives the test, the process can be a dehumanizing experience. However, this is not the intention of vocational testing, and; therefore, evaluators have an ethical responsibility to accord clients respect of privacy and safeguard the information obtained through interviews.
Conclusion
Vocational testing is an excellent measurement process that informs career choice, training programs, and recruitment (Coetzee & Esterhuizen, 2010). Items included in the tool have the purpose of providing insight into a person’s skills, aptitudes, interests, academic achievements, and personality. In addition, they provide information that could otherwise not be readily available. Finally, it provides a means of comparing individuals in terms of disability categories, competitive employment situations, and standards (national, regional, or local). However, the assessment tool and procedures must ensure fairness and observation of confidentiality and privacy.
References
Ackerman, P. & Beier, M. (2003). “Intelligence, Personality, and Interests in the Career Choice Process”. Journal of Career Assessment, 11(2): 205-218.
Coetzee, M. & Esterhuizen, K. (2010). “Psychological career resources and coping resources of the young unemployed African graduate: an exploratory study”. SA Journal of Industrial Psychology, 36(1): 1-9.
Matkin, R. (1980). “Legal and Ethical Issues in Vocational Assessment”. Vocational Evaluation and Work Adjustment Bulletin, 13(2): 57-61.
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