Everyone has a dream of what they aspire to be career-wise. Career cluster surveys are essential tools that help teachers, students, and or career advisors to decide which profession best suits an individual based on their characteristics. The two surveys that I have experienced this week enabled me to rate myself based on factors such as activities, personal qualities, and subjects that I enjoy the most. At the end of the surveys, I was able to determine the top three careers that best suit me. The results were almost similar to one another. While taking the survey, I realized that there are certain similarities and differences between the two career surveys, both having their weaknesses and strengths. The surveys serve as a guideline for helping career trainers to discuss career paths with students and do not mandate the learners to become professionals in the areas that the results show.
Career Cluster Interest Survey and Student Interest Survey for Career Clusters are two websites that are essential in determining one’s career path. These surveys provided me with a chance to rate the activities that I enjoy, my personal qualities, and school subjects that I like most. Student Interest Survey for Career Clusters is a survey that involves the student using a pencil and paper to fill out questions in the website (Student Interest Survey for Career Clusters, 2018). The first procedure is to print out the questions and fill in the boxes in each item by circling the choices that one makes. After that, a student adds up the total number of circles in each box and then check to see the box that has the highest number of circles. The student then finds the corresponding careers at the end of the survey questions to determine which one they qualify. The Student Interest Survey for Career Clusters is a tedious process that takes approximately fifteen minutes because it is manual. On the other hand, Career Cluster Interest Survey enables a student to take the survey online then view the results (Career Cluster Interest Survey, 2018). The student chooses to print the results or view them online. Career Cluster Interest Survey is automated and takes approximately five to ten minutes.
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The results of both surveys are almost similar. After taking the survey, the results I received showed that my most favorable career is education and training. Furthermore, both surveys highlighted human services and hospitality and tourism (Career Cluster Interest Survey, 2018). The results of the surveys show that the websites are more likely to be accurate in the results. Student Interest Survey for Career Clusters highlighted two more careers that are favorable for me. These professions are law, public safety, corrections and security, and government and public administration. Therefore, the results of the surveys are consistent and provide almost similar results regarding the three best careers I can pursue.
Both surveys are helpful in career training and technical education (CTE). The Student Interest Survey for Career Clusters provides questionnaires in two languages: Spanish and English. On the other hand, Career Cluster Interest Survey structures its questions in English (Primé & Tracey, 2010). The structures of their surveys enable the career sites to target different individuals. I would change the structures of the surveys to make them provide students to choose to take the surveys online or manually. If students have a choice to otherwise, the survey questions are well-structured and help trainers to communicate with students and help them choose their career paths at a young age (Kier, Blanchard, Osborne & Albert, 2014). In this case, the surveys are essential in assisting students in determining a career they wish to take at an early age as they continue their education.
Both surveys rate similar aspects of an individual to assist in determining which career suits them. Career Cluster Interest Survey and Student Interest Survey use three career clusters to evaluate an individual. The first category regards the activities that a person or a student likes to do. Various professions require different skills that both surveys recognized when structuring the survey questions. Furthermore, subjects of study and personal qualities also define the career that one is more likely to take (Wiebe, Unfried & Faber, 2018). The two surveys also provide that they are used for educational purposes only. They should be used as a guidance tool to discuss career paths that students might pursue. Therefore, the two surveys I experienced this week only serve as a guideline to careers that are suitable for me.
In conclusion, the two career cluster interest surveys I experienced this week enabled me to rate myself based on three factors: the activities I like to do, my personal qualities, and the school subjects that I like. From the results, I was able to determine my top three careers. The careers that best suit me are education and training, human services, and hospitality and tourism. Therefore, Career Cluster Interest Survey and Student Interest Survey for Career Clusters are career sites that aid in career training and technical education (CTE) as they provide a student with choices that they can pursue in their later years. In most cases, these surveys have been used to guide individuals to make informed choices of what profession they prefer.
References
Career Cluster Interest Survey | CAREERwise Education. (2018). Retrieved from
https://careerwise.minnstate.edu/careers/clusterSurvey
Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2014). The development of the
STEM career interest survey (STEM-CIS). Research in Science Education , 44 (3), 461-481.
Primé, D. R., & Tracey, T. J. (2010). Psychometric properties of the career clusters interest
survey. Journal of Career Assessment , 18 (2), 177-188.
Student Interest Survey for Career Clusters | Advance CTE. (2018). Retrieved from
https://careertech.org/student-interest-survey
Wiebe, E., Unfried, A., & Faber, M. (2018). The Relationship of STEM Attitudes and Career
Interest. EURASIA Journal of Mathematics, Science and Technology Education , 14 , 10.
