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Work Values are Important in Career Selection

When individuals make a list of some of the important aspects of career selection they often take into account interests and job skills or abilities but overlook work values. Besides knowing the “3 R’s,” there are several important character traits or work values that lead to career success and satisfaction. According to a study published by the National Association of College and Employers, communication skills and honesty/integrity were the two most important traits that employers valued. Developing these character skills not only help find a career but also lead to more satisfaction in a career.

Robert Orndorff (2004), in a recent newsletter from the National Career Development Association (NACE, 2005), points out “The ‘Big Two’ career development topics found in most K-12 career development plans are ‘Career Exploration’ and ‘Job Searching.’ While both topics are important, there is a third, ‘Career Topic,’ that gets overlooked – developing career skills and character traits that will make students marketable for top colleges and jobs, and ultimately successful in career and life.”

Not only aptitudes are important but how well a student’s personality and natural character fits a job is significant and may be more influential than interests and aptitudes in some cases. Character education needs to be part of the career education process. The COPSystem assessments not only measure an individual’s interest and abilities as they relate to occupations but also measure work values and may be a good beginning point in a character education component of a career guidance unit. The COPES helps students define how values relate to occupations by measuring the importance of such work environment preferences as Leadership, Independence, or being Social (a complete list of COPES values is shown in Figure 3, below).

One of the unique features of the COPES is that work values are related to the 14 Career Clusters, see
Figure 2 (below). Educating students within the framework of Career Clusters can also help students academically by demonstrating the relevance of their education to occupations. According to Kim Green, executive director of the National Association of State Directors of Career Technical Education Consortium, “Career clusters offer great potential in providing a new framework for career education by promoting academic achievement, fostering successful students’ skills, and meeting new accountability requirements in a more systemic manner.” (Career Tech Update, April 2004).

As students begin the career exploration process, it is important for them to get as much information as possible to find the most advantageous career fit. With the COPSystem assessments they can learn more about what interests them and what strengths they have and enhance this information by finding out what kinds of jobs best suit their individual personalities. With the results from the COPSystem, students have a more complete picture of how to prepare for a career.

References
ACTE (2004, April 28) Career clusters can provide essential link between CTE and academics. Career Tech Update 4, 15. Retrieved April 28, 2004 from http://www.acteonline.org.

Orndoff, R. (2004). Developing students’ career skills and academic proficiencies while centering on character. NCDA Newsletter. Retrieved August 1, 2004 from http://www.ncda.org.

NACE (2005, January 20). Communication skills, honesty/integrity top employers “wish list” for job candidates. Retrieved January 20, 2005 from http://www.naceubeb.org

Figure 2. Relationship of COPES Values to Career Clusters.

SCIENCE, Professional - Planning and conducting research in math, medical, life and physical sciences.
SCIENCE, Skilled - Observing and classifying facts in assisting with laboratory research.
TECHNOLOGY, Professional - Engineering and structural design in the manufacture, construction or transportation of products.
TECHNOLOGY, Skilled - Working with one's hands in the skilled trades of construction, installation, repair and manufacturing.
CONSUMER ECONOMICS - Preparation and packaging of foods, making and care of clothing and textile products. OUTDOOR - Activities performed primarily out of doors such as growing and tending plants and animals.
BUSINESS, Professional - Positions of high responsibility in organization and administration of business.
BUSINESS, Skilled - Sales promotion, marketing and finance in regard to promotion of business.
CLERICAL - Recording, posting and filing business records with attention to detail, accuracy and speed.
COMMUNICATION - Language skill in the written and oral communication of knowledge and ideas.
ARTS, Professional - Individualized expression of creative or musical talent.
ARTS, Skilled - Application of artistic skill in photography, graphic arts and design.
SERVICE, Professional - Positions of high responsibility in caring for the personal needs and welfare of others.
SERVICE, Skilled - Providing services to persons and catering to the tastes, desires and welfare of others.
A. Investigative

E. Orderliness

A. Investigative

B. Practical

B. Practical

C. Independence

D. Leadership

D. Leadership

E. Orderliness

F. Recognition

F. Recognition

G. Aesthetic

H. Social

H. Social 		C. Independence

K. Conformity

B. Practical

E. Orderliness

I. Accepting

B. Practical

F. Recognition

I. Accepting

L. Supportive

A. Investigative

G. Aesthetic

C. Independence

D. Leadership

B. Practical 		P. Reserved

O. Realistic

P. Reserved

O. Realistic

L. Supportive

N. Privacy

A. Investigative

J. Carefree

K. Conformity

C. Independence

M. Flexibility

L. Supportive

C. Independence

L. Supportive
Figure 3. Work Values Measured by the COPES.

INVESTIGATIVE vs ACCEPTING: Scorers to the right of this scale value intellectual curiosity and the challenge of solving a complex task. Scorers to the left value clear-cut activities and seeing concrete results.
PRACTICAL vs CAREFREE: Scorers to the right of this scale value showing proper appreciation for one's personal belongings and appreciation of practical and efficient ways of doing things. Scorers to the left value activities where others take care of equipment and keep things in good working order.
INDEPENDENCE vs CONFORMITY: Scorers to the right of this scale value independence from rules, and the freedom to work on their own. Scorers to the left value working under careful supervision where clear directions can be folowed..
LEADERSHIP vs SUPPORTIVE: Scorers to the right value making decisions and directing others. Scorers to the left of this scale value activities in which they can be a good follower and do not need to tell others what to do.
ORDERLINESS vs FLEXIBILITY: Scorers to the right of this scale value orderliness and keeping things neat and in their proper place. Scorers to the left value activities in which they can take things as they come and do not need to keep things orderly and neat.
RECOGNITION vs PRIVACY: Scorers to the right of this scale value becoming well known and famous. Scorers to the left value keeping their activities private.
AESTHETIC vs REALISTIC: Scorers to the right value showing artistic appreciation and emotional sensitivity. Scorers to the left of this scale value activities in which they do not rely on their aesthetic senses or intuition.
SOCIAL vs RESERVED: Scorers to the right value helping others and working with many other people. Scorers to the left value activities in which they spend time on their own projects rather than helping others.


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