Academic journal article Career Development Quarterly

Career Decisions: The Campbell and Ms. Flood

Academic journal article Career Development Quarterly

Career Decisions: The Campbell and Ms. Flood

Article excerpt

This article provides a procedure for interpreting the Campbell Interest and Skill Survey (CISS; Campbell, Hyne, & Nilsen, 1992) and illustrates how it might be used to generate hypotheses during the counseling process. Before considering the results of the CISS (see the Appendix for her report summary), I would ask Ms. Flood about the questions she hoped the inventory would address as well as her fantasies about her career and personal lifestyle. Although she requests help with focusing and decision making, it might be desirable to explore her options before focusing, especially if her CISS profile suggests other areas to consider. In addition to a general interpretation, the profile is examined based on choices Ms. Flood has made, options currently under consideration, and additional possibilities. Then the article addresses issues to be explored in counseling.


Using a graphic representation of the seven Orientations (Campbell, Hyne, & Nilsen, 1992), I would define each and indicate representative occupations, asking Ms. Flood to predict the two or three highest Orientations represented by the underlined letters, I, O, H, C, N, P, A (Campbell, 1994, p. 2): Influencing-influencing others through leadership, politics, public speaking, sales, and marketing; Qrganizing-organizing the work of others, managing, and monitoring financial performance; Helping-helping others through teaching, healing, and counseling; Creating-creating artistic, literary, or musical productions and designing products or environments; aNalyzing-analyzing data, using mathematics, and carrying out scientific experiments; Producing-producing products, using handson skills in farming, construction, and mechanical crafts; and Adventuring-adventuring, competing, and risk taking through athletic, police, and military activities.

As an overview, I would explain to Ms. Flood that the CISS measures her level of interest and confidence in her abilities on four types of scales: Orientation Scales, Basic Interest and Skill Scales, Occupational Scales, and Special Scales. Then using a blank copy of the Interest/Skill Patterns Quadrant Worksheet (see Figure 1), I would explain that the strength of her combined interests and confidence on each scale is represented by one of the terms Pursue, Develop, Explore, and Avoid (Campbell, Hyne, & Nilsen, 1992).

Pursue-areas worthy of serious consideration as interest and skill (self-confidence) scale scores are both high (55 or above); Developseek additional training to increase self-confidence or accept as hobbies, because interest scores are high (55 or above) and skill scores are lower (54 or below); Explore-gain an understanding of why the area is not more appealing or consider applying the skills to another field because interests are lower (54 or below) and skills are high (55 or above); and Avoid-activities not to consider because interests and skills are both low (45 or below). If both interest and skill scores are in a midrange or one is midrange and the other is lower, no pattern is reported. As we discuss the Orientations and Basic Scales, they will be plotted in the appropriate quadrants.

Next I would review the Procedural Checks with Ms. Flood, which are all valid, and point out that her overall response percentages for the interest items are fairly uniformly distributed among the six response categories with about half in a positive direction and about half, negative. This pattern was consistent across Occupations, School Subjects, and Varied Activities. The strength of her "likes" and "dislikes" for School Subjects was the most clearly differentiated. Review of the skill items revealed a similar response pattern with about half positive and half negative, which closely fits the normative response percentage distribution for women (Campbell et al., 1992).

Examination of the Special Scales would be next. Ms. Flood's scores on the Academic Focus Scales (I37/S50) seem inconsistent with both her stated interest and performance in pursuing a graduate degree. …

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