Post on 25-Dec-2015
The Interview as a Diagnostic Technique in Vocational Assessment and Evaluation
Pre-Conference13th National Forum on Issues in Vocational Assessment
Vocational Evaluation: A Return to the Past, A Look to the Future April 26, 2007
Michelle Hamilton, PhD, CVEUniversity of Wisconsin-Stout
Interview
A technique for gathering information by
means of discussion; an exchange of Information (Power, 2000)
Diagnostic
Pertaining to a diagnosis; usually refers to a characteristic or criteria which is critical for a
specific diagnosis
OR
A significant, distinctive characteristic of or pertaining to any artifact, feature or attribute
which can provide useful information
Assessment
Systematic procedures to obtain information from a variety of sources to drawinferences about people
(Standards for Educational and Psychological Testing, 1999)
LEVELS OF VOCATIONAL ASSESSMENT
Level 1 – Screening/Needs Assessment
Level 2 - Clinical or Exploratory
Level 3 – Comprehensive Vocational Evaluation
VEWAA Project 1974
Vocational Assessment
Level 1 Screening/Needs AssessmentInitial Process
Needs Assessment Determine what is necessary to develop a plan of action (e.g.
vocational plan)
Level 1 techniques include: Interview with client Collection of routine background information (e.g. demographics)
Reliance on subjective consumer statements Vocational choice/interest Self-estimates of competence Reported work history
Functional Assessment (PCQ; ABRS) Limited, if any, standardized testing (e.g. interest)
If more information is needed or questions remain, the next level should be initiated
Vocational Assessment
Level 2 Clinical or ExploratoryIntermediate Process In depth exploration or case study approach to the client
and vocationally related circumstances. Building on the information collected during the earlier
screening, level 2 assessment techniques include: Interview Collect/analyze documentation (e.g. school records, medical records) Career exploration Vocational and/or adjustment counseling Psychometric/standardized testing Transferable skills analysis; computerized job matching Job analysis and/or environmental assessment Assistive technology considerations
If more information is needed or questions remain, the next level should be initiated
Vocational Assessment
Level 3 Vocational Evaluation
Comprehensive ProcessOccurs over time (days; weeks) and uses systematic behavioral observation of client engaged in real or simulated work as the focal point of client assessment. Assessment techniques used in level 3 VE include:
Interview Analysis of background information Work samples; job samples Situational assessments; community based assessment Standardized Testing Transferable skills; job matching Career Exploration/job shadow On-the-job Training/Education Adaptations to Assessment/Assistive Technology
Interview
The interview is an indispensable first step; the primary information gathering
technique that occurs at every level of vocational assessment process
Approaches to the Interview
Intake Collect basic
demographic information about client
Diagnostic Interview Systematic method to
collect meaningful information about client’s assets, barriers/limitations and preferences
Purpose of the Diagnostic Interview
Establish a working alliance between consumer and VE
Information exchange Provide information Obtain information Verify other sources of information
Facilitate career development process Awareness of voc abilities; self-determination and informed choice
Individualize and focus the vocational evaluation Formulate questions/hypotheses to be verified during the evaluation
Diagnostic Interviewing
Applied approach
Gather facts ‘diagnose’ or identify areas in the consumer's life that may enhance or impede vocational choice and/or success
Practitioner is the primary ‘tool’ in a diagnostic interview
Knowledge, competencies and skills of practitioner intentionally applied during interview
The Intentional Practitioner
Interview Organization or Framework
Environment
Interpersonal Qualities/Attitude
Practitioner Interviewing Skills
Interview: Organizational Framework
Problem appraisalPersonal appraisalPrognostic appraisal(Bordin, 1943)
Problem Appraisal
Identify vocational barriers/problems, as well as
motivation to change or assume responsibility for
problem solution.
Identify factors related to career problem, such as
disability related factors, family influence on barrier
development and/or resolution, financial resources,
academic achievement, and access to resources.
Personal Appraisal
Obtain a picture of the individual from various perspectives: demographic, social, psychometric, cultural
Assessment of strengths as well as limitations, current
functioning levels and developmental history. History includes onset of disability, family background, early interests/abilities, early vocational choices and plans.
Prognostic Appraisal
Predict vocational potential Vocational assets, preferences Vocational barriers, limitations Recommendations
Employment/education/training options Solutions to remove or minimize
limitations
Environment
Location Privacy & confidentiality
Seating arrangement Maximize equality Safety considerations
Distractions Minimize interruptions Telephones Email alert; screen-savers Note-taking
Practitioner Interpersonal Qualities
Warmth Respect Empathy Genuineness
Practitioner Interviewing Skills
Attending Listening Observing Responding
Attending Behaviors
Open accessible body posture Congruent facial expressions Slight incline toward consumer Directly face consumer (4’ distance) Regular eye contact Use minimal encouragers Eliminate distracting behaviors
The greatest compliment that was ever paid to me was when some one asked me what I thought, and
attended to my answer
(Thoreau)
LISTENING REQUIRES ENERGY AND CONCENTRATION
‘Active’ Listening
Listening with the intent to fully understand and to
communicate your understanding of both the
content and the feeling being expressed
Observing Behaviors
Specific aspects of behavior and/or appearance:
Verbal Content What is being stated How it is stated
Non-Verbal Facial expressions Eye movement; eye contact Body position and general movement
Breathing patterns Muscle tone, gestures Skin tone changes
Observations in Listening
Word choice Sensory modalities Context/description Quality of speech Quantity of speech
Responding
Reflective practitioner responses that demonstrate understanding of client’s statements
Demonstrates active empathetic listening Content, feeling, meaning
Serves to clarify
Facilitate client’s awareness of his/her feelings, thoughts and actions
Content “you’re saying” Feeling “leaves you feeling isolated” Meaning “you mean you’re fearful of the reaction”
Role of Questions
Why
• Clarify• Explore • Elicit details
When
Gaps in information Lack of clarity Need
specifics/details
Types of Questions
Open Questions: what, how, where, when, who [why – use judiciously]
Closed Questions – typically can be answered with a minimum of words; used to focus the interaction and elicit specific information (e.g. do you have any children?). Often begin with words like are, do, will and second word is you.
Stagger the use of closed questions
Clarifying Questions –I’m not sure I understand; is this (give example) what you mean; can you tell me that again?
Admit confusion and give client opportunity to clarify
Question Topics
Behaviors what a person has done or is doing (job tasks)
Opinions/values what a person thinks about a topic (is salary most important)
Feelings how a person feels about a topic (enjoy working alone)
Knowledge to get facts about a topic (describe your best qualities)
Sensory what people have seen, touched, heard, tasted or smelled
Background/demographics standard background questions: age, education, etc.
Don’t Assume Too Much!
Assuming our interpretation is the same as client’s (accepting job titles as description of work history)
Assuming everyone has the same knowledge as us (everyone knows it’s NB* to be on time for work!)
Assuming others think, feel and behave like us (values, beliefs, ethics)
Assuming a personality/dispositional explanation Fundamental Attribution Error (FAE)
The Vocational Evaluation Process
Vocational evaluation is a process designed to assess and predict work behavior and vocational potential.
Nadolsky (1966) suggests these are two distinct processes requiring different assessment methods
Assess is to describe what is and/or define capacities Predict is to describe what may be and/or reveal
capacities
Vocational Evaluation
Process of vocational evaluation uses multiple sources of information to construct a ‘working model’ of consumer:
Diagnostic interviewing provides the information base for effective vocational evaluation planning and prediction
Diagnose What?
Diagnose current vocational circumstances and vocational potential Assets, Barriers & Preferences
Construct the ‘working model’ of consumer Ready, Willing, & Able Critical Vocational Behaviors
Outstanding questions to be explored in VE Triangulate/verify
Critical Vocational Behaviors
Work Orientation; Job Objective Behaviors Career Life Planning; Job Seeking
Behaviors; Education & Training Job Adaptation Skills; Job Keeping
Behaviors Psychosocial
Intra-Personal; InterpersonalCommunity LivingHealth, Wellbeing, Disability
(Adapted from Krantz, 1971; Ludden & Maitlen, 2002)
Work Orientation; Job Objective
Expressed desire to work Expressed vocational goal or motivated to set voc goal Expressed enthusiasm & energy level to work Interest in becoming self-sufficient Clarity in vocational goal to proceed or need for
vocational exploration activities Congruence between vocational goal & vocational
information to make an informed choice
Career Life Planning; Job Seeking
Knowledge of interests, abilities, temperament, aptitudes and limitations
Aware of wages and hours Non-monetary rewards meet needs/values (MNTWA) Possess necessary skills and education to attain goals Consideration of career goals beyond current level Competitive with wage requirements Geographic preferences Demonstrates ability to plan and make decisions Understands process for job advancement
Education & Training
Adequate levels read/spell/write to perform job Perform mathematical/numerical requirements
necessary in job Communication skills: written/oral Basic Computer knowledge and function Interest and willing to acquire new skills Remedial academic needs
High school or GED Potential to benefit from advanced training ‘Best fit’ training or level of education Assistive technology/accommodations/UDL > learning Meets basic licensing/certification requirements to
perform job
Career Life Planning; Job Seeking Behaviors
Willing/able to conduct a job search Understands ‘work’ expectations Able to identify job leads in selected labor market Knowledge and resources to conduct job search Ability to complete a job application Demonstrates effective communication skills Describe assets and skills Compile and positively explain work history Describe or explain recent work experience Grooming, hygiene and dress appropriate for job Avoids inappropriate mannerisms and annoying habits
Job Adaptation; Job Keeping Behaviors
Attendance/punctuality Dependable/reliable Cooperative Works well with others Works well under supervision Initiative; self-starter Follows directions; follow through Accept responsibility Responsive to correction Takes pride in work Follows safety regulations Willingness to learn, change, adapt Quality/quantity of work product
Job Keeping Skills Work Attitude
Attendance; on task Adaptability/flexibility Response to change Self presentation Cooperativeness Take direction & correction Ability/willingness to learn
Independence & Initiative Supervision level required Identify work needs to be done Interest in making things work better
Interpersonal Relationships supervisors & coworkers
Intra-personal; Interpersonal
Self esteem; self-efficacy Adjustment to disability Coping skills; stress management Degree of family/social support Stability of family and/or marital relations Resiliency; adaptability; flexibility Resolved personal issues about employment status Explain personal situation (‘abilities’; accommodations
etc) to employers Presents self to others in a positive way
Social & Community Living
Leisure/recreation time skills Adequate financial resources and money management
skills Necessary childcare Appropriate grooming/hygiene Legal issues (DUI; child support; guardianship; MVA etc) Adequate housing Reliable transportation and access Personal care needs Adaptive equipment; assistive technology
Health, Wellness & Disability
Functional abilities to perform work (released to work) Understands/acknowledges identified work tolerances Maintains reasonable/safe limits within tolerances Manages wellness and residual capacity Understands how lifestyle affects work productivity Prognosis; MMI; on going treatment Adequate medical services Access to personal care needs Proactive in obtaining medical/dental services or
monitoring Understands prescription medication use/abuse & side
effects Minimizes AODA use
Systematic Analysis
VE uses systematic analysis of multiple sources
of information from the interview to construct
preliminary ‘working model’ of client’s current
vocational circumstances.
Building a Working Model
Identify consistencies and relatedness of diagnostic information
Construct a working model of consumer • Assets, barriers, preferences
Asset = 10 year work history in construction Preference = working with others; taking direction
Revising the ‘Model’ Verifies/supports or identifies inconsistencies or
additional question
Resolve or note inconsistencies
Revise working model; draw preliminary inferences
Identify outstanding questions; unknowns; hypothesis for VE
Possible barriers 6 construction jobs in last 4 years; fired from 3/6 jobs “supervisor picked on my work”
Continuous Process
VE uses systematic process continuously
throughout interview
Inferences become more sophisticated as more information is obtained and analyzed
Results of the diagnostic interview help develop specific questions to be answered during the evaluation
VE Plan Development
Deductive process grounded primarily in remaining questions and inferences from diagnostic interview
Formulate questions/hypotheses to focus vocational evaluation
Triangulate/verify information using multiple assessment measures to answer the questions/hypotheses
Accept/reject the ability of the working model
Predict based on accurate, current, relevant information and recommendations which identify successful vocational directions/outcomes for consumer
Thank You!
Continued success in your practice as a vocational
evaluator; your work makes a difference in people’s lives