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Career Beliefs Inventory
Danielle Lambon 15 April 2013
Transcript of Career Beliefs Inventory
Brooke Clark and
Danielle Lamb Career Beliefs Inventory Introducing the CBI Target Audience The CBI is designed for counselors and other career professionals who are helping people plan transitions in their lives - their future education, employment, and/or retirement (p.2) Targeted Clients Clients who might find CBI valuable include individuals who are:
-Planning their future career
-Choosing a college major
-Making a career transition
-Planning a recovery from being laid off
-Expanding career aspirations
-Reacting to feelings of job burnout
-Planning retirement years Targeted Professionals Professionals who might find the CBI valuable for their clients include:
-College and University Counselors
-Industrial and Organizational
-Psychiatrists -The CBI can help people identify the beliefs that might be blocking them in the process of implementing career transitions.
-Helps professional counselors open up important areas that are typically ignored in traditional forms of career counseling
-Helps people bring to the surface assumptions that may not have been examined and that could be preventing them from achieving their own desires.
-The CBI is most useful when administered at the beginning of the counseling process. Author: John D. Krumboltz
Publisher: Consulting Psychologists Press, Inc.
Copyright Date: 1999 Purpose and Recommended Use of the CBI Available Forms The forms that are available for the CBI are:
- Career Beliefs Inventory Self-Scorable Booklet and Results
-Exploring Your Career Beliefs
A Workbook For The
Career Beliefs Inventory
- Career Beliefs Inventory
Applications and Technical Guide The Dimensions the CBI Intends to Measure Administering the CBI Scoring Procedures CBI Test Items The Norm Group Validity Data (Technical Manual) Validity Data Reliability Data
(Technical Manual) Administration Results Proposed Validity Study References -Two options for administering the CBI:
-Online scoring at CPP scoring center
-Self scoring booklet
-PC-Read estimated grade level is 7.9 and PC-style grade level estimated it to be 8.3.
-Suggests that 8th graders are the youngest group that would be able to benefit from the CBI.
-Average completion time is 25 minutes (additional 25 mins. for scoring if using self-scoring version)
-The directions are as follows:
This inventory is designed to assess beliefs related to your career goals. Please read each statement below and decide to what extent you agree or disagree with it. There are NO right or wrong responses. This Inventory will be most helpful to you if you answer honestly.
Using the scale shown at the top of each page, choose the number that represents your response to each statement. Then with an ordinary #2 pencil, fill in the appropriate bubble on the answer sheet.
Be sure to complete BOTH sides of the answer sheet. I can start working at one kind of job and then change to some other work.
I aim for the top in everything that I do even if I sometimes fail.
When my career goal is unclear, I don't try very hard at what I'm doing.
I want the people who are important to me to approve of the kind of work I do.
One college is basically the same as any other
I want someone to tell me what work is best for me. - Based on 7500 people in the U.S. (12 states) and Australia
-Not considered a random sample
-Computed for eight groups
-Norms are based on the responses of participants who answered every item making up that scale
-Precise norms are unimportant in interpreting the CBI since scores are based on an absolute scale without regard to how other people scored page 23 Test- Retest
Cronbach-Alpha (Internal Consistency)
CBI was deliberately designed to yield only moderately high reliability coefficients because:
1. It was unnecessary for the instrument's purpose
2. It would be impractical
3. The consequences would not have been serious
4. Higher reliability would have been gained at the cost of reducing the instrument's conceptual breadth and complexity. Norm Group -The norm tables report percentiles associated with each group's raw scores on a particular scale
-Norms can be used to help clients see just how common, or uncommon, their particular belief may be irrelevant if the belief is not causing difficulties. By the same token, a very common belief could be the source of a significant problem for some individuals. A low score on a scale indicates that a belief related to that scale may be blocking a person's career path. 25 scales that look at:
-My Current Career Situation (4 scales)
-What Seems Necessary for My Happiness (5 scales)
-Factors that Influence My Decisions (6 scales)
-Changes I Am Willing to Make (3 scales)
-Effort I Am Willing to Initiate (7 scales) Scale Scores
Positively Worded Items
Strongly Agreeing = 5
Strongly Disagreeing= 1
Intermediate Points = 4, 3, 2 respectively
Negatively Worded Items
Strongly Agreeing = 1
Strongly Disagreeing= 5
Intermediate Points = 2, 3, 4 Brooke's Results
Danielle's Results Study: The Construct Validity of Scores on the Career Beliefs Inventory (Walsh, Thompson, Kapes, 1997) Measured construct validity using factor analysis (confirmatory first-order and exploratory second-order analyses)
Two samples n=251 and n=1,788
Found that clusters of beliefs can be measured using CBI, however, the factors do not match well with the scale clusters used in CBI score reports. Face Validity
CBI has direct statements in which clients respond by agreeing or disagreeing
There are no trick questions
Asking people their beliefs is a straightforward way of discovering them.
Consistently valid scales are:
Scale 20- Persisting while uncertain
Scale 25-Working Hard
Scale 11- Responsibility-positively associated to satisfaction
Full time adult students and female employed adults had high correlation with beliefs and satisfaction. College undergraduates had the fewest. Construct Validity
Measures different constructs than the Strong Interest Inventory Validity Data