Online Career Assessment: Matching Profiles and Training Programs Bryan Dik, Ph.D. Kurt Kraiger, Ph.D.

Overview The problem One solution: The Virtual Workforce Assessment Network What is it? How it works Phase 1 pilot test of V-WAN effectiveness Study overview Results Next steps Future possibilities

The Problem Retention Nationally, only half finish or transfer within 6 years In Colorado, fewer than 1 in 4 full-time community college students complete a degree within 3 years Career development needs Vocational psychology research points to a high percentage of adults showing a need for: -career direction -assistance with identifying and pursuing training needs What might cause these problems? Incomplete or inaccurate knowledge of the self, opportunities in the world of work, and of how to design and implement a career plan Low self-efficacy, few resources for coping with career challenges

One Solution: The Virtual Workforce Assessment Network (V-WAN) What is it? Empirically supported, free, user-friendly career planning tool Provides a battery of career assessments online Creates personalized psychological profiles that integrate interests, values, personality, and self-estimated abilities and skills Recommends occupations predicted to be a good fit How does it work?

How does V-WAN work?

Using V-WAN in Community Colleges Purpose of the FIPSE grant: Customize V-WAN for the community college context Test its effectiveness Customization: Links recommended occupations to Plans of Study at the community college in which the user is enrolled

Pilot Test of V-WAN Effectiveness (Phase 1) Study Design: Experiment using Randomized Clinical Trial (RCT) methodology Three conditions were compared: 1. V-WAN only 2. V-WAN plus brief workshop 3. Control group

V-WAN Workshop Brief (90 minutes) Facilitated by counselors using a manual (script) Designed to address questions and promote deeper exploration in a supportive environment Developed with attention to “critical ingredients” found in effective career development interventions Personalized assessment information Provision of accurate occupational information Written goal-setting exercises Strategies for building support Effective modeling

Procedure Students at two Colorado community colleges were contacted via and flyers Offered a modest financial incentive Randomly assigned to conditions Administered surveys before (pre) and after (post) the intervention period

Participants N = 120 for Phase 1 Gender: 73.1% women Age: Mean = years (SD = 10.96), range of Race/ethnicity: 60.2% White/European American 12.9% Latina/o 5.4% Asian/Pacific Islander 5% Black/Afr. Amer., Amer. Indian, other Year in School: 75% in first or second year

Pre- and Post- Instruments Wide range of career development attitudes were assessed: Career optimism Career adaptability Career locus of control Satisfaction with academic major Career decision-making difficulties Sense of career as a calling Career decision self-efficacy

Post-intervention Results Career Decision Self-Efficacy (F=3.83, p <.05, partial η 2 =.064)

Post-intervention Results Career Adaptability (F=3.12, p <.05, partial η 2 =.053)

Post-intervention Results Sense of Calling (F=4.70, p <.05, partial η 2 =.099)

Results Summary At the post-intervention period, students in the V-WAN + workshop condition reported greater career decision self- efficacy, career adaptability, and sense of calling than students in the control condition. Differences found for other outcomes were not significant

Take-home messages from initial pilot The V-WAN + workshop intervention produced moderate to large effects on three key outcomes, compared to a control group. All three outcomes have been shown in vocational psychology research to have robust associations with career development progress and success The workshop appears to magnify and enhance the impact of V-WAN alone. Consistent with other intervention research May be due to deeper engagement with results, or working alliance with workshop facilitator

Limitations and Next Steps Further research is needed with a larger sample and more sufficient statistical power Would allow more sensitive tests of V-WAN impact on all outcomes Would allow a test of demographic (e.g., gender, race/ethnicity) and other variables as potential moderators of V-WAN effectiveness Longitudinal research will examine the duration and extent of V-WAN’s impact on career outcomes. Further research is needed on ways to modify V-WAN to deliver benefits similar to V-WAN + workshop

Future of V-WAN Enhance the quality and depth of feedback provided Add new interactive features and exercises to encourage deeper engagement with assessment feedback Test additional ways of augmenting V-WAN (e.g., distance counseling) Further develop matching potential from students with occupations to job seekers with employers could streamline the recruitment and hiring process, providing a win-win for students on the job market and organizations looking to hire

Questions? V-WAN: Bryan Dik: Kurt Kraiger: