Introduction to the Newly Revised Strong Interest

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Transcript Introduction to the Newly Revised Strong Interest

Introduction to the
Newly Revised
Strong Interest Inventory® Tool
George Fitzsimmons, Ph.D.
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Indicators of Success at Stanford
University~1920
 Honours Students remain committed to their first
admission Major
 Field experiences are 'comfortable' for students
 Job satisfaction in their Major field is realized
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About the Author
Edward K. Strong
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Searched for occupationally related interests, activities, attitudes, academic
courses, and occupational titles as measured using professional samples.
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Those test items that 80% of the job satisfied, experienced professionals
marked in the same way (Like, Indifferent, or Dislike) would become the
scoring key for that profession.
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The more similar an individual's responses were to the key, the more likely
they would share similar interests, attitudes, beliefs, and values with their
course of studies, instructors and eventually colleagues.
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Normed with working professionals in a specific occupation, key by gender.
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Strong Theory
 What people do is a reflection of their interests
 People of similar interests will be satisfied in those
occupations given their values, knowledge, and
abilities are also the same
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Accountants
 21 years old
 Satisfied in their work
 3 years in occupation
 Typical work tasks
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Strong Theory
 What people do is a reflection of their interests
 People of similar interests will be satisfied in those
occupations given their values, knowledge and
abilities are also the same
 The Strong measures interests, not abilities
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From Job Specific to a
More Generalizable Typology
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John Holland's observations about social learning, skill development,
and home/family/work environment provided six cluster analyses.
These are now known as the Realistic, Investigative, Artistic, Social,
Enterprising, and Conventional types
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John Campbell incorporated this typology in a 1974 revision known to
many as the Strong-Campbell Interest Inventory
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General Representative Sample (GRS) by gender 2,250+2,250
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Power of One Instrument with:
220 sets of Occupational Standards
Compares client to response patterns of happy, experienced,
workers of same gender
and
Two substantial representative samples
Compares client to same gender population of "everywoman" or
"everyman"
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Who can take the Strong?
 Must be fluent in English
 Grade 8 is earliest, better in Grade 10
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Interests stabilize around age 25, although
pattern evident by Grade 8
 Grade 8 reading level
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Overview of Revised Strong
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Data collection represents U.S. population
New 5 point question format
Updates to the General Occupational Themes
Advances to the Basic Interest Scales
Updates to the Occupational Scales
Addition to the Personal Style Scales
Report designed to improve client understanding
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Changes to Items on
Questionnaire
 New question content
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Six sections on the inventory down from eight
 New 5-point question format
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Strongly Like
Like
Indifferent
Dislike
Strongly Dislike
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New Item Format
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Before a Student takes the
Strong, remind them…
 To take the assessment at a time and place that is relaxed
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and quiet, where they won’t be disturbed
To take the entire assessment at one sitting
To allow 30-45 minutes to complete the assessment
That no one answer will affect their results, so try to give
the first answer that comes into their mind
That their results are confidential and won’t be shared
without their permission
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Strong Profile Sample Report
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Strong Profile, page 9
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The Hexagon of General
Occupational Themes (GOTs)
Realistic
Investigative
Conventional
Enterprising
Artistic
Social
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A Counsellor’s Codes
 Career Counselor
 Career Director
 “Mature” Director
 Education Consultant
- SEA
- EAS
- AES
- EAS
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GOT: Realistic
Realistic
Investigative
Artistic
Conventional
Enterprising
Social
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Realistic: The Doers
 Likes to work with their hands, tools, machinery,
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computer networks
Rugged, practical, physically strong
Enjoy fixing, building, repairing, working outdoors
Described as practical, persistent, adventurous,
sensible, self-reliant
Buys boats, campers, hiking/sporting equipment,
power tools, GPS
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Realistic
Work Environments
 Manufacturing or industrial firms with tangible products
 Construction, mining and energy industries
 Transportation fields (air, trucking, local transit, etc.)
 The outdoors; small, rural communities
 Situations calling for minimal interaction with others
 Situations permitting casual dress
 Organizations structured with clearly drawn lines of authority
(armed forces, law enforcement, etc.)
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Realistic Job Titles
 Forester
 Law Enforcement
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Officer
Carpenter
Engineer
Veterinarian
Computer & IS
Manager
Radiologic Technologist
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Realistic Theme
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What kind of car do they drive?
Chevy Truck, 4-wheel drive SUV, Jeep
What would be their ideal vacation?
Camping, attend sporting event, fishing, golf school,
outward bound, hiking, National Hiking Trail of Canada
What motivates them?
Hands-on, tangible results
What do they read?
Sailing magazines, western and adventure novels,
home repair booklets, ESPN magazine, Sports Illustrated
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GOT: Investigative
Realistic
Investigative
Artistic
Conventional
Enterprising
Social
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Investigative: The Thinkers
 Likes to gather information, uncover new facts/theories,
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and interpret data
Have a strong scientific, inquiring orientation
Potentially competent in science, math, analysis,
writing and problem solving
Described as curious, independent, reserved, rational,
non-conforming
Buys telescopes, computers, electronic equipment,
books, puzzles
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Investigative –
Work Environments
 Unstructured organizations that allow freedom in
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work styles
Research and design laboratories and firms
Universities and colleges
Medical facilities
Computer-related industries
Scientific foundations and think tanks
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Investigative Job Titles
 Chemist
 Software Developer
 R&D Manager
 Veterinarian
 University Professor
 Respiratory Therapist
 Physician
 Science Teacher
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Investigative Theme
 What kind of car do they drive?
 Bicycle, Volvo, “Hybrid”
 What would be their ideal vacation?
 Archeological dig, space camp, science museum, African safari,
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Smithsonian, scuba diving, visit ruins
What motivates them?
Curiosity, learning, knowledge
What do they read?
Scientific journals, real-life crime novels, mystery novels,
Consumer Reports, science fiction novels, biographies
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GOT: Artistic
Realistic
Investigative
Artistic
Conventional
Enterprising
Social
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Artistic: The Creators
 Enjoys art, music, drama, anything cultural
 Creativity expressed in many forms
Ideas, writing, appreciating and/or creating art,
counseling, developing programs, etc.
 Described as impulsive, non-conforming &
independent
 Buys art objects, art supplies, theater tickets,
music CD’s, musical instruments, colorful things
—
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Artistic Work Environments
 Unstructured, flexible organizations that allow self
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expression
Artistic studios (preferably their own)
Theaters and concert halls
Institutions that teach artistic skills (universities,
music & dance schools, art institutes, etc.)
Museums, libraries, galleries
Advertising, public relations, graphic design and
interior-design firms
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Artistic Job Titles
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Artist
Architect
Librarian
Lawyer
Urban & Regional
Planner
Broadcast Journalist
Medical Illustrator
Public Relations Director
Musician
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Artistic Theme
 What kind of car do they drive?
 Volkswagen Bug, PT Cruiser, Cargo Van, Mini Cooper
 What would be their ideal vacation?
 NYC to see Broadway shows, Venice to see art, art/acting/dance
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workshop, visit museums/galleries
What motivates them?
Self- expression
What do they read?
Pulitzer prize novels, artistic technique books,
book reviews, Rolling Stone magazine
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GOT: Social
Realistic
Conventional
Enterprising
Investigative
Artistic
Social
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Social: The Helpers
 Likes to work with people, often in groups
 Enjoy helping, nurturing, and teaching, especially
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young people
Solve problems through discussions of feelings and
interactions with others
May enjoy working with people through leading,
directing and persuading.
Described as humanistic, idealistic, cooperative
Spends money on social events and charity
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Social –
Work Environments
 Social service agencies
 Schools
 Religious organizations
 Human resources departments
 Medical service and healthcare
facilities
 Mental health clinics
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Social Job Titles
 Parks & Recreation
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Manager
Social Worker
Athletic Trainer
School Counselor
School Administrator
Registered Nurse
Elementary School Teacher
Dietitian
Community Service Director
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Social Theme
 What kind of car do they drive?
 Mini-van, SUV, school bus, Suburban
 What would be their ideal vacation?
 Habitat for Humanity, Cruise with their friends/family, family
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reunion, beach house vacation, Disney Land
What motivates them?
Helping others
What do they read?
Oprah magazine, People magazine, Nora Roberts novels,
Living section of newspaper, self help books
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GOT: Enterprising
Realistic
Investigative
Conventional
Enterprising
Artistic
Social
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Enterprising:The Persuaders
 Enjoy working with other people and leading them
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toward organizational goals and/or economic success
Likes to lead groups, give speeches, manage people
and projects, persuade
Seeks positions of leadership, power, status
Described as persuasive, adventuresome, competitive,
energetic, sociable, optimistic
Buys nice cars, good clothes, country club
memberships, latest electronic equipment
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Enterprising –
Work Environments
 Industrial and manufacturing firms
 Government and political organizations
 Seats of power and finance (large corporations,
brokerage firms, executive offices, etc.)
 Retail and wholesale firms
 Fund-raising organizations
 Independently owned businesses
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Enterprising Job Titles
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Investments Manager
Restaurant Manager
Realtor
Operations Manager
Buyer
Marketing Manager
Human Resources
Manager
 Chef
 Elected Public Official
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Enterprising Theme
 What kind of car do they drive?
 Lexus, Porsche, BMW, Cadillac, Lincoln, high-end SUV
 What is their ideal vacation?
 Luxury cruise, spa retreat, African safari, week of golf,
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week in the the Hamptons or Cape Cod, skiing in Lake
Tahoe, anywhere they can network
What motivates them?
Persuading others
What do they read?
Wall Street Journal, Travel and Leisure magazine, Fortune,
Donald Trumps biography, Steven Covey books
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GOT: Conventional
Realistic
Investigative
Conventional
Artistic
Enterprising
Social
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Conventional:The Organizers
 Likes activities requiring attention to detail,
organization, accuracy and data systems
 Enjoys mathematics and data management
activities
 Described as practical, organized, systematic,
accurate, conscientious
 Spend their money on bonds and CD’s, PDA’s, file
cabinets and shelves, hobby collections
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Conventional –
Work Environments
 Large corporations
 Business offices
 Financial institutions (banks, credit companies, etc.)
 Accounting firms
 Quality control and inspection departments
 Structured organizations with well-ordered chains of
command
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Conventional Job Titles
 Banker
 Computer Systems
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Analyst
Paralegal
Actuary
Financial Analyst
Accountant
Nursing Home
Administrator
Food Services Manager
Business Education
Teacher
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Conventional Theme
 What kind of car do they drive?
 Honda Accord, Saturn, fuel efficient
 What would be their ideal vacation?
 Habitat for Humanity, site-seeing in historical city, knitting
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workshop, pre-programmed tour, volunteer at food bank,same
beach house every year
What motivates them?
Organizing and bringing order to data/things
What do they read?
Real Simple magazine, Martha Stewart Living magazine,
“beach” novels, how-to & hobby books, investment magazines
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The Hexagon of General
Occupational Themes
Realistic
Conventional
Enterprising
Investigative
Artistic
Social
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Flat Profiles
 Narrow or well-defined interests
 Little knowledge of the world of work
 Cultural differences
 Altered mood
 Pervasive “indifferent” or “dislike” style
 Low self-esteem
 Family or peer pressure
 Unwillingness to work
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Strong Profile, page 9
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Total Percentage
Normal Ranges
Mean
Bounds
Strongly Like
11
0 - 27
Like
24
5 – 43
Indifferent
25
5 - 45
Dislike
19
0 - 39
Strongly Dislike
21
0 - 56
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Elevated Profiles
 Multi-potentialed
 Diversity of interests
 Desire to keep all their options open
 Trying to please everyone
 Fear of appearing negative
 Pervasive “like” or “strongly like” style
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Strong Profile, page 9
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Strong Profile, page 2
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Strong Profile, page 2
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Strong Profile, page 2
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Interpretive Comments
 Very high
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More interest than almost all women/men
Top 10% of people with this interest
 High
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More interest than most women/men
15% above Moderate interest group
 Moderate
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About as much interest as most women/men
50% of population will be here
 Little
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Less interest than most women/men
15% below Moderate interest group
 Very little
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Less interest than almost all women/men
Lowest 10% of people with this interest
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Strong Profile, page 2
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GOT Standard Score Ranges
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Note: N = 2,250 (1,125 women and 1,125 men); numbers in parentheses above are percentiles.
*Strong Interest Inventory Manual © 2005, by CPP, Inc. Printed with permission.
General Occupational Themes
Discuss with a partner
What does it mean if your student’s top Strong
code has a shorter bar than the second Strong
code underneath it.
John Switch
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GOT Standard Score Ranges
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Note: N = 2,250 (1,125 women and 1,125 men); numbers in parentheses above are percentiles.
*Strong Interest Inventory Manual © 2005, by CPP, Inc. Printed with permission.
Strong Profile, page 2
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General Occupational Themes
 Look over all 6 Theme descriptors on the
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Strong Profile, p. 2
Underline any that seem like a good fit for you.
Cross out any that don’t appeal to you.
Confirm your top 3 theme codes in order of
preference.
Share with partner how your theme code is reflected
in your current occupation
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Strong Profile, page 9
AES
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Strong Profile, page 3
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Strong Profile, page 9
AES
ECS
ESA
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Basic Interest Scale Questions
 How will your high and very high Basic Interest
Scales be satisfied in the career you are
considering?
 How will your top 5 Basic Scales be incorporated
into either your career or personal life?
 How could your life be enriched by incorporating
more of your top 5 Basic Interest Scales into your
work, leisure, school, and family?
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New Basic Interest Scales
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Computer Hardware and Electronics R
Protective Services R
Research I
Human Resources and Training S
Social Sciences S
Marketing and Advertising E
Entrepreneurship E
Taxes and Accounting C
Programming and Information Systems C
Finance and Investing C
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Re-titled
Basic Interest Scales
2004 BIS
1994 BIS
Mechanics and Construction
Mechanical Activities
Military
Military Activities
Visual Arts and Design
Applied Arts
Performing Arts
Music/Dramatics
Writing and Mass
Communications
Writing
Teaching and Education
Teaching
Religion and Spirituality
Religious Activities
Healthcare Services
Medical Service
Management
Organizational Management
Office Management
Office Services
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Strong Profile, page 4
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Strong Profile, page 5
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Meaning of Occupational Scores
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< 20 Likes and dislikes are mostly opposite of satisfied workers in that
occupation; not a good match
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20–29 Likes and dislikes are somewhat opposite of
those of
satisfied workers in that occupation; may not be a good match
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30–39 Shares some likes and some dislikes of satisfied workers in that
occupation; may or may not be good match
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40–49 Shares many of the likes and dislikes of satisfied workers in that
occupation; could be good match
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> 49 Shares most of the likes and dislikes of satisfied
the occupation; may be a very good match
workers in
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Strong Profile, page 6
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Strong Profile, page 7
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New Occupational Samples
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Administrative Assistant
Chiropractor
College Instructor
Computer & IS Manager
Computer Scientist
Computer Systems Analyst
Editor
Engineering Technician
ESL Instructor
Financial Analyst
Financial Manager
Firefighter
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Geographer
Network Administrator
Operations Manager
Production Worker
Recreation Therapist
Rehabilitation Counselor
Retail Sales Representative
Sales Manager
Technical Sales Representative
Technical Support Specialist
Top Executive
Urban & Regional Planner
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With a partner, discuss…
 What could it mean if a student scored
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Very similar on the Occupational
Scale for Attorney
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And “Low” for the Basic Interest
Scale for Law?
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With a partner, discuss…
 What could it mean if a student scored
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Similar on the Occupational
Scale for Chef
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And “High” for the Basic Interest
Scale for Culinary Arts?
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Strong Interpretive, p. 5
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Strong Interpretive, p. 6
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Determining Your
Occupational Scales Theme Code
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Turn to p. 4 of the Strong Profile
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Copy the 1 to 3 letter theme code for each occupation on the Top 10
occupation list in the column below labeled “Codes for Top 10
Occupations” under #5
Assign points for each of the letters in the 10 codes as follows:
Theme Letter
Points
1st position
3
2nd position
2
3rd position
1
Single one-letter code 4
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Total the six Theme columns
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Largest 3 numbers is the OS Theme Code
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Profile Summary, page 9
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Strong Profile, page 8
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Ranges for Work Style and
Risk Taking Scales
Mean
Mid range
Women 54
Men
46
49 – 59
41 – 51
Risk Taking Women 45
Men
56
40 – 50
51 – 61
Work Style
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Profile Summary, page 9
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Strong Interpretive, p. 1
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Strong Interpretive, p. 2
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Strong Interpretive, p. 3
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Strong Interpretive, p. 4
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Strong Interpretive, p. 5
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Strong Interpretive, p. 6
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Strong Interpretive, p. 7
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Strong Interpretive, p. 8
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Strong Interpretive, p. 9
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Strong Assessment Resources
 Strong Interest Inventory Manual
 Strong Interest Inventory User’s Guide
 Where do I go next? (workbook)
 Strong Interest Explorer, Self-Scorable
 MBTI Career Report
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Psychometrics Canada Ltd.
Services & Resources

Online testing
www.CareerID.com

Sample reports www.psychometrics.com/downloads

Product catalogue
— Strong products on pgs. 29-35
— Online testing on pgs. 64-66
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Thank You!
George Fitzsimmons, Ph.D.
President
Psychometrics Canada Ltd.
800-661-5158
[email protected]
Strong Interest Inventory is a registered trademark, and the Strong and CPP logos are trademarks of CPP, Inc. MBTI ,
Myers-Briggs, and Myers-Briggs Type Indicator are trademarks or registered trademarks of the Myers-Briggs Type
Indicator Trust in the United States and other countries.
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