Career Maturity Inventory Presentation.

1. 1
Career Maturity Inventory Test
Melissa Atkinson, Monica Castro, Claudia Chandler,
Brocha Cohen & Erika Ober

2. 2
History + Overview
Monica Castro
Purpose + Usage
Melissa Atkinson
Norming
Brocha Cohen
Method and Results (Form C)
Erika Ober
Interpretation and Interventions (Form C)
Claudia Chandler
References + Questions
1
2
3
4
5
6

3. Career Maturity Inventory Timeline
3
Brief History of CMI Revisions
1973
John Crites
constructed the
Career Maturity
Inventory
1973 1978 1995 2011 2014
1978
Crites revised the test
to provide a more
specific diagnoses
1995
Revised the 1978 test
version in order to be
more user friendly
2014
Used in schools and
institutions as Form C
2011
Developed CMI into
FORM C

4. 4
History
‣ 1973 John Crites constructed the Career Maturity
Inventory (CMI)
• Wanted to distinguish between consistency of vocational
choice and wisdom of development between ones
occupational choice and ones interest, abilities and
experience.
‣ Original Career Maturity Inventory
• Attitude Scale: 50 items, T/F, 30 minutes
• Competence Test: 100 items, 5 parts, 2 hours

5. 5
First Revision
‣ In 1978 Crites revised the test to provide a more
specific diagnoses
• Added 25-new items to the Career Maturity Inventory-Attitude
scale in 2 different forms: Counseling form (B-1) and
Screening form (A-2)
‣ Form differences
• A-2 used for research and screening purposes

6. Counseling Form (B-1)
6
Included 25 new questions added to the original 50-item
attitude scale creating 5 subscales
Also includes 5
competency variables
‣ Self-appraisal
‣ Occupational information
‣ Goal selection
‣ Planning
‣ Problem solving
Independence
Involvement
Decisiveness
Orientation
Compromise

7. 7
1995 Revision of CMI
‣ Revised the 1978 test version
in order to be more user
friendly
‣ Made applicable to students
and adults
‣ Subscales were eliminated

8. 2011 Revision
8
Revised again by Savicks in 2011, constructed what is
known as Form C with 4 subscales
Form C
‣ Consisted of a total of 24
questions, combination of
attitude and competency
‣ Agree/disagree format
‣ Can be both machine
scored and hand scored
Concern
Confidence
Curiosity
Consultation

9. History + Overview
Monica Castro 1
9
Purpose + Usage
Melissa Atkinson
Norming
Brocha Cohen
Method and Results (Form C)
Erika Ober
Interpretation and Interventions (Form C)
Claudia Chandler
References + Questions
2
3
4
5
6

10. 10
What is the Career Maturity
Inventory test for?

11. 11
The Career Maturity Inventory
is used for teaching students the process of
career decision-making as well as help them
gain career maturity.

12. 12
The CMI
‣ It is used for students up to
grade 12
• to gain personal insight into
the processes of making
career decisions
• as well as the readiness of
such choices
- (Hays, 2013, p. 211).

13. Primary Uses
13
The CMI is used to measure the maturity of a person’s
attitudes and competencies necessary to make a realistic
career choice.
Attitudes Competencies

14. 14
CMI does not measure
the cognitive competencies, which include
comprehension and problem-solving abilities

15. 15
Recommended
to be used as a screening tool to address areas
of concern where the clients may not have
enough information about themselves or the
world in order to make a realistic career decision
(Powell & Luzzo,
1998).

16. History + Overview
Monica Castro 1
16
Purpose + Usage
Melissa Atkinson
Norming
Brocha Cohen
Method and Results (Form C)
Erika Ober
Interpretation and Interventions (Form C)
Claudia Chandler
References + Questions
2
3
4
5
6

17. Reliability, Validity and Norms
17
Major
Contribution
Content
Measure
Crites attempted to understand the differences
between career choice content and career choice
processes
Content refers to which field one should enter,
including interests and abilities. Within content
were subdivisions of consistency towards
vocational choice and wisdom/realism in the choice.
The processes were categorized into career choice
attitudes and career choice competencies.
The CMI measures all these categories

18. CMI ‘Form C’
18
Normed
CMI is normed for mostly adolescents and
recently for young adults
Inclusive
The revised version is made to work for
high school students and postsecondary
adults, also eliminating race, ethnic and
cultural biases
Efficacy
The CMI was normed through research and
clinical studies by Crites for career
development with adolescents

19. Validity
19
The CMI construction is based on the idea that developmental
variables have to be related to time in that they either increase or
decrease with age.
In order to determine validity items have only been selected for the
CMI if they increase or decrease with time, this is effective with the
school age.
As evidence of validity, one see an increase in the CMI as a function
of age and grade levels
Past studies have found correlations between the CMI and realism in
career choice in secondary school students
Another correlation was found between 11th grades career maturity
levels and occupational plans scores
✔
✔
✔
✔
✔

20. Efficacy
20
Career Maturity Inventory Test
‣ A recent study was conducted to
determine internal reliability from the
CMI-R with a sample of 157 students
from five public high schools, ages
ranging from 14-19
‣ Each student was administered a few
career tests; biographical information
was taken and the test was given over
a period of two weeks and was
administered in school.
‣ Results for reliability, for the attitude
scale was .54, for the competence test
was .52 and the entire inventory was
.61.
‣ There was a significant difference in
females scoring higher than males for
the competence test
‣ There was a significant difference in
age level and grade for the attitudes
test
‣ Modest validity compared to the
original CMI, Low level of reliability
compared to its predecessor and The
original CMI values of internal
reliability range somewhat higher

21. 21
‣ CMI-R and CMI Form C lacks psychometric data
concerning validity and reliability
‣ CMI Form C was designed to gain more reliability
‣ More studies need to be done to determine real
reliability and validity
‣ McDivitt (2002) believes that the CMI greatly
enhances teaching students the processes of career
decision making and helping them gain career
maturity.

22. 22
History + Overview
Monica Castro
Purpose + Usage
Melissa Atkinson
Norming
Brocha Cohen
Method and Results (Form C)
Erika Ober
Interpretation and Interventions (Form C)
Claudia Chandler
References + Questions
1
2
3
4
5
6

23. 23
CMI Form C
• Consists of 24 questions
• The present research revised the CMI by
applying Savickas’ theory of career
construction to the 75 items in Form B-1

24. 24
“Students should approach career
choice tasks with concern for their
futures, a sense of personal control over
their careers, the curiosity to experiment
with possible selves and explore social
opportunities, and the confidence to
engage in designing their occupational
futures and executing plans to make
them real.”
Theory of Career
Construction

25. The 4 C’s
25
End Result Consists of 5 scores: A career readiness score
based on the 18 Q’s from the Confidence, Concern, and
Curiosity Scales; and the individual scores for each of the
categories.
Confidence
‣The Confidence Scale measures the extent to
which an individual has faith in her or his ability
to make wise career decisions and realistic
occupation choices.
Concern
Curiosity Consultation
‣The Curiosity Scale measures the extent to
which an individual is exploring the work world
and seeking information about occupations and
their requirements
‣The Concern Scale measures the extent to
which an individual is oriented to and involved in
the process of making career decisions.
‣The Consultation Scale, which measures the
extent to which an individual seeks assistance in
career decision making by requesting information
or advice from others. Higher scores suggest a
more interdependent relational style and lower
scores suggest a more independent relational
style.

26. 26
History + Overview
Monica Castro
Purpose + Usage
Melissa Atkinson
Norming
Brocha Cohen
Method and Results (Form C)
Erika Ober
Interpretation and Interventions (Form C)
Claudia Chandler
References + Questions
1
2
3
4
5
6

27. Interpretation and Interventions
27
For students scoring low on any of the 4 C’s there are
specific career development interventions that may be
useful to them
Concern
Curiosity
Confidence
Future time perspective or increase awareness of
imminent and intermediate developmental tasks
Arouse interest in exploring the future, learning
information-seeking behaviors, or investigating
appealing occupations
Build general self-esteem, increase decisional self-efficacy,
and connect present behavior to future
goals.

28. 28
Teaching the Test
Unlike intelligence and personality tests,
teachers and counselors want students to know
the more adaptive attitudes so counselors may
teach them directly.

29. Three Step Cycle
29
Non-directive exploration, directive shaping and active
learning
Non-directive
exploration
Open questions, restatement of
relevant content, reflection of
feeling, silence, and
clarification of meaning
Directive
Shaping
Instruction, persuasion,
verbal modeling,
storytelling, and
reinforcement.
Active Learning
Behavioral modeling,
homework assignments, role-playing,
and feedback to guide
instrumental learning
1
2
3

30. 30
References
Busacca, L. A., & Taber, B. J. (2002). The Career Maturity
Inventory-Revised: A preliminary psychometric
investigation. Journal of Career Assessment 10(4),
441-455. doi: 10.1177/1069072702238406
Hays, D.G., & Hood, A.B. (2013). Assessment in
counseling: A guide to the use of psychological
assessment procedures. (5th ed.). Alexandria, VA:
American Counseling Association
Powell, D., & Luzzo, D. A. (1998). Evaluating factors
associated with career maturity of high school students.
Career Development Quarterly, 47(2), 145-158.
Savickas, M. L, & Porfeli, E. J. (2011). Revision of the
Career Maturity Inventory: The adaptability form. Journal
of Career Assessment, 19(4), 355-374.