Vocational

Meet individual needs with our career exploration and planning assessment tools, providing alignment of interests and skills with career options. Can be used by teachers and counselors in middle- and secondary schools, two- and four-year colleges, and programs in job training and re-training, welfare-to-work and vocational rehabilitation.

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16PF® Fifth Edition

Assessment of normal personality used in multiple settings.

Beta III

Obtain a quick assessment of adults' nonverbal intellectual abilities.

Campbell™ Interest and Skill Survey (CISS®)

Vocational interest and skills inventory with career planner for college-bound or college-educated individuals.

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Career Assessment Inventory™- The Enhanced Version

Occupational interest inventory for college-bound and non-college-bound individuals.

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Career Assessment Inventory™- The Vocational Version

Vocational interest inventory for individuals who plan to enter careers immediately after high school or to attend community college or trade school.

CDM® Internet

CDM®- Videos: Tour of Your Tomorrow Video Series

Second Edition features new interviews & new insights for today's new workplace! Workers show how their talents and personal traits are rewarded in their career choices!

CDM®-R: Harrington-O'Shea Career Decision-Making® System–Revised

Self-scored career planning assessment of abilities, interests, and work values

Interest Determination, Exploration and Assessment System® (IDEAS™)

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Sigma Survey for Police Officers (SSPO) & Sigma Survey for Security Officers (SSSO)

Job-specific content helps ensure relevance.

Student Styles Questionnaire™

Analyze students in four scales: Extroverted/Introverted, Thinking/Feeling, Practical/Imaginative, and Organized/Flexible. The Student Styles Questionnaire™ is patterned after the original Jungian constructs that were popularized by Myers and Briggs. Students respond to 69 forced-choice questions related to real-life situations to express their individual styles. Each item is a brief description of an everyday event, followed by two mutually exclusive alternative responses that indicate the student's preferred style. The Student Styles Questionnaire measures preferences, not actual behaviors; students are encouraged to respond in terms of what they like to do.