Finding a job isn’t about landing any position; it’s about discovering a fulfilling career that matches a job seeker’s unique abilities, interests, skills, and strengths. As an employment specialist, your role is crucial in helping individuals recognize these qualities in themselves and create a framework for their employment journey. Various tools that can help a job seeker uncover their vocational goals are at your disposal. It’s important to use all of them to gain a holistic view of who the job seeker is and what they want to achieve.
What’s the Difference?
The following terms might sound similar, but they each have a unique meaning when working with job seekers:
- Interests: What someone wants to learn or know more about, like being curious about rollercoasters or cars.
- Strengths: Inherent talents or abilities, like having a pleasant demeanor in stressful situations.
- Skills: Learned competencies or proficiencies acquired through practice and experience, like how to change a tire.
- Abilities: The capacity to effectively apply one’s interests, strengths, and skills to achieve desired goals.
Why Assessments Matter:
Assessments are measurable tools that show evidence of aptitude or areas needing growth. They help validate vocational themes and pave the way towards fulfilling employment. Assessments offer 
valuable insights into who an individual is and are a great tool to use in Discovery to help guide activities. Remember, Discovery itself is not a standardized assessment. Rather, it represents an ecologically valid approach to answering the question, “Who is this person?” Assessment tools enhance the traditional Discovery processes by providing additional, nuanced information. They should vary and give a robust view of the individual.
- Strengths Assessment Tools: CliftonStrengths, High5, and VIA Character Strengths identify inherent talents. These tools provide detailed reports on an individual’s strengths, suggest suitable job roles, and offer insights into personal branding.
- Interest Assessment Tools: The Holland Code (RIASEC) Test and the O*NET Interest Profiler match interests with potential job roles. They help see if a job aligns with an individual’s interests.
- Skills Assessment Tools: Skills Matcher and MySkills MyFuture identify skills and match them with job roles. They also highlight skills that may need improvement to reach employment goals.
- Ability Assessments: Physical and cognitive assessments, group activities, hobbies, volunteering, job shadowing, and work experiences help test abilities. These real-world tasks show applicable skills and provide insight into how they translate to employment.
Engaging in assessments and similar tools supplements the discovery process and can help the job seeker overcome initial barriers to employment. Remember, there are many ways to identify strengths, skills, interests, and abilities. It’s not a ‘one-size-fits-all’ process. Any singular assessment tool is only a support to start or supplement the discovery process, giving structure and potential direction on the employment journey. Varied approaches will always be in the best interest of the job seeker. These types of assessments can be a great starting place to uncover the individual’s desired employment path.
Employment planning is a journey of self-discovery and exploration. By identifying strengths, skills, and interests that align, individuals can shape their aspirations toward achievable goals. Don’t forget, it’s not just about finding a job; it’s about finding a long-term career path that brings joy and fulfillment.
References
Beyer, S., & Meek, A. (2016). Supported work experience and its impact on young people with intellectual disabilities, their families, and employers. Advances in Mental Health and Intellectual Disabilities, 10(3), 207-220. https://doi.org/10.1108/AMHID-05-2014-0015
Clifton, D. O., PhD, Anderson, E., PhD, & Schreiner, L., PhD (2006). StrengthsQuest: Discover and Develop Your Strengths in Academics, Career, and Beyond (2nd ed.). GallUp Press. https://csweb.wooster.edu/svisa/fys/resources/Strengt%20Quest%20Lego/strengthsquest_book_04-07-091.pdf
FL Center for Inclusive Communities – the Discovery Process » LEAD Center. (2021, July 12). LEAD Center. https://leadcenter.org/state_policies/fl-center-for-inclusive-communities-the-discovery-process/
Gashi, L. J., Berxulli, D., Konjufca, J., & Cakolli, L. (2023). Effectiveness of career guidance workshops on the career self-efficacy, outcome expectations, and career goals of adolescents: An intervention study. International Journey of Adolescences and Youth, 28(1). http://dx.doi.org/10.1080/02673843.2023.2281421
Reardon, R. C., & Lenz, J. G. (1999). Holland’s Theory and Career Assessment. Journal of Vocational Behavior, 55(1), 102-113. https://doi.org/10.1006/jvbe.1999.1700
Robertson, P. J. (2013). The well-being outcomes of career guidance. British Journal of Guidance and Counseling, 41(3), 254-266. https://doi.org/10.1080/03069885.2013.773959
Schimmel, Annmarie J., (2008) The use of career assessments in transition planning: an exploratory study. Thesis. Rochester Institute of Technology. https://repository.rit.edu/cgi/viewcontent.cgi?article=8380&context=theses
Schoenfeld MJ, Thom J, Williams J, Stagg CJ, Zich C. (2024) Relationship between skill training and skill transfer through the example of bimanual motor learning. European Journal of Neuroscience. 59,(1), 54-68. https://doi.org/10.1111/ejn.16194
Young, K., & Rooney, D. (2023). Developing soft (employability) skills and work experience opportunities to prepare students with intellectual disability for open employment. BJSE, 50(4), 427-439. https://doi.org/10.1111/1467-8578.12484