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