document resume jacobson, thomas j. title interpreting the ... · document resume ed 066 665 cg 007...
TRANSCRIPT
DOCUMENT RESUME
ED 066 665 CG 007 207
AUTHOR Jacobson, Thomas J.TITLE Interpreting the Ohio Vocational Interest Survey
Using Visuals.PUB DATE Mar 72NOTE 62p.
EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Audiovisual Aids; *Occupational Tests; *Testing;
*Test Interpretation; *Test Results; *VocationalCounseling
IDENTIFIERS Ohio Vocational Interest Survey
ABSTRACTThis is a presentation of a new method for
interpreting the Ohio Vocational Interest Survey (OVIS) usingvisuals. The OVIS, administered in 43 high schools in San DiegoCounty, California, was intended to complement the existing schoolguidance and counseling programs by providing the students with theirmeasured and expressed occupational interests to assist them incareer planning. Through the administration of these tests a programwas devised consisting of a demonstration of the use of a preparedkit of materials available to assist counselors and teachers ininterpreting the OVIS. The kit consists of masters for the productionof overhead transparencies for a group presentation on theinterpretation of the OVIS, a teacher - counselor's guide, and an indexthat relates OVIS scale scores to VIEW (Vital Information forEducation and Work) occupations and Volume II of the Dictionary ofOccupational Titles. Research indicating the effectiveness of groupinterpretation of OVIS results with prepared visuals are presented.The kit of materials is available by writing to OVIS Test Editor,Harcourt Brace Janovich, Inc., 757 Third Avenue, N.Y., N.Y. 10017.(WS)
3
AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION
March 28, 1972
Sheraton Blackstone Hotel - Chicago, Illinois
Program Number 359
INTERPRETING THE OHIO VOCATIONAL INTEREST SURVEY USING VISUALS
Prepare:. by
U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIG.INATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDU.CATION POSITION OR POLICY
Thous J. Jacobson, Ph.D.Guidance Coordinator, Project Coordinator
Career Information Center, Pupil Personnel SectionDepartment of Education, San Diego County
6401 Linda Vista RoadSan Diego CA 92111
cD(NJ
OO
Introduction
During the 1970-71 school year the Career Information Center of the
Department of Education, San Diego County, California, administered the
Ohio Vocational Interest Survey (OVIS) to all the students in one grade
level of each high school in San Diego County, California. (A total of
22,500 students).
This was the first year of administration of the OVIS countywide, and
because the OVIS was a new instrument it involved the inservice training
of school counselors and teachers in 43 high schools in 6 separate
high school districts.
The Career Information Center, which is an ancillary service of the San
Diego County Regional Occupational Program provided the inservice on the
OVIS, survey booklets, and scoring of the OVIS. Each individual high
school district was responsible for selecting the grade level at which to
administer the OVIS, and was responsible for administratior, ard flter-
pretation of the OVIS results to students.
The OVIS was intended to complement the existing school guidance and
counseling programs by providing students with their measured and expressed
occupational interests to assist them in career planning. It was also anti-
cipated that the measurement and interpretation of student occupational
interests would stimulate student use of existing occupational information
systems in San Diego County high schools; VIEW (Vital Information For
2
Education and Work) (Whitfield and Glaeser, 1969) and the Dictionary
of Occupational Titles (D.O.T.) (Superintendent of Documents, U.S.
Government Printing Office, 1965). (See figure 1).
COMBINATION AND USE OF OHIO VOCATIONAL INTEREST SURVEY
SCORES WITH EXISTING OCCUPATIONAL INFORMATION SYSTEMS
FOR STUDENT COURSE OF STUDY SELECTION
HopeOhioV ecrtienelI nhsestS we."
Sans to Students
VittI demotion terE ducetten endWork
Volum.'" 2()Wisner, .0
0 ecuFatioisl
TMes
l'Ipte 1
The administration of the CNIS was uneventful in that it was administered
according to the directions in the manual in existing classrooms or large
groups assembled for that purpose. Total administration time averaged
around ninety minutes.
3
Scoring of the completed OVIS answer sheets is done by computer with
scores printed in individual Student Report Folders that are returned
to counselors for interpretation to students between two and four
weeks after they are sent in for scoring. It was at this point that
interpretation of the scored, returned booklets of 22,500 students
was a major consideration. Administration of an interest inventory
without adequate interpretation is not an effective guidance practice,
but this was often the case because of large counselor/student ratios.
Most counselors in San Diego County seemed to favor an individual
student interpretation format that (in terms of staff time and salary
cost) places an enormous burden upon the ongoing guidance and counseling
program. In the past many interest surveys had been administered but
not interpreted. (See figure 2).
Alternatives to interpreting the OhioVocational Interest Survey
Iniftratftiltion
400 students with a twenty minuteindividual interpretation session.
133.3 hours (with no time lost)
3.3 weeks
$825.00 Total cost of counselor timeat an average of $250 per week.
Figure 2
4
An alternate strategy that would allow group interpretation of student
OVIS scores was considered more efficient in terms of staff time and
cost benefit analysis of staff salary. (See figure 3).
Alternatives to interpreting the OhioVocational Interest Survey
Group InitEacliatian
400 students with one hour interpretationin groups of 20 or 30.
20 hours in groups of 20.
13.3 hours in groups of 30.
$83.12 Total cost of counselor time at anaverage of $250 per week in groupsof 30.
$125.00 Total cost of counselor time at anaverage of $250 per week in groupsof 20.
Figure 3
The question was, however, how could students be assured of a consistent,
accurate interpretation of their OVIS interest scores when the inter-
pretation was being accomplished by hundreds of different counselors in
unrelated schools in 6 different high school districts, and in addition
to that, interpreted in groups.
5
To provide a consistent interpretation that would follow the student
interpretation booklet a set of overhead transparencies was written,
(by Jacobson, T. and White, R., 1971) which consisted of twenty-eight
overhead transparency masters with an accompanying Teacher-Counselor
Guide of main points to emphasize with each transparency, and an index
that related the twenty-four scale scores on the OVIS to the occupations
in the San Diego VIEW and the D.O.T. These materials were presented to
each high school in San Diego County through in-service meetings. Over-
head transparencies were then used in all the high schools in the
county during the interpretation of the OVIS.
A pilot evaluation of the effectiveness of the OVIS was conducted one
week after the interpretation of the OVIS to students. This was done
in four separate high schools in four different high school districts.
The purpose was to see if the group interpretation of the OVIS using
the prepared visuals was effective. In order to obtain a random sample,
a student questionnaire was administered to all students present in
three random classes in each of four separate high schools in four
different districts. To avoid a bias, a "fast," "average," and "slow"
group was selected from each school. The total number of students
surveyed was 386 with usuable responses elicited from 374. The question-
naire was administered anonymously.
The following consists of a percentile summary of the student responses
to various items in the student questionnaire followed by brief remarks.
6
Because of rounding, some total responses may not always equal one
hundred percent. The sample consisted of 374 usuable responses within
the following categories:
Male 51%
Female 49%
Grade in School
9 - 1%
10 - 74%
11 - 22%
12 1%
The OVIS was administered mainly to sophomore and junior students.
However, because the administration was made to students in required
classes at an entire grade level, because of scheduling, one percent
of the freshman and seniors in the schools were also included in the
sample.
Do you remember your three highest interest scales on the OVIS?
65 (1) Yes
35 (2) No
Six and one-half students out of every ten remembered their three
highest OVIS scores one week after interpretation.
Do you feel that you understand what your interest scores on the OVIS
mean?
76 (1) Yes
24 (2) No
Three out of four students indicated that they understood what their
OVIS scores meant. On the basis of our original experience we recommend
that all students be surveyed after the original one hour group inter-
pretation, and that those students who don't understand, be identified
and receive another one hour group interpretation with the visuals be-
fore they receive individual attention.
Would you like more help in interpreting what your OVIS scores mean?
43 (1) Yes
57 (2) No
Four students out of ten indicated that they would like more help in
interpreting their OVIS scores. This is fifteen percent more than those
indicating that they did not understand their scores. We expect that
students are asking for more help in the use of the scores rather than
just understanding what they mean.
How would you prefer to have your OVIS test scores explained to you?
62 (1) Individually
38 (2) In a group
We were not surprised to learn that students would rather have individual
than group attention. When divided by sex we determined that females,
rather than males preferred individual interpretation. It must be re-
membered also, that in the past students had been receiving individual
interpretation.
8
Do you intend to use the information about your interests as deter-
mined on the OVIS in selecting courses for your school program for
next year?
47 (1) Yes
53 (2) No
Five students out of ten indicated that they intended to use their
interest scores determined on the OVIS in the selection of courses
for their school program for the caning year. This was one of the
major purposes of using the OVIS and perceived as a useful technique
by half of the students surveyed.
Have you used Volume II of the Dictionary of Occupational Titles to
follow-up on your interests as determined by the OVIS?
7 (1) Yes
93 (2) No
The use of the OVIS stimulated an accompanying use of the Dictionary
of Occupational Titles. Many schools, and counselors were not familiar
and did not have copies of Volume II of the D.O.T. available during
the first administration of the OVIS. We expect the percentage of use
of the D.O.T. to rise because more copies of the D.O.T. are now available
in the schools because of inservice and counselors are more familiar
with it and know how to use it,
How much have you used VIEW to follow-up on your interests as shown on
the OVIS?
9
2 (1) Used three or more times
4 (2) Used twice
13 (3) Used once
79 (4) Never used
We were dissapointed with this result until we remembered that, in most
cases each school had only one VIEW reader or reader-printer, which can
accommodate only one student at a time. In the time period allowed (one
week) it was reasonable to expect only this percentage to use VIEW. In
our present study we are allowing three weeks before surveying students,
and many schools have purchased more than one microfilm reader.
A this time how would you rate your understanding of your OVIS scores?
20 (1) Very good--I understand them completely.
60 (2) Good--I understand them O.K.
14 (3) Very little--I have several questions.
6 (4) Not at all--I don't understand them.
Eight out of ten students indicated that they understood their OVIS scores
very good, or good. Only two students out of ten indicated that they had
several questions or did not understand their OVIS scores. This would
seem to indicate that a one hour group interpretation with visuals was an
effective means of working with large groups of students.
How well do you understand the meaning of your different scores on the OVIS?(scale score, stanine, percentile, scale clarity)
18 (1) Very good--I understand them completely.
10
-10-
53 (2) Good--I understand them O.K.
22 (3) Very little--I have several questions.
6 (4) Not at all--I don't understand them.
Seven out of ten students understood what their different scores on the
OVIS meant. This also agrees with a previous question where three out of
four students indicated that they understood what their scores meant.
How much did you increase your understanding of your interests from
taking the OVIS?
14 (1) A lot--it was extremely helpful.
47 (2) Some--it was helpful.
28 (3) Very little--it provided some information.
10 (4) Not at all--it was of no help.
An original purpose for the administration of the OVIS was to assist
students in the understanding of their individual interests. Only one
student out of ten indicated that the OVIS was of no help.
How much have your results on the OVIS stimulated you to explore other
information about yourself to consider in career planning. (school subjects,
grades, activities, etc.)
13 (1) A lot--it was extremely helpful.
39 (2) Some--it was helpful
31 (3) Very little--it provided some stimulation
17 (4) Not at all--it was of no help.
An associated reason for administering the OVIS prior to student
course selection was to stimulate students to consider other information
about themselves after their individual interests have been determined.
Half the students indicated that their OVIS results provided them with a
lot or some stimulation.
How did you feel about the way your OVIS scores were explained to you?
19 (1) Very good--it was extremely helpful.
39 (2) Good--it was very helpful.
37 (3) O.K. - -it provided some information
5 (4) Poor--it was of no help.
A measure of the effectiveness of a visual, presentation to students in
groups can be obtained from the fact that only five percent of the students
indicated that the explanation of their scores was poor and of no help.
How much consideration will you give your OVIS scores in helping to deter-
mine which school subjects you will take for next year?
17 (1) A lot
46 (2) Some
Al (3) Very little
16 (4) None
Six students out of ten intend to give some consideration to their interests
in different vocational activities 'when selecting school courses for next
year. This was a primary purpose of the administration of the OVIS and
consistent with known vocational development theory.
12 -
How much have you discussed your OVIS scores with your:
1. A lot--we had along discussion
2. Some--we talkedabout them
3. Very little-- I
showed the OVISbut with no
discussion
4. Not at all--nomention of theOVIS scores
Eaclail Eti/ada kunalat Iaaataca
9 9 4 1
39. 49 16 14
28 24 7 16
24 18 71 68
Who do students talk to most of the time? Parents and friends. We
concluded that is was reasonable to expect them to talk to the "sig-
nificant others" in their life about their vocational interests. An
interesting observation here is that the counselor initiated an activity
(interest testing) that stimulated student awareness and discussion of
their interests in relation to vocational choice and career planning.
Although the school counselor (who administered and interpreted the
OVIS may not get the direct credit and increased student requests for
counseling),he has stimulated student interest and activity in career
decision-making activity.
lbw much do you think you benefited from the use of OVIS?
- 13 -
10 (1) A lot--it was extremely helpful.
47 (2) Some--it was helpful.
32 (3) Very little--it provided some information.
11 (4) Not at all--it was of no help.
Nine students out of ten indicated that taking the OVIS was a bene-
ficial activity. Only one out of every ten students indicated that the
OVIS was of no help.
How much have your results on the OVIS helped you to consider some
new occupational choices?
15 (1) A lot--they were extremely helpful.
40 (2) Same--they were helpful.
28 (3) Very little--they provided some information.
17 (4) Not at all--they were of no help.
Does the use of an interest survey to assist students in the determination
of their individual interests help them to consider some new occupational
choices? It seems that it did for eight students out of ten.
Do your OVIS scores match your present occupational plans?
36 (1) Yes--a lot.
40 (2) Same.
13 (3) Very little.
10 (4) Not at all.
Three students out of ten indicated that their scores on the OVIS were
consistent with their present occupational plans. Our experience has
- 14 -
indicated that the confirmation of student interests with an interest
survey is just as important to the student as the identification of
new interests. It adds credibility to the students perception of
himself and confirms and supports his activities in career decision
making.
Considering your answers to the previous questions, would you be
willing to spend the time and be interested in taking the OVIS again?
28 (1) Yes--extremely interested.
39 (2) Yes--interested.
18 (3) Yes--very little interest.
15 (4) No--no interest at all.
Seven out of ten students considered the administration of the OVIS a
worthwhile activity and indicated interest in participating once again.
15
-15
Recommendations
Several recommendations that we would make to users of the visuals in
interpreting the OVIS are as follows:
1. Distribute the Student Report Folder to students and give them five
or ten minutes to examine their scores and talk with other students.
2. Use the visuals,in order,for a group interpretation to explain the
scores on the OVIS. Read the Counselor-Teacher Guide for main points
to emphasize before the presentation but avoid reading it during the
presentation. If you need cues mount your transparencies in card-
board frames and write comments on the frames.
3. After the completion of the presentation of the visuals, provide
time for individual student questions. Have several questions ready
to :Aimulate student participation.
4. After the original one hour (or class period) group presentation,
survey students to determine which students still do not understand
their scores and would like more help in interpreting them. Meet
with these students again in a group and use the visual format once
again.
5. Survey students after the second group interpretation to determine
if there are any students who still need additional help. Meet with
these students individually.
-16-
6. If you conduct a follow-up survey of the wIS with students, allow
at least three weeks before administering a questionnaire. Our
original one week follow-up did not allow enough time for student
follow-through and use of their interest scores.
REFERENCES
Jacobson, T. and White, R. Interpreting the Ohio Vocational InterestSurvey, Department of Education, San Diego County, California.February, 1971. These materials were re-printed with permission andare now available from: OVIS Test Editor, Harcourt Brace Jovanovich,Inc., 757 Third Avenue, N577ork, NY 10017.
Superintendent of Documents, U.S. Government Printing Office. Diction-a of Occupational Titles--Occupational Classification and Industryn ex, Volume II, 1965. Third Edition. Publication #0700-377.
Whitfield, E. and Glaeser, G. 'The Microfilm Approach to DisseminatingVocational Information: An Evaluation." Vocational Guidance Quarterly,December, 1969 18 82-86.
isSupt. of Schools, Dept. of Educ.San Diego County 3-72
Department of Education
San Diego County
Regional Career Information Center
Counselor - Teacher's Guide
for
INTERPRETING THE OHIO VOCATIONAL INTEREST SURVEY
Written by Thomas J. Jacobson Ph.D., Guidance Coordinator, Project Coordinator
Each user should consult the specific instructions whichaccompany the different brands of transparency film andmachines available in the schools for directions on howto reproduce these overhead transparency masters intooverhead transparencies.
The following list of comments are intended to either amplify, clarify, or restatethe material which is already presented in the overhead transparency masters.These comments are not intended to be a verbatim dialogue to accompany each trans-parency. The purpose of the comments with each transparency is to facilitatecounselor and teacher use by providing additional information where necessary toemphasize and more completely present the material in the transparency.
The numbered comments start after the title transparency and the twenty-eight con-secutively numbered overhead transparency masters which are included in the series.
1. The numbered comments start after the title transparency and are keyed to thetwenty-eight consecutively numbered overhead transparency masters which are includedin the series.
2. Career development research has indicated that it is during the age group elevento seventeen that most students decide on a tentative career choice.* It isimportant to students to be aware that this eleven to seventeen year time bracketcoincides with their present grade in school and that the OVIS should be seen as
0 an instrument to facilitate this decision-making process.0
3. The different periods of decision-making; fantasy, tentative, and realistic, aredivided into different stages of decision making. The stages which your studentsare now going through are in the tentative period beginning with the intereststage where the student tries to determine what he is interested in doing. TheThe next stage after interest has been determined is capacities or the student'sperforming ability. In other words, can he do the things he would like to do.
Ginsberg, Eli, Ginsburg, Sol W., Axe Ind, Sidney and Herman, John L.Occupational Choice: An Approach to a General Theory.New York: Columbia University Press, 1951.
2
The next stage is values, where a student not only says what he would liketo do, and what he can do, but also decides whether doing these things isconsistent with his personal values. The last stage in the tentative periodis a transition stage where the student moves over to the realistic period,leaves high school, and has to make realistic choices in the world of work.
4. Please note that the student answered 280 questions but the scales only callfor 264 questions. (24 scales X 11 = 264) If this question arises note thatsome questions are specifically for males and others for females.
5. Emphasize that the student evaluated actual job activities and whether or nothe would like to do them in terms of his own personal opinion.
6. Re-emphasize the definition used and the total score given to the choice madeby a student on each of the 280 different items.
7. Please note that the twenty-four interest scales times eleven questions equals264 questions. This would differ from the 280 items previously mentioned asconstituting the Ohio Vocational Interest Survey. Reiterate the fact that sameitems were for mareransoWtor-Teirrasi. Point out that an asterisk (*)indicates that a student may have omitted two or more questions and because ofthis the score on that specific scale would not be accurate so he will not receivea score for the scale.
8. The definitions of the Ohio Vocational Interest Scales are included on page 4 inthe booklet. Encourage the student to read all these definitions thoroughly ata later time. Do not spend time during the presentation trying to go througheach one of these interest scales and interpret what they mean; it will waste toomuch time. You may wish to have the students read the definition for their twoor three highest interest scales.
9. Point out to students that interest scale scores have a low score of eleven anda high score of fifty-five. Indicate to students that it shows their relativestrength of interest and that the three catagories they should be aware of are:high interests are from fifty-five to forty, average interests from thirty-nineto twenty-six, and low interests from twenty-five to eleven. These three cate-gories of high, average, and low interests will be used later in interpreting therelative strength of their scales scores.
10. Stress to students that this is an example of how to interpret an example per-centile score of 70 on Manual Work Scale number 1. Note that an the transparencythere are one hundred figures. Each student should understand that his percentilerank shows his position in a typical one hundred students like him. This includessex, age, and year in school. This will be brought out in the three sampleprofiles numbered 14, 15, 16.
3
11. The scale clarity index reported shows how consistent the students' choiceswere in responding to the actual job activities in each scale. If there isa question on the consistency of choices made refer back to transparency 6.
12. Stanines are a method of showing strength of interest and are subdivided inthe three broad ranges. High interest (7, 8, 9), average interest (4, 5, 6),andsiow interest (1, 2, 3). It would be advisable to compare across staninescores, percentile rank, and scale scores to note that all three usuallyagree.
13. A student is asked to compare his interest scales with his occupational plansby looking at the top three or four interest scales on the left side of hisstudent booklet and then comparing these against his occupational plans onthe right side of the booklet in terms of first and second choice, his posthigh school plans, and program choice if he is interested in a vocational pro-gram. Transparencies number 14, 15, 16 ale examples to show students how tocompare their interest scores and occupational plans on the OVIS. Hold studentquestions on comparison until after transparencies number 14, 15, and 16 havebeen discussed.
14. Bruce Porter
This is a sample OVIS profile for a fourteen-year old, ninth-grade boy. Adiscussion of the following points will help students to interpret theirown profiles correctly.
1. High and Low Interest Areas
a. Bruce has five high interest areas and six low interest areas.(Refer to slide number 9 for an explanation of high and lowscores).
b. Of the top five scales, three encompass jobs involving things:Machine Work (002), Applied Technology (202) and Crafts (102).On the other hand, four of the lowest scales involve jobactivities dealing with people: Skilled Personal Service (112)Care of People and Animals (011), Nursing (111) and PersonalServices (010).
c. The asterisk (*) reported for Scale 12 indicates that the studentomitted too many items to obtain a score on this scale.
2. Normative Scores
a. The percentile ranks and stanines show how Bruce's scores comparewith the scores of other students of the same grade and sex.(Refer to slides 10 and12 for an explanation of the normative scores).
4
b. Of the top five scores, four are also high when compared to thenormative group (stanines 7,8, and 9). Note that while Bruce likesthe activities in the Applied Technology area his interest is onlyaverage when compared to other ninth-grade boys. This means thatboys in general also like these activities.
c. Bruce has indicated only an average interest in Scale 6, Inspectingand Testing, but he has a high stanine. The stanine of 8 meansthat his score of 33 is high when compared to other ninth-gradeboys; it does not mean that he likes the job activities making upthe scale.
3. Scale Clarity Indexes
a. Bruce received a scale clarity index of "I" on four of the scales,21, 5, 10 and 4. This means he was very inconsistent in hisresponses for these four scales. While these scales are not highinterest areas for Bruce, they are areas that he should explorefurther because he has shown a preference for some of the jobactivities. For example, from his high numerical interest, onemight expect that he also liked the bookkeeping activities associatedwith Scale 5, Clerical Work.
4. Questionnaire Information
a. There appears to be a fairly strong agreement between his highestinterest areas and his occupational plans. (Counselors will needto spend additional time with those students whose inventoriedinterests do not agree with their stated plans).
15. Paul Reagon
This is the profile of an eleventh-grade boy who appears to be fairly definiteabout his likes and dislikes. The following points can be noted in interpretingthe profile.
1. The student has two interest areas that fall into the high range, AppliedTechnology and Numerical. On the other hand, seventeen of the scales fallinto the low interest range. Thus, it would appear that the student'sinterests are fairly well crystallized.
2. Paul's two highest scales are also high in terms of the normative group.
3. The scales at the top of his list represent professional jobs while thoseat the bottom of the list represent service and semi-skilled jobs.
4. Paul was inconsistent on three scales and these three scales also containsome job activities related to engineering and science.
5. His preferences for Military Training and Interest in a Vocational Programshould be explored further since they appear to be inconsistent with hisinterests and expressed plans.
29
5
16. Sharon Mager
This is an example of a tenth-grade girl with very broad interests. Sharonhas shown a great deal of interest in a number of different areas. Thefollowing points should be noted in interpreting her interest profile.
1. Six of her scores fall above 41 and only four of her scores fall inthe low interest range.
2. Sharon's interests tend to be high when compared to other tenth-gradegirls.
3. She appears to show a preference for working with people rather thanthings.
4. In addition to her high scores on six of the scales, she was inconsistentin her response to 10 of the scales. Thus, she also seems to like anumber of the activities associated with these scales.
S. The results of the Questionnaire tend to suggest that she may not haverealistic high school and post high school plans: She indicates apreference for college training but her highest interest areas are generallyin areas where college training is not specifically required.
17. The purpose of this transparency is to have students look at and interpret theirinterest scales. In most cases student scales will cluster with a specificpattern for the top eight and for the bottom eight, with those at the bottomshowing little interest and those at the top indicating the student's highestinterest area. This clustering should lead to discussion on the part of eachindividual student. A pertinent question to ask students is whether theirpresent and past high school courses selected are related to their high interestscales.
18. The purpose of this transparency is to encourage the student to obtain moreinformation about the jobs that are listed under each scale on the OVIS.Each high school in San Diego County has the VIEW materials with a VIEWmachine and a current deck of VIEW cards. Also, each high school has beenissued an index that correlates and relates the specific interest scales onthe OVIS to the different occupations that are available in the VIEW materi-als and also cross-relates this material to the Volume II of the Dictionaryof Occupational Titles. It would be helpful if the teacher or counselor whois interpreting the (WIS would have VIEW and D.O.T. materials on hand toshow to students. The purpose of this transparency is to also show students howthey can pursue their individual interests on their own using existing systemsavailable.
19. This is an example of a VIEW IBM card in the VIEW series.
23
6
20. This is a facsimile of the index that relates the interest scales on the OVISto related example jobs in the VIEW materials and also to Volume II of theDictionary. of Occupational Titles.
21. This is an enlargement of the microfilm aperature in the VIEW card. It is anexample of the type of information that a student will get from the VIEWmaterials. Green cards have local information and pink cards, national informa-tion.
22. This states the information that students can gain by using Volume II of theDictionary of Occupational Titles; by looking up the page in Volume II that islisted on tIEF index for the jobs under the OVIS interest scales.
23. This is an example of the information format that the student will find inVolume II of the D.O.T.
24. This is an example of additional occupational leads that a student can get fromVolume II of the D.O.T. Show an example of the D.O.T.
25. This is a programmed pause to ask for student questions and to provide an oppor-tunity for the counselor to run a discussion to thoroughly interpret all of theinformation in the student booklet. It is anticipated that some students mayhave continuing questions and they are encouraged to make an individual appoint-ment to see their counselor.
26. The purpose of this transparency is to encourage each student to use informationabout his or her interests in career planning. Also, students are encouragedto discuss this information with parents, their counselor, their teachers, ortheir friends, or anyone else who can help them. The material on the OhioVocational Interest SUrvey is of little use if it is not utilized in careerplanning.
27. Students are encouraged to seek counselor assistance from other informationin addition to the CMS. To further utilize the OVIS material and stimulatestudent interest in career planning other information concerning thestudent should also be considered. The student should see the counselor for
this information.
28. This is the last in the transparency series and is a reminder of the purposeof the Ohio Vocational Interest Survey in that it merely indicates highinterests that a student can explore and does not predict success inoccupational areas.
If additional interpretation questions ariseconsult the OVIS Manual for Interpreting.
24
Inte
rpre
ting
the
OH
IO V
OC
AT
ION
AL
INT
ER
ES
T S
UR
VE
Y
xtG
O R
EG
R E
160+
L" 1
-v
1-..
I
ro
SU
PE
RIN
TE
ND
EN
T O
F S
CH
OO
LSD
EP
AR
TM
EN
T O
F E
DU
CA
TIO
NS
AN
DIE
GO
CO
UN
TY
, CA
LIF
OR
NIA
PU
PIL
PE
RS
ON
NE
L S
EC
TIO
N
WR
ITT
EN
BY
TH
OM
AS
J. J
AC
OB
SO
N, P
H.D
., G
UID
AN
CE
CO
OR
DIN
AT
OR
, PR
OJE
CT
CO
OR
DIN
AT
OR
AR
T A
ND
LA
YO
UT
RO
BE
RT
L. W
HIT
E, A
RT
IST
-ILL
US
TR
AT
OR
,104
0..e
,
A s
hort
tim
eag
o yo
uto
ok th
eO
HIO
VO
CA
TIO
NA
L IN
TE
RE
ST
SU
RV
EY
.
The
res
ults
of t
his
surv
eyw
ill h
elp
you
dete
rmin
eyo
urin
tere
sts
in d
iffer
ent o
ccup
atio
nsan
d as
sist
you
inca
reer
pla
nnin
g.
It is
dur
ing
the
tent
ativ
e pe
riod
in h
igh
scho
olth
atyo
u be
gin
to d
ecid
eon
a c
aree
r.
0 uJ N0
ze°
Ae
-8-
qsaa
rai'm
fAN
fik5Y fttifg
Alf
OA
1.15
f1C
qCk
9444
11.
<C
O.
°.,
.4.
4.4L
CZ
)".
1114
0*G
insb
erg.
Eli.
Gin
sbur
g. S
ol W
.. A
xelr
ad. S
idne
y an
dH
erm
an. J
ohn
L.
Occ
upat
iona
l Cho
ice:
An
App
roac
h to
a G
ener
al T
heor
y.ew
aras
oN
ew Y
ork:
Col
umbi
a U
nive
rsity
Pre
ss, 1
951.
You
r IN
TE
RE
ST
S in
diff
eren
tvo
catio
ns A
RE
IMP
OR
TA
NT
TO
YO
Ube
caus
e IN
TE
RE
ST
Sar
e us
ually
the
first
stag
ein
dec
idin
gon
a c
aree
r.
Pet
eot
td6r
a,ed
Vec
e:fi
ryF
AN
TA
SY
(bef
ore
age
1 1)
OT
EN
TA
TIV
E(1
1 -1
7 ye
ars)
* in
tere
stst
age
*cap
aciti
esst
age
4f v
alue
sst
age
tran
sitio
nst
age
PO
P
expl
orat
ion
stag
eR
EA
LIS
TIC
e- c
ryst
alliz
atio
nst
age
over
17ye
ars)
d sp
ecifi
catio
nst
age
7,a
A"1
Whe
nyo
u co
mpl
eted
the
Ohi
o V
ocat
iona
l Int
eres
t Sur
vey
you
deci
ded
how
muc
h yo
u w
ould
like
or d
islik
eea
ch o
f 280
AC
TU
AL
job
activ
ities
.
C., o
Eac
h of
the
diffe
rent
280
act
ual
job
activ
ities
whi
chyo
uch
ose
was
rel
ated
to w
ork
in te
rms
of:
DA
TA
PE
OP
LE
In d
ecid
ing
your
LIK
Eor
DIS
LIK
E o
f 280
act
ual j
ob a
ctiv
ities
you
chos
eon
e of
five
diff
eren
t cho
ices
whi
chw
ere
pres
ente
d an
d sc
ored
like
this
:
DE
FIN
ITIO
NC
HO
ICE
I wou
ld li
ke th
is a
ctiv
ity v
ery
muc
h."L
"
I wou
ld li
ke th
is a
ctiv
ity.
"I"
I am
neu
tral
. I w
ould
nei
ther
like
nor
dis
like
this
act
ivity
I wou
ld d
islik
e th
is a
ctiv
ity
I wou
ld d
islik
e th
is a
ctiv
ity v
ery
muc
h.
SC
OR
E5 4-
3 2 1
Eac
h of
the
24 IN
TE
RE
ST
SC
ALE
Son
the
OV
ISha
da
tota
l of 1
1 qu
estio
ns.
With
eac
h qu
estio
n w
orth
from
1to
5 p
oint
sit
was
pos
sibl
e to
obt
ain
a sc
ore
from
:5
x11
= 5
5
1x
11 =
11
An
aste
risk
(*)
indi
cate
s th
atyo
uom
itted
2or
mor
e qu
estio
nsan
d w
ill n
ot r
ecei
vea
scor
e fo
r th
at s
cale
.
TH
E O
VIS
INT
ER
ES
TS
CA
LES*
The
24
Inte
rest
Sca
les
are
brie
flyde
scrib
edbe
low
:
1. M
anua
lW
ork
(001
)Uns
kille
d us
eof
tool
san
d ro
utin
ew
ork
done
by h
and.
Incl
udes
cons
truc
tion
wor
ker,
farm
han
d,fir
efig
hter
,di
shw
ashe
r,ja
nito
r, a
ndfu
rnitu
re m
over
.
2. M
achi
neW
ork
(002
)Ope
ratin
gan
dad
just
ing
mac
hine
sus
ed in
proc
essi
ng o
rm
anu-
fact
urin
g.A
lso
incl
udes
driv
ing
trac
tor-
trai
ler
truc
ks a
ndop
erat
ing
heav
yeq
uipm
ent.
3. P
erso
nal
Ser
vice
s(0
10)P
rovi
ding
rout
ine
serv
ices
for
peop
le a
s a
wai
ter,
wai
tres
s,
hous
ehol
dw
orke
r,do
orm
an,
mes
seng
er,
gas
stat
ion
atte
ndan
t,tr
ain
cond
ucto
r,po
lice-
man
,fa
shio
nm
odel
,st
ewar
d, o
rst
ewar
dess
.
4. C
arin
gfo
r P
eopl
eor
Ani
mal
s(0
11)R
outin
e,w
ork
rela
ted
toth
eda
y-to
-day
need
s of
peop
le o
ran
imal
s.In
clud
esw
orki
ng in
anu
rsin
gho
me,
nur
sery
,ho
spita
l,pe
t sto
re,
zoo,
or
anim
alla
bora
tory
.
5. C
leric
alW
ork
(100
)Typ
ing,
reco
rdin
g,fil
ing,
and
othe
rcl
eric
al o
rst
enog
raph
icw
ork.
6.In
spec
ting
and
Tes
ting
(101
)Sor
ting,
mea
surin
g, o
rch
ecki
ngpr
oduc
tsan
dm
ater
ials
;
insp
ectin
geq
uipm
ent o
rpu
blic
faci
litie
s.
7. C
rafts
and
Pre
cise
Ope
ratio
ns(1
02)S
kille
d us
eof
tool
s or
othe
req
uipm
ent a
sin
the
build
ing
trad
es,
mac
hine
inst
alla
tion
and
repa
ir,or
the
oper
atio
n of
trai
ns,
plan
es, a
nd
ship
s.In
clud
esca
rpen
ter,
wel
der,
tool
and
die
mak
er,
wat
chre
pairm
an,
tele
visi
on
tech
nici
an,
mec
hani
c,an
dap
plia
nce
repa
irman
.
'--.;P
fts(1
10)W
aitin
g on
cust
omer
sin
sto
res,
bank
s,m
otel
s,of
fices
, or
at
onm
ers
with
busi
ness
orde
rs,
rese
rvat
ions
,an
d ot
her
in-
--dr
iver
s, a
nd ti
cket
and
toll
colle
ctor
s.
^rui
ces
as a
nurs
e,ph
ysic
al
SC
ALE
SC
OR
ES
sho
wyo
u th
e re
lativ
e st
reng
th o
f you
r in
tere
sts
in th
e jo
b ac
tiviti
es d
escr
ibed
in th
e O
VIS
.
5555
HIG
H IN
TE
RE
ST
40
AV
ER
AG
E IN
TE
RE
ST
2625
LOW
INT
ER
ES
T
.:--
PE
RC
EN
TIL
E (
%)
RA
NK
S s
how
s ho
wyo
urin
tere
sts
com
pare
uiw
ith th
ose
ofa
typi
cal O
NE
HU
ND
RE
D o
ther
stu
dent
s lik
eyo
u.(3
6
essszoC
100
30 h
ave
MO
RE
INT
ER
ES
T in
man
ual
.1-
iiiiii
iiac
tiviti
es th
anyo
udo
.
70 Y
OU
R p
erce
ntile
scor
e.
titE
XO
AN
MM
PA
LEN
toA
SLC
OS
CR
AE
LOE
F#7
10
0169
hav
e LE
SS
INT
ER
ES
T in
man
ual
you
NI:
I°i
The
SC
ALE
CLA
RIT
Y IN
DE
Xre
port
ed in
the
prof
ile c
hart
show
how
CO
NS
IST
EN
Tyo
u w
ere
in r
espo
ndin
g to
the
AC
TU
AL
JOB
AC
TIV
ITIE
S in
eac
hsc
ale.
H M
eans
that
you
wer
eH
IGH
LY C
ON
SIS
TE
NT
in th
ew
ayin
whi
chyo
um
arke
dyo
ur a
nsw
ers
toth
e st
atem
ents
that
mak
eup
the
scal
e.
F M
eans
that
you
wer
eF
AIR
LY C
ON
SIS
TE
NT
in th
ew
ays
in w
hich
you
mar
ked
your
ans
wer
s.
I Mea
ns th
atyo
u w
ere
INC
ON
SIS
TE
NT
in th
ew
ayin
whi
chyo
um
arke
dyo
ur a
nsw
ers.
ST
AN
INE
S s
how
how
your
inte
rest
scor
es o
n th
e O
VIS
com
pare
with
thos
e of
oth
er s
tude
nts
like
you.
9 8 1
HIG
H IN
TE
RE
ST
7 5A
VE
RA
GE
INT
ER
ES
T
4 3 2LO
W IN
TE
RE
ST
1
HO
W D
O Y
OU
RSCORES
ON
TH
E
; SP
RO
FIL
E C
HA
RT
u.te
TeV
.Ing
FEBRUARY. 11, 1969
Gra
de8
Age
14
yrs.
7m
osS
exPt
iteer
ence
Gro
up9TH GRADE MALE
Sea
leN
ame
Page 2
Page
3
Nar
a*
Sch
ool
Cou
nsel
or
PORTER
BRUCE C
FRANKLIN HIGH
MR GRIFFITH
DIR
EC
TIO
NS:
How
To
Rea
:.:fn
r P
C .a
rt
non!
.4os
tm ..
1 11
..I '
tI el
1.. .
-.
.rs
ran
ked
Ir...
1:/1
1,4
Itt.
...
-
that
%en
s en
nat,1
tne
n,I.
,Ih
nt
ler.
-.1.
in th
e. J
ed, a
rt..t
tee-
el .
...-r
el...
1to
1 .1
.]...
1,,
wor
thl v
on h
a...
..hne
. n n
u.re
. net
ynst
tn th
e- t.
.1. .
..S
hoal
,' C
loas
tiann
aire
Intim
atio
nS
CA
N
ht..
in H
u- n
4e a
d-. '
tn..
ILA
ma
In. n
i. 11
... ..
s -
,- .
that
rna
ke u
p th
e ...
Ir. a
t el.-
e.p
.4 If
e ...
tti.
..&
MP
Hit'
amity
1. O
ccup
atio
nal P
lans
low
er e
nd o
f the
1.4
12
3LO
IN
45
67
89
;In
dex
Fin
tCho
ica
APPLIED TECH
NiN
r no
net
i hi
. Per
eenb
le R
anks
c'..
il.-
It iii
t - i
i, ,
Sca
'e
neat
col
umn
The
... ..
/.....
h...
.....
/.....
....,
.:t.
..,
.
...I
'..S
IC00
/1 C
I10
MeTRAINTNe
imam
. Few
eaa
uude
if *
in, h
...1
a ...
r...
-,nt
.I
..tre
lenr
. with
flum
e of
uth
rr o
t.s.1
..nt.
.n ..
..or
... n
t.1I
NUMERICAL
SCALES
16
APPLIED TECH
I421 75
1I
II
r1
, CPSOCMIALsfunt..ARE
IT
he S
lam
bsea
in th
eP
rufa
le C
hart
are
1.,.
1.
:4
CA::r:t- TA:sAY
0 U
R O
CC
UP
AT
ION
AL
PLA
NS
?
949 i 96
20
SALES REPRESENT
18
MANAGEMENT
22
ENTERTAINMENT
6INSPECT-TESTING
23
TEACH-COON -SOC
W
17
PROMOTION-COMMU
21
MUSIC
15
AGRICULTURE
8CUSTOMER
SERVICE
SCLERICAL WORK
24
MEDICAL
10
SKILLED PER
SERV
4CARE
PEOPLE-ANIM
9NURSING
3PERSONAL
SERVICE
19
ARTISTIC
1MANUAL
12
LITERARY
36
82
35
62
34
82
33
89
33
64
32
59
30
S6
29
54
27
56
26
68
26
63
25
70
24
49
24
S7
23
64
23
27
22
57
4
S S S 5 S S
6 6 6 6 6 6
7
F H F F F I F F F H H F H
4. 9
4444
19h
Suv
aF
INN
fiat
VOC-TECH
SCHOOL
antrest in
Voc
atio
nal P
itman
s
INTERESTED
LV
ocat
iona
l Pro
gram
Cho
ice
fiat
ELECTRONICS
AmmdAPPLIANCE
REPAIR
7. L
ow &
rosy
intim
atio
n
AS
C0
Ef
G
tan*
Cl S
hoe
tatt.
.rn
.1 b
.f. s
and
An.
'her
. not
ievn
ble-
rill/y
r....
, in
....s
r ...
.no
''''''''
''''''
ft.ra
eni,
oar.
,
,..7r
,11.
4:1,
anon
er
n...
......
.
tn.a
in n
neh
nettl
.A
ner
' -A
l.. e
l ...I
In.i.
.! H
'th
at n
on ..
r.I h
e . a
- en
ne.
mar
led
non,
an.w
.r. I
n th
e-..t
atem
ent.
.1t
the
d.T
hat
mar
lrn
...4
of ..
nor
.4h.
nnt
ne e
llear
ee.4
nrA
II .
rI,
Nn
of
lade
s of
mea
n.or
.n.
in w
hich
von
rreA
rker
l .nu.
.l1h.
. 1-1
.w
ry. o
f the
j.h
arti.
ttern
hot
esth
er-
Vnu
mar
irrt
hIn
exp
lore
furt
her
the
erec
t tn.
an
seal
. tor
uh.
.hha
. aIn
eley
rel
.1...
Iti g
yn.
that
ens
ma.
e tn
.ng
in n
rr ..
r tn
nre
.LU
NG
tnle
enne
ll in
the
.0 h
er/1
4.1t
al..
YO
U,'
anon
,.tu
t/I...
Shi
ft/7i
1/..
. - ..
... m
at, o
n,.-
,-Li
ned-
holm
. sew
.na
me
hl..r
t1.
..4 r
r I-
Ore
urra
tiona
l rhi
noth
ery
*re-
the-
I... ,
.4. -
en,-
......
. I,
....,
.,
.h.
* rr
prr.
e.nt
tng
the.
t.t..
.... 4
ri. S
.41
...17
1.1
1.4.
.7
...fn
a In
tne
I inn
eh.
..eur
...,.
." II
,2.
I II.
, ....
tann
in,.
with
...ur
te.h
e h
e...-
..n
./ ..t
h O
n'
-m
atea
n Ite
m th
ee.
......
tee.
nn.n
nV
enn.
int..
r.ss
,1.
...1.
1 pl
." A
rest
re.,r
t.ent
.....
erl.t
ral .
.nal
rt.!
..an.
n..1
11.e
nn,..
.: 1n
t..
-'ne
n....
.1.r
..-1
1..1
gras
l -,..
...1
.11.
.1...
... n
%.
prer
tant
intr
rmto
nnV
., ...
II ..e
n/ii.
A, t
..o.
-ol
4 I E
.°4.
,
,G 0
It I
F o
,
aehl
uena
ltn
t..rn
e.et
e..,
u:.
..1. .
4.%
is-
l'aits 2
Pogo .7
PROFILE CHART
(*to
ol T
estin
gFEBRUARY 11, 1970
Nam
ePORTER
BRUCE C
Gra
ds9
As 14 yea.
7W
011.
See
MFRANKLIN HIGH
NA TReference Group9TH GRADE MAL E
Cou
nsel
orMR GRIFFITH
Sca
leH
umbe
rS
cale
Nam
eS
cale
Sco
reS
iteR
ank
Sta
nine
Pro
file
Sca
leC
larit
yIn
dia
Low
I2
3A
vera
ge4
56
7N
igh
/I9
13
NUMERICAL
49
96
9H
2MACHINE WORK
45
93
8F
11
TRAINING
44
96
9H
16
APPLIED TECH
42
75
6H
7CRAFTS
41
88
7F
14
APPRAISAL
36
70
6F
20'
SALES REPRESENT
36
82
7F
18
MANAGEMENT
35
62
6F
22
ENTERTAINMENT
34
82
7H
6INSPECT TESTING
33
89
8F
23
TEACH*COUN*SOC W
33
64
6F
17
PROMOT I ON.COMMU
32
59
5F
21
MUSIC
30
56
5I
15
AGRICULTURE
29
54
5F
8CUSTOMER SERVICE
27
56
5F
5CLERICAL WORK
26
68
6i
24
MEDICAL
26
63
6F
10
SKILLED PER SERV
25
70
6I
4CARE PEOPLE ANIM
24
49
I
9NURSING
24
57
5H
3PERSONAL SERVICE
23
64
6H
19
ARTISTIC
23
27
4F
1MANUAL
22
57
5PI
12
LITERARY
*
Stu
dent
Que
stio
nnai
re In
fenn
stio
n
I. O
ccup
atio
nal P
lans
Firs
t Cho
ice
APPLIED TECH
Sec
ond
Cho
iceTRAINING
2. B
est L
iked
Sub
ject
s
Firs
tMATHEMATICS
Sec
ond
SOCIAL STUDIES
3. High School
Pro
gram
Firs
tGENERAL
4. P
oet-
Hig
h S
choo
l Pla
ns
Firs
tVOC TECH SCHOOL
5. In
tere
st In
Voc
atio
nal P
rogr
ams
INTERESTED
6. V
ocat
iona
l Pro
gram
Choice
Firs
tELECTRONICS
Sec
ondAPPLIANCE REPAIR
7. L
ocal
Sun
ny In
tona
tion
A B
CD
EF
G
36
34
91
52
DIR
EC
TIO
NS
: How
To
Rea
d Y
our
Pro
file
Cha
rt
Tlw
Pro
file
Cha
rt o
n pa
ge 2
isgr
aphi
c pi
ctur
e of
you
rin
tere
sts
in th
e 24
gen
eral
sto
rk a
rea.
cov
ered
by
the
OV
IS I
nter
est S
cale
s. L
ook
at y
our
Wal
e St
ores
in th
eth
ird
colu
mn
of th
e Pr
ofile
Cha
rt N
ote
that
Ow
e. s
core
sar
e ra
nked
Ira
n hi
gh to
low
. It i
s po
ssib
le to
get
scor
eas
hig
h as
55
or s
o la
w a
s II
. An
aste
risk
()
indi
cate
sth
at y
ou o
mitt
ed to
o m
any
ques
tions
to o
btai
n a
scor
e fo
rth
at s
cale
.T
he s
core
s sh
ow y
ou th
e re
lativ
e st
reng
ths
of y
our
in-
tere
sts
in th
e jo
b ac
tiviti
es d
escr
ibed
in O
VIS
. In
othe
rw
ords
, you
hav
e sh
own
mor
e in
tere
st in
the
job
activ
ities
that
mak
e up
the
Kak
i at t
he ta
p of
the
list t
han
you
have
in th
e jo
b ac
tiviti
es th
at m
ake
up th
e sc
ales
at t
helo
wer
end
of
the
list
Now
look
at t
heP
erce
stie
Illa
seka
ale
Ran
ks)
in th
ene
xt c
olum
n. T
hese
.cor
es s
how
you
how
you
r in
tere
sts
com
pare
with
thos
e of
oth
er s
tude
nts
in y
our
refe
renc
egr
oup.
For
exa
mpl
e. if
you
had
perc
entil
e ra
nk o
f 56
on th
e M
anua
l Sca
le (
Scal
e I)
. thi
s w
ould
mea
n th
at y
ouha
ve s
how
n m
ore
inte
rnt i
n m
anua
l act
iviti
es th
an h
ave
56 p
erce
nt o
f th
e st
uden
ts in
you
r gr
oup.
The
ref
eren
cegr
oup
to w
hich
you
are
bei
ng c
ompa
red
appe
ars
et th
eto
p of
page
2.
The
Sta
mea
sin
the
Prof
ile C
hart
are
boo
med
on
STA
ndar
d N
INE
-po
int s
cale
ran
ging
fro
m I
(low
) to
9 (h
igh)
. Lik
e th
e pr
eam
ble
rank
s. m
eani
ngs
show
how
your
inte
rest
sco
res
com
pare
with
thos
e of
you
r re
fer-
ence
gro
up. S
tani
ne s
core
s of
I. 2
, and
3 r
epre
sent
low
inte
rest
: 4. 5
. and
6. a
vera
ge in
tere
st: a
nd 7
.a.
and
9.hi
gh in
tere
st.
Loo
k at
the
over
all p
atte
rn o
f hi
gh a
nd lo
w -
stan
ines
.A
!er
ther
e no
ticea
ble
diff
eren
ces
in y
our
stan
ine
scor
es&
Au
mal
e to
sca
le?
Con
side
r on
ly M
artin
e di
ffer
ence
s of
t o o
r m
ore
poin
ts a
s be
ing
impo
rtan
t
The
SIC
ak o
rlse
ttyIn
eles
asre
port
ed in
the
Prof
ile C
hart
show
how
con
sist
ent y
ou w
ere
in r
espo
ndin
g to
the
activ
i-tie
s in
eac
h sc
ale.
A S
cale
Cla
rity
Ind
ex o
f 'li
r m
eans
that
you
wer
ehi
ghly
cons
iste
nt in
the
way
in w
hich
you
mar
ked
your
ans
wer
s to
the
stat
emen
t, w
hich
mak
e up
OW
mal
t. T
hat i
s. y
ou m
ark.
] m
ost o
f yo
ur a
nsw
ers
with
the
sam
e de
gree
of
like-
or
"dis
like-
A S
cale
Cla
rity
Inde
x of
mea
ros
that
you
wer
e fa
irly
eca
tais
trat
in th
ew
ay in
whi
ch y
ou m
arke
d yo
ur a
nsw
er'.
A S
cale
Cla
rity
Inde
x of
I' m
eans
that
you
wer
e in
cons
iste
nt in
the
way
in w
hich
you
mar
ked
your
ans
wer
s: y
ou m
ay h
ave
liked
som
e of
the
job
activ
ities
but
dis
liked
oth
er.
You
may
wis
h to
exp
lore
fur
ther
the
occu
patio
ns c
ov-
ered
by
any
mal
e fo
r w
hich
you
hav
e a
Scal
e C
lari
tyIr
ides
d L
" It
is q
uite
pos
sibl
e th
at y
ou m
ay h
ave
ast
rong
inte
rest
in o
ne o
r m
ore
jobs
cov
ered
by
a sc
ale
and
little
inte
rest
in th
e ot
her
jobs
des
crib
ed b
y th
at s
cale
.
You
r an
swer
s to
the
Stud
ent Q
uest
ionn
aire
are
rep
orte
dbe
low
you
r na
me
bloc
k. L
ook
atI.
Occ
upat
imai
Mas
a.L
iste
d th
ere
are
the
two
job
area
s w
hich
you
cho
se .a
best
rep
rese
ntin
g th
e ty
pes
of w
ork
you
wou
ld li
ke to
do
for
livin
g.H
o*do
you
r sc
ores
on
the
24 in
tere
st s
care
sco
mpa
re w
ith y
our
job
choi
ces
and
with
the
othe
r in
for-
mat
ion
from
the
ques
tionn
aire
?Y
our
inte
rest
s sh
ould
pla
y an
impo
rtan
t par
r in
you
red
ucat
iona
l and
voc
atio
nal p
lann
ing.
but
you
sho
uld
also
cons
ider
scho
ol g
ram
spec
ial
abili
ties.
and
othe
r im
-po
rtan
t inf
orm
atio
n_ Y
ou w
ill w
ant t
o in
vest
igat
e fu
rthe
rO
W s
peci
fic
occu
patio
ns th
at s
nake
up
the'
mal
es in
whi
chyo
uha
ve s
how
nth
e gr
eate
st in
tere
st_
You
r co
unse
lor
has
addi
tiona
l inf
orm
atio
n ab
out e
ach
of th
e O
VID
sca
les
tohe
lp y
ou a
s yo
u ex
plor
e th
ese
occu
patio
ns
Cop
yrio
ht.1
970
by H
arco
urt
Bra
ceJo
vano
vich
. Inc
.R
epro
duce
d by
spa
cial
per
mis
sion
.
15 OVERHEAD TRANSPARENCY MASTERSupt. of Schools, Dept. of Educ.Son DIsago County 5-71
OVIS PROFILE CHART
Name Paul Reagon Date of Testing February 1, 1970
Grade 11 Age 16 years 8 months Sex Male
NAT Reference Group 11th Grade Male
OVIS Profile
Scale Scale Student Questionnaire InformationNo. Name Score SCI Stanine
1. Occupational Plans16 Applied Tech. (202) 44 H 7 First Choice APPLIED TECHNOLOGY
Second Choice PROMOTION-COMM.13 Numerical (200) 38 F 7
14 Appraisal (201) 34 I 62. Best Liked Subjects
First Choice MATHEMATICS20 Sales Represe.it. (212) 30 I 6 Second Choice SCIENCE
18 Management (210) 28 F 4 3. High-School Program
17 Promotion-Comm. (210) 27 F 5First Choice COLLEGE PREP.
7 Crafts (102) 26 F 4 4. Post-High-School Plans
23 Teach.-Coun.-Soc. W. (220) 25 H 4First Choice MILITARY TRAINING
5. Interest in Vocational Programs12 Literary (200) 24 H 5
19 Artistic (212) 23 H 4NOW ENROLLED
6. Vocational Program Choice24 Medical (222) 22 H 5 First Choice BUSINESS DATA PROC.21 Music (220) 21 H 4 Second Choice ELECTRONICS
11 Training (120) 20 F 2 7. Local Survey Information
15 Agriculture (202) 19 I 3 (Not Used)
2 Machine Work (002) 18 F 3
22 Entertainment (220) 16 H 3
9 Nursing (111) 15 H 3
1 Manual (001) 14 H 3
4 Care of People-Animals (011) 14 H 2
5 Clerical Work (100) 14 H 2
8 Customer Service (110) 14 H 2
6 Inspect.Testing (101) 13 H 2
10 Skilled Per. Serv. (112) 13 H 2
3 Personal Service (010) 11 H 2
ABILITY TEST SCORES (National Norms)
Otis Lennon Mental Ability TestOctober 1969 Deviation IQ 137
Stanine 9
CEEB March 1970V-571 M-737
PSAT October 1969
SCHOOL GRADES
Grade 10
English II AGeometry ABiology ALatin II B
Grade 11 (first semester)
English III AAlgebra II AAm. History AChemistry AElectronics A
V-97%ile M-99%ile
RANK IN CLASS: 2 in a class of 531
DAYS ABSENT: Grade 9 11/2; Grade 10 0
ACTIVITIES:
_,%00 1E01
Participated in football, basketball, and track. Received letter awards in each. American Legion Citizen-ship Award. Eagle Scout. Student Council Activities.
40Copyright 1970 by Harcourt Brace JovanOvich, Inc.Reproduced by special permission.
1 6 OVERHEAD TRANSPARENCY MASTERSupt. of Schools, Dept. of Educ.San Diego County 5-71
OVIS PROFILE CHARTName Sharon Mager Date of Testing February 16, 1970
Grade 10 Age 16 years 3 months Sex Female
NAT Refcronce Group 10th Grade Female
OVIS Profile
Scale Scale Student Questionnaire InformationNo. Name Score SCI Stanine
1. Occupational Plans5 Clerical Work (100) 53 H 9 First Choice CLERICAL
9 Nursing (111) 52 H 9Second Choice NURSING
2. Best Liked Subjects4 Care PeopleAnimals (011) 49 H 8 First Choice ART8 Customer Service (110) 47 H 9 Second Choice ENGLISH
22 Entertainment (220) 47 H 8 3. High-School Program
10 Skilled Per. Serv. (112) 46 H 8First Choice GENERAL
24 Medical (222) 41 I 84. Post-High-School Plans
First Choice COLLEGEUNIVERSITY18 Management (210) 39 F 8
5. Interest in Vocational Programs3 Personal Service (010) 39 I 8 INTERESTED
19 Artistic (212) 38 I 6 6. Vocational Program Choice20 Sales Represent. (212) 36 F 8 First Choice SECRETARIAL
Second Choice DENTAL ASSISTANT21 Music (220) 36 I 6
7. Local Survey Information12 Literary (200) 35 F 6
A-3. (Father's Occupation)11 Training (120) 35 I 6 Customer Service6 Inspect. Testing (101) 34 I 8 D-10. (Mother's Occupation)
17 Promotion-Comm. (210) 34 I 6 Housewife
23 Teach.-Coun.-Soc. W. (220) 32 I 5 E-5. (Brothers and Sisters)
13 Numerical (200) 30 F 6 Five
14 Appraisal (201) 29 I 7 Fa. (Self-Estimate of Ability)About the Same as Grades
16 Applied Technology (202) 26 I 7 I Have Received7 Crafts (102) 22 F 6 G-4. (Self-Estimate of Special Talent)1 Manual (001) 13 H 3 Clerical
15 Agriculture (202) 11 H 1 H-10. (Post-High-School Plans)
2 Machine Work (002) 11 2Graduation from a4-Year College
ABILITY-ACHIEVEMENT RECORD (National Norms)
Otis-Lennon Mental Ability TestOctober 1969 Deviation 10 92
Stanine 4
Stanford H.S. Achievement TestOctober 1969
EnglishNumerical ComprehensionReadingSpelling
Stanine 2Stanine 2Stanine 3Stanine 4
RANK IN CLASS: 554 in a class of 787
DAYS ABSENT: Grade 9 10%2
SCHOOL GRADES
Grade 10 (first semester)
English 10Business MathTyping 2World HistoryArt 10
41.
DCCDC
COPyright101970 by Harcourt Brace Jovanovicn, Inc.Reproduced by special permission.
DA
TA
Look
for
PE
OP
LEgr
oupi
ngs
in
TH
ING
S
0:'A
VA V
YO
UR
top
8 sc
ales
.
YO
UR
mid
dle
8 sc
ales
.
tip 0
It
.E
QO
4,*
YO
UR
bot
tom
8 s
cale
s.
0 ho
uD
o yo
u se
ean
y pa
ttern
s in
you
r lik
es a
nd d
islik
es?
to'
Wha
t is
the
next
step
afte
ryo
u in
terp
ret y
our
SC
ALE
SC
OR
ES
and
dete
rmin
e Y
OU
R IN
TE
RE
ST
Son
the
OV
IS?
AP'
Obt
ain
mor
e in
form
atio
n ab
out t
he jo
bslis
ted
unde
r ea
ch s
cale
from
ridw
Vita
l Inf
orm
atio
n fo
r E
duca
tion
and
Wor
k
and/
or D
ictio
nary
of O
ccup
atio
nal T
itles
.
; The
Vita
l Inf
orm
atio
nfo
rE
duca
tion
and
Wor
kin
form
atio
nab
out j
obs
of
0;
ispr
esen
ted
on a
mic
rofil
m a
pert
ure
in a
n IB
M c
ard.
R78
1
imtr
aint
.T3S
1111
IMIF
T7-
Wili
T F
rg
T}T
hThi
F47.
17:1
1:
cm.o
,001
4mO
.O.T
.CO
DE
SU
GG
ES
TE
DA
PT
ITU
OE
LEV
ELS
(G.li
fip
1-A
bove
loga
-hig
h
2-A
vere
goim
p11
..ev
pilo
p
MIN
IMU
ME
DU
CA
TIO
NR
EQ
UIR
ED
1-11
n11t
h3-
121h
1ye
ar'
2.12
th4-
12th
2 ye
ars
PH
YS
ICA
LA
CT
(11
1Str
enom
is2-
Mod
erol
e}L
ight
OU
Tua
LgN
VIR
ON
ME
NT
1-16
.Aw
s2-
0104
1nrs
3-In
ner
spac
e
4-O
uter
nen
5.S
sefil
mI I
Im
um50
12
a2
s1 .14
okIte
4 S
4kS
el1,
104,
/WN
W
Xx
2 X
11
5
Tra
m:9
wir
anun
Lta
lrila
r5M
1113
113W
WE
EN
EN
3/21
121W
EE
0
EN
RE
GIO
NA
LC
EN
TE
RF
OR
CA
RE
ER
INF
OR
MA
TIO
N
Dep
ortm
entof
Edu
catio
n,S
on D
iego
Cou
nty
6101
Lind
aV
ista
Rin
d,S
anD
iego
CA
921
11
TR
AIN
ING
AV
AIL
AB
LES
.D.
CO
UN
TY
1 -Y
es
2-N
o
SP
EC
IAL
RE
ST
RIC
TIO
11
1.Y
in2-
No
I II
3MG
RA
ND
DU
PLI
CA
RD
.
0 1.11
0111
3MC
OM
PA
NY
.S
T.P
AU
L.M
INN
ES
OT
A55
119
U.S
.PA
T.N
05.9.
512.
1011
12.
5111
.021
PR
INT
ED
IN U
.S.A
.
20 OVERHEAD TRANSPARENCY MASTER Dearnsont of Education, San Diego County 2.71
Here is an example of how jobs listed in theVIEW system are related to student interest scales.
Departmentof Education
San DiegoCounty
CareerInformation
Center
Assignmentof San Diego
VitalInformation
in Educationand Work Occupations
to the Ohio VocationalInterest
SurveyScales
OccupationalTitle
Scale1 - Manual
Work
D.O.T.Code
Page Numberin Volume
arthi-UFEE5W-77--4,MiWitiona
it es
Asbestosand Insulating
Wbrker
863.884
322
BinderyWorker
643.885
447
Box Boy
920.887
360
CementMason
844.884
322
Custodian
382.884
322
Countergirl(Laundry
and Dry Cleaning)
369.478
501
Dairy Farm Hand
411.884
322
Dishwasher
318.887
360
Fireman(Firefighter)
373.884
322
GarmentCutter
781.884
322
Groundsman
407.884
322
KitchenHelper
318.887
360
Laborer--General
.885
477
LaundryWorker
361.884
322
PackagingWorker
920.885
447
Painter--Construction
and Maintenance
840.781
319
Pest ControlWorker
389.884
322
PoultryFarm Hand
412.884
322
RetailMeat Cutter
316.884
322
TelephoneIndustry
Framanan
822.884
322
Tire Vulcanizer
7gn ARAL
322
Tuna Fisherman
WarehousemanWelder
21 OVERHEAD TRANSPARENCY MASTER
MS is an example of thabout jobs
the type of informationthat you can obtain
by using the VIEW materials.
Department of Education, San Diego County 2.71
D .0 .T 860.381
Revisiondate: October,
1967
VIEWVITAL INFORMATION
FOR EDUCATIONAND WORK
CARPENTER(CARPENTER
APPRENTICE)
The Carpenterconstructs,
erects,installs,
and repairsstructures
and fixturesof
wood,plywood,
and wallboard,using carpenter's,handtools
and power tools,and
conformingto local building
codes.
You Should Have These:
PersonalTraits
r;7reriwttxr7:.i...:App.e
REQUIREMENTSAND QUALIFICATIONS
Accurateand precise
Work well with others
Pride in work
PatienceReliable
Aptitudes
For an explanationof
aptitudes,you are urged
to:See your Counselor
or
Advisor or
Visit an officeof the
-----.1*----.641alifornia
Department
46
4.=
PhysicalTraits
Good physicalcondi
Good sense of balm
Manualdexterity
StaminaAverage
coordinat:
Normalvision
and
(or corrected)
Info
rmat
ion
that
you
can
gain
abou
t job
sby
usi
ng V
olum
e 2
of th
eD
ictio
nary
of O
ccup
atio
nal T
itles
con
sist
s of
:
= W
OR
K P
ER
FO
RM
ED
=W
OR
KE
R R
EQ
UIR
EM
EN
TS
-CLU
ES
FO
R R
ELA
TIN
G A
PP
LIC
AN
TS
AN
DR
EQ
UIR
EM
EN
TS
- T
RA
ININ
G A
ND
ME
TH
OD
S O
F E
NT
RY
=R
ELA
TE
D J
OB
SE
XA
MP
LES
OF
AD
DIT
ION
AL
JOB
TIT
LES
01.1
0411
1
0411
1
0
4 r
o
ce I tn >-
LP to cc
accg
.
go)
0
f
CR
AFT
S32
2
MA
NIP
ULA
TIN
G
.884
:MA
NIP
UL
AT
ING
Wor
k P
erfo
rmed
Wor
k ac
tiviti
es in
this
gro
up p
rimar
ilyin
volv
e th
e de
xtro
us u
se o
f han
ds,
hand
tool
s,. o
r sp
ecia
l dev
ices
to
wor
k, m
ove,
gui
de, o
r pl
ace
obje
cts
or m
ater
ials
.T
here
exi
sts
som
e la
titud
e fo
r ju
dgm
ent
in s
elec
ting
the
appr
o-
pria
te to
ols,
obj
ects
, or
mat
eria
ls, a
nd in
det
erm
inin
gw
ork
proc
edur
es a
nd c
onfo
rman
ceto
lsta
netli
tieril
seis
stan
dard
s, envi
ronm
ent,
and
thes
e fa
ctor
s ar
e fa
irly
obvi
ous.
The
wor
k m
ost f
requ
ently
occ
urs
away
in m
i a m
ach
and
is p
reva
lent
in s
uch
ende
avor
s as
benc
h cr
afts
, str
uctu
ral w
ork,
and
hunt
ing
and
fishi
ng.
Wor
ker
Req
uire
men
tsA
n oc
cupa
tiona
lly s
igni
fican
tco
mbi
natio
n of
: Eye
-han
d co
ordi
natio
n;m
anua
l and
fing
er d
exte
rity;
spa
tial
and
form
per
cept
ion;
a d
ecid
ed p
refe
renc
efo
r w
orki
ng w
ith th
e ha
nds;
the
abili
ty to
wor
k w
ithin
pre
scrib
ed s
tand
-
ards
and
spe
cific
atio
ns; a
nd fa
cilit
y in
ada
ptin
g to
aro
utin
e.
Clu
es fo
r R
elat
ing
App
lican
ts a
nd R
equi
rem
ents
Suc
cess
in c
raft
cour
ses
in s
choo
l.H
obby
of m
akin
g sc
ale-
mod
el b
oats
and
airp
lane
s.E
xpre
ssed
pre
fere
nce
for
wor
king
with
the
hand
s.
Hob
bies
of h
untin
g an
d fis
hing
.
Tra
inin
g an
d M
etho
ds o
f Ent
ryA
ppre
ntic
eshi
p pr
ogra
ms
and
on-t
he-jo
b tr
aini
ng a
reth
e us
ual !
lean
s by
whi
ch a
wor
ker
beco
mes
fam
iliar
with
his
job.
On
occa
sion
s, e
xper
ienc
e in
a le
sser
cap
acity
can
pre
pare
an
appl
ican
tfo
r en
try
into
this
type
of w
ork,
prov
ided
he
has
show
n di
ligen
ce a
nd th
e ca
paci
tyfo
r m
ore
invo
lved
task
s.In
divi
dual
s w
ith s
ome
expo
sure
to d
isci
plin
ed a
nd s
tand
ardi
zed
wor
km
etho
ds in
a s
choo
l or
rela
ted
envi
ron-
men
t will
usu
ally
be
give
n pr
efer
ence
.
RE
LAT
ED
CLA
SS
IFIC
AT
ION
S
Cra
ftsm
ansh
ip a
nd R
elat
ed W
ork
(.28
1; .3
81)
p. 3
12T
endi
ng (
.88.
5) p
. 447
Fee
ding
-Offb
earin
g (.
886)
p. 3
56H
andl
ing
(.88
7) p
. 360
QU
ALI
FIC
AT
ION
S P
RO
FIL
E
GE
D: 2
:3
SV
P: 3
45
2 6
Apt
: GV
N S
P(1
KF
M E
(34
443
533
:355
4 5
344
44 4
44
Int:
9:3
10
Tem
p: 2
YP
hys.
Dem
: S L
M 1
12
34
1
CR
AFT
S
2eS
T
V7.
Da
mi
I ,t
PI
US
.=
'MM
;129
.331
C C71
0.66
1
29i.
XS
-nt
aa4
A P
14 1
St
S13
.
3131
84;
IAN
IPU
LA
TIN
G
c ri
nd d
evic
esto
7 lu
gth
eap
pro.
o s,
alth
ough
all
envi
ronm
ent,
0
teri
ty; s
patia
l%
scri
bed
v.ta
nd-
g a
vp.
eg o
nes
fam
iliar
N ty
pe o
f w
ork,
inite
d
V z r:4 4 Ct- tai 0 C
*4
envi
ron-
(RA
FTS
323
MA
NIP
UL
AT
ING
esST
EN
OG
RA
PHY
.T
YPI
NG
. FLU
NG
.A
ND
RE
LA
TE
D W
OR
KX
.D
uelio
stin
gMar
hine
Wea
kSS
4 I)
,f,
PY.R
AT
OR
(cle
rica
l) 1
11M
AT
ER
IAL
AN
DPR
OD
UC
TIO
NR
E.
CO
RD
ING
ra.
Mar
k C
lorl
dng
and
Rel
ated
War
t=
.F.5
4 so
me:
WoR
atli
(any
MA
.)IS
.M
ourn
l and
read
mits
%se
amai
lme.
a44.
:310
1 ro
am C
UA
SGE
R(f
lpfi
en1)
StM
ISC
EL
LA
NE
OU
SC
LE
RIC
AL
WO
RK
Rs.
I:M
etin
grd
4 P
tag
isic
.S1
Erg
* C
owtr
eoa
(toe
. sm
.)11
MIS
CE
LL
AN
EO
US
ME
RC
HA
ND
ISIN
GW
OR
KM
arry
Wor
kan
yean
sise
. DP.
PLA
TB
oler
os th
us, t
er.)
Bt.
Mre
elle
nver
eM
ereh
eadt
alor
Wor
k.ea
,,M
AN
1)
Ilav
crs
(rel
, tr.
)nr
onas
(fP1
.1f.
)PO
OIP
AN
DB
EV
ER
AG
EPR
EPA
RA
TIO
NA
ND
SE
RV
ICE
AL
Cao
hing
. Log
e lim
asso
d It
orea
rani
eA
VM
Ras
ta 1
.th
ole)
* o1
1.)
311
Mee
reer
dwg.
IF'
arei
nhi
Sho
ultta
rtag
sad
Pack
.la
g H
oars
eA
MR
litin
tsw
. Car
rots
AN
D F
low
(hot
el a
t res
t.)D
as C
urre
aSur
eif
tt.C
1-rr
ea f
wd.
tr.:
who
le. t
r.)
Mca
tCur
rre
Arr
ows:
meg
art
. tr.
; wha
le, ti,
)M
brel
lana
a Fo
odan
d B
ever
age
Pres
onde
aA
TA
R C
orse
Man
(ho
tel A
rem
.)PA
ST T
TT
T(l
inte
l A r
est.)
Pw
as (
wri
ter
tran
s.)
Saso
wer
n M
AN
(hot
el A
wt.)
M.
Feed
and
Ber
ereg
e Pr
imar
ies
sad
Hen
keea
r.T
OO
DA
APE
VA
LA
II,
CO
Nw
neka
lliT
Kff
fIR
IN(h
otel
A r
est.)
XA
PPA
RE
L A
ND
FUR
NIS
HIN
GS
SER
V I
CL
I1X
Lla
uder
lea
Sem
iteA
IML
AT
ND
ITM
AN
. HA
ND
(lo
uti4
.)L
AV
NI/
RT
NA
N(a
ny I
nd./
IIA
Dry
Cle
anin
gSa
rah*
*Il
lat D
arC
LE
AN
ER
. HA
ND
teem
.. dy
e.. A
pres
s,)
Fee
(11:
AS
tele
3n..
dye.
. Am
emo
Ft*
eras
es,
Has
a re
leon
.,dy
e.. A
pre
ss.)
Fres
trve
r:(*
Erg
s ta
(cl
ean_
dye.
, A p
reen
,)L
EA
TIF
.AC
LE
AN
A{
rele
an..
dye.
. A s
trew
)A
rom
ath
unr1
.)Pe
anut
Snrr
iee
19.1
14 I
ltert
ror!
e3n.
, dye
., A
tpr
o..)
Dar
air
wav
er
elea
n.. d
ye.,
Is p
ress
.)Is
r,sg
s,cr
,ar,
Nri
. thos
nd.)
PID
Has
p )a
nyaL
%do
g an
dR
ehir
ed S
errk
eeII
IM E
rr. D
ora
(cle
an..
dye.
. A p
res.
)II
Fans
Dre
rt(p
et. r
.)51
1LA
TID
.I.1
AT
IIIR
U I
ran.
. dye
.. A
pre.
,..1
'ILSh
er s
adL
eger
e R
epai
r and
Rel
ated
Serv
ice.
IX.P
4 F I
lLr
IPA
IMIA
N I
I rr.r
ca th
er. A
re.)
NO
M s
adIr
mal
sMea
s Ner
drew
0.e
x.A
INFi
e G
iant
(the
m. d
ye..
& P
rem
.)H
awse
fele
an
405.
M4
Ilea
c-gr
acur
r(M
own
(gri
n)H
oulm
itann
Spec
idt,
Wea
kB
ella
LA
/BO
RIS
, Noa
ssai
r (r
atrl
e.)
4W7.
Gen
tead
eg s
adO
nrnd
sire
whe
g40
7.11
114
Gam
mon
K(a
ny I
nd.)
Olo
vne
Kar
ma,
Em
ma
(mom
A r
m)
GIL
Nam
Far
atta
ig. am
t..40
0.11
Saaa
mao
rrsa
(wk.
)T
asat
ivan
soer
Har
m (
agg)
I41
AN
IMA
LFA
RM
ING
411.
Dal
ey r
an d
ag41
1.04
FA
RT
HA
ND
, Mul
ctB
MW
IY
AM
HA
ND
,D
ear (
tae.
)11
4I2.
Poe*
, Fam
v111
141
2.11
.4 C
arm
ine*
(aga
r.)
FAIN
Haw
kPO
UL
TR
Y (
sofa
)PO
UL
TIT
TIN
DSI
(sN
HO
.)Po
OL
TR
YV
AC
CD
IA70
5(a
ir(a
.)41
2.th
ere&
?an
alog
413.
1111
4 C
owPE
NC
IIII
I (a
sk.)
DR
EN
CH
ER
(ag
ete.
)FA
IN H
AN
D. L
ivar
atz
(adr
ia.)
BA
UR
(ag
ile.)
LA
NSI
S (w
k.)
Itas
ca H
AN
DW
HO
4111
.M
ural
Far
sala
g,ra
t.N
OA
H A
smar
a.C
alm
at*
(agi
le.)
FAIN
If
AN
D,
DN
INA
L (
kirk
,)FA
NN
Has
a.Fo
x no
d(M
HO
DA
NE
-PA
R/M
UM
(bu
nt. A
trap
.)R
oam
Rft
, Dia
n(l
erb.
)H
OR
AK
11
a, S
amue
l (aid
e.)
12M
ISC
EL
LA
NE
OU
SFA
RM
ING
AN
DR
S.L
AT
ED
win
gII
I.G
emar
a! P
arad
e;G
LO
M e
mic
raw
sa.
Farm
(*i
rk.)
422.
Farm
Ini
gatle
aM
IN I
snlr
.Am
a,V
AL
TI
PIT
SW
OO
43FI
SHE
RY
AN
DR
EL
AT
ED
WO
RK
431.
NM
. Sal
im, a
ndT
rap
Flal
dag
431M
4 E
mita
awA
s,M
ew N
n (M
b.)
Funt
rast
as, N
IT(a
sh.)
Fun
, Div
as N
al te
alt.)
Fam
cava
rr, H
AV
E,
DR
AG
. OS
BIA
LY
Snit
(ask
)FI
SUE
UIP
AN
. LA
NPA
SAN
n (a
sh.)
FIsl
IKIN
AN
, PO
UN
DN
n on
TR
AP
(110
1.)
Fiat
tEnt
ias,
PO
RD
ESK
INS
(ash
.)E
tAII
IIIN
AN
. Res
t Nay
(fl
ab.)
Eum
mtu
AN
,Rm
el N
M(D
sh.)
Font
:sus
AN
. TR
AII
IIiL
Nn
(fis
h.)
FISH
ER
MA
N, T
RA
WL
NE
T (
WL
)E
VII
EN
LIA
N, P
DT
(WO
Fort
KIC
SI V
4.T
ER
RA
PIN
(Si
b.)
Ers
uam
or. W
u*(a
.)ST
RII
ER
(H
ill.)
432.
Lin
e Fi
shin
g43
2.1,
11N
MA
/IA
N. L
INE
(aA
)1.)
43.1
Fish
ing.
Mis
cella
neou
s Gea
r4:
13.1
44 F
isti
Can
AS.
A S
AL
ON
/.(O
oh.)
A4.
SPC
A%
(rA
IL)
435.
Whi
rlin
g
MO
AK
Ii Mal
AN
L13
*114
Mg.
MM
.
Ma.
KO
MI
II ILL
IRIA
N
III
114.
1101
SIL
5111
64
ill.
bllg
ii
Baz
ar B
asas
za(a
gile
.)M
ET
AL
PRO
CE
SSIN
GE
lert
neda
tiag
Man
or-B
arg
Arr
gsro
Aw
r(p
hono
grap
h)M
anua
Moa
t(e
lect
ropl
etin
g)M
ann
Mos
ses
(pho
nogr
aph)
Pam
Fon
seca
(slo
t. so
ap.)
PLai
sa (
elec
trod
es)
Bas
s -1
411A
TM
arl (
Dho
w:M
X*0
)E
Lac
ntor
Oaw
aa(r
deet
ropi
aLlo
g)M
aim
. Pea
rtag
.C
arat
ag. s
adR
alm
od H
amIl
tror
-roa
rrac
sgu
ru (
Imo
sue)
Lith
o C
amas
(els
e. *
quip
.)M
at. H
ama
(mob
!. m
etal
allo
ys)
Mot
s So
ma
(elm
.pul
p.)
N n
ett L
IAD
ES
(kni
t mod
s) I
ISa
mna
Har
ms
gran
A s
teel
)ST
IED
Pou
sea
Ora
n A
Mai
n)Sa
m-p
orra
ga H
EL
PER
gran
A s
teel
)M
etal
Spr
aylo
g.C
.Wag
. and
Rar
est W
ort
Cam
Pass
aass
-ant
rLam
aD
raw
°. (
ard-
The
atya
r)ni
aa.
Mm
a Pu
ma
(soy
lad.
)ar
um la
ss (
plum
b.au
pplie
s)M
ITA
/ gna
ts%
PaO
rmen
on (
soy
In)
Bou
m S
amar
ia(s
ay M
d.)
IMA
M F
amM
ag. a
mt.
Parm
ars
Dsm
omva
a.(e
tert
rord
ir)
Tam
Pal
mas
*O
ran
A s
teel
:co
oler
. met
alM
IMI)
OR
E R
EFI
NIN
GA
ND
FO
UN
DR
YW
OR
KM
asse
r le
. Mal
ortn
g. s
adR
aim
ed W
eek
Bor
rog-
Paga
rrta
rOt
Ora
iLtr
oa (
ore
dres
s..
& r
edo.
)Fe
arin
g sa
d C
astle
dC
amas
(m
e dr
ess.
, smel
t.. A
ref
it.)
CU
POL
A T
atra
*(f
ound
.)IN
GO
T M
AU
LS
(zan
ier.
met
alal
loys
: Ern
dre
ss.,
smel
t.. A
red
o.)
LA
DE
S M
AN
(or
e dres
s., s
mel
t.. A
refi
n.)
Form
at, C
avan
*(A
mid
.)Fo
ams,
ME
TA
L(f
ound
.)T
APP
ER
(U
OU
kf. m
etal
allo
ys: or
e dr
ess.
, sm
elt..
A M
in.)
Mel
ding
. Cee
enta
hlog
. sod
Rel
ated
Wee
kC C
oss
13L
1/11
:111
:k1P
UU
Z d
ao.)
111"
3M
OL
D C
tosz
a(f
ound
.)M
OL
D M
atra
(ore
dra
m. s
mel
t..A
M.)
PLA
STE
R M
oms*
(fou
nd.)
11
Wax
-Par
rges
Ann
weL
za (
bund
.)W
AX
-PA
M:R
NK
rem
er:a
pou
nd.)
Ore
Rei
ning
and
Foun
der
Wor
k.re
-e.
CA
RN
AL
LIT
E-P
LA
NT
OPE
RA
TO
R(o
redr
ess.
.sm
elt..
A M
in.)
LA
DL
E L
INE
RH
ound
.)L
EA
P C
OI/
LIE
N(o
re d
ress
.. sm
elt..
& r
ent.)
MO
LD
Dav
in*
Due
dre
ss.,
smel
t..&
ref
ln.)
Pot L
INE
R (
ore
drem
sm
elt..
&re
nt.)
SAN
PLE
NA
N (
ore
dres
s..
smel
t.. A
rea
p.)
STO
PPE
R M
alta
fir
..
..4.2
64N
Ifyo
uha
vean
y qu
estio
nsab
out
your
OV
IS s
core
s
AS
K T
HE
M N
OW
or
MA
KE
AN
AP
PO
INT
ME
NT
to s
eeyo
urco
unse
lor.
a
400
RE
Gg'
aE
'0E
. tv
oat
C.
4 71
00
RE
ME
MB
ER
..
.
PLA
N T
O U
SE
TH
E IN
FO
RM
AT
ION
AB
OU
TY
OU
R V
OC
AT
ION
AL
INT
ER
ES
TS
IN C
AR
EE
R P
LAN
NIN
G.
Dis
cuss
your
sco
res
onth
e O
VIS
with
1-k
PA
RE
NT
S
CO
UN
SE
LOR
TE
AC
HE
RS
FR
IEN
DS
OT
HE
RS
WH
O C
AN
HE
LP Y
OU
DO
N'T
FO
RG
ET
.
Cou
nsel
ors
also
hav
e ot
her
info
rmat
ion
abou
tyo
urre
cord
whi
chth
ey c
an d
iscu
ssw
ithyo
uto
ass
ist
you
inca
reer
pla
nnin
g.
--S
CH
OO
L G
RA
DE
SS
UB
JEC
TS
TA
KE
N
WO
RK
EX
PE
RIE
NC
E
- PA
RT
ICIP
AT
ION
IN A
CT
IVIT
IES
1171
1---
-i-L
OC
CU
PA
TIO
NA
LIN
FO
RM
AT
ION
-CO
LLE
GE
INF
OR
MA
TIO
N
001
ON
E L
AS
T R
EM
IND
ER
..
.
Ohi
o V
ocat
iona
l Int
eres
t Sur
vey
scor
es
DO
NO
T p
redi
ct s
ucce
ss in
occ
upat
iona
lar
eas.
WH
AT
TH
EY
DO
ISin
dica
te th
at Y
OU
R IN
TE
RE
ST
S A
RE
HIG
H
in th
e fo
llow
ing
area
s an
d
TH
AT
YO
U S
HO
ULD
EX
PLO
RE
TH
EM
FU
RT
HE
R.
Department of Education
San Diego County
Career Information Center
Assignment of San Diego Vital Information in Education and Work Occupations
to the Ohio Vocational Interest Survey Scales and Worker Trait Groups
in Volume II of the Dictionary of Occupational Titles
Scale 1 - Manual Work
Occupational Title D.O.T. CodePage Number in Volume Jrof the Dictionary ofOccupational Titles
Asbestos and Insulating Worker 863.884 322
Bindery Worker 643.885 447
Box Boy 920.887 360
Cement Mason 844., 852.884 322
Custodian 382.884 322
Countergirl (Laundry and Dry Cleaning) 369.887 360369.478 501
Dairy Farm Hand 411.884 322
Dishwasher 318.887 360
Fireman (Firefighter) 373.884 322
Garment Cutter 781.884 322
Groundsman 407.884 322
Kitchen Helper 318.887 360
Laborer--General .884 ,6,7 322, 447, 356, 360
Laundry Worker 361.884 322
Packaging Worker 920.885 447
Painter--Construction Maintenance 840.781 319
Pest Control Worker 389.884 322
Poultry Farm Hand 412.884 322
Retail Meat Cutter 316.884 322
Telephone Industry Frameman 822.884 322
Tire Vulcanizer 750.884 322
Tuna Fisherman 431.884 322
Warehouseman 922.887 360
Welder 810., 819.884 322
Scale 2 Machine Work
Occupational Title D.O.T. Code
Page Number in Volume IIof the Dictionary ofOccupational Titles
Ambulance Driver 913.883 444
Assembler, Electronics 726.781 319
Civil Service Apprentice (D.O.T. number varies)
Drapery Seamstress 787.782 435
Floor Covering Installer 864.781 319
Lens Grinder (Optical) 711.781 319
Lithographic Pressman 651.782 435
54
Scale 2 - Machine Work, continued
Local Truck Driver 900,2,3,6,9.883 444Long-Haul Truck Driver .904.,5.883 444Metal Bonding Assemblers, Aerospace
.
(Press Operator) 806.884 322Operating Engineer 859.883 444Offset Duplicating Machine Operator 207.,651.782 435Plasterer 842.781 319Power Truck Operator 922.883 444Presser 363.782 435Sewing Machine Operator (Apparel Industry) 787.782 435Shop LearnerFederal Government (D.O.T. number varies)Stationary Engineer 950.782 435Tabulating Machine Operator
(Data Processing Operator) 213.782 435
Scale 3 - Personal Service
Occupational Title D.O.T. CodePage /Amber in Volume IIof thFDIEfionary ofOccupational Titles
Airline Stewardess 352.878 507Bartender 312.878 507Beach Lifeguard, 379.868 427Bellman 324.878 507Bus Boy 311.878 507Guard (Watchman) 372.868 427Maid (Ward or Floor) 323.887 360Messenger 230.878 509Model 297.368 4:7,T,
Parking Lot Attendant 915.878 507Service Station Attendant 915.867 503Waiter and Waitress 311.878 507
Scale 4 - Care of People or Animals
Page Number in Volume ITOccupational Title D.O.T. Code CiFiliTTIEfionafT7r
Occupational Titles
Animal Keeper 419.884 322
356.874 511
Child-Day-Care Center Worker (Nursery School-Child Care Teacher) 359.878 479
Nurse Aide 355.878 479
Orderly 355.878 479.
Psychiatric Technician 355.878 479
55
Scale 5 - Clerical Work
Occupational Title
209.,
D.O.T. CodePage Number in Volume IIof the Dictionary oi
Acco;:ntin,,1 Clerk
Bank ClerkBoc1.1.cper
Bookkocpinf; Machine OperatorCalculatinfl Machine Operator (ComptometerOperator)
CatalogerClerk-TypistCourt. ReporterFile ClerkFingerprint Technician (Expert)Key Punch OperatorMail CarrierMedical Record LibrarianMeter ReaderOffice ClerkStenographerTeletype OperatorTraffic Pate ClerkWard Clerk
219.488219.388210.388215.388216.488
249.388209.388202.388206.388375.388213.582233.388100.388239.588219.388202.388203.588219.388219.388
Occupational Iitles
280
280280
280
280
276276
278276
276
274276
276
289
276
278
287
280280
Scale 6 -
Occupational Title
Inspecting and Testing
D.O.T. CodePage Number in Volume IIof th-ETTEfionaryDECupational
of
Automobile Parts Man (Counterman)Forestry Aid
Oceanographic Technician
Pharmacy HelperRod and ChainmanShipping and Receiving ClerkStock Clerk
Telephone SupplymanTool Crib Attendant
289.358441.384
199.384
074.387018.587,222.387223.387
223.387223.387
Titles
.687
488
413
413
271
282
271
271
271
271
56
Scale 7 - Crafts and Precise Operations
Occupational Title D.O.T. CodePage Number in Volume IIof the-Dialonary ot
Air Conditioning and Refrigeration MechanicAircraft LoftsmanAirframe & Powerplant MechanicAirline PilotAppliance ServicemanAssembler, ElectronicsAutomobile Body RepairmanAuto MechanicAutomobile (New Car Get-Ready Man)Bricklayer and Bricklayer ApprenticeCabinetmakerCable SplicerCarpenter (Apprentice Carpenter)Coin Machine Mechanic (Vending Machine
Serviceman)Control Room Technician (Radio & TV)Darkroom TechnicianData Processing Equipment TechnicianData Processing Machine Operator (Computer
Operator)Dental Lab TechnicianDiesel MechanicElectrician (Construction)Electrical RepairmanElectroplaterFurniture UpholstererInstrumentmanLineman 821.,MachinistMaintenance Man (Hospital)Maintenance Mechanic (Industrial)Millwright
Molder and CoremakerMotorcycle MechanicOffice Machine ServicemanPatternmaker (Apparel Industry) .
Pattermnaker Plaster-Plastic (Aircraft Industry)PlumberRadio and Television Service TechnicianRadio OperatorRigger, Ship BuildingRooferSheet Metal Worker and ApprenticeShipfitterSign PainterSmall Appliance RepairmanStructural and Ornamental IronworkerStructural and Surfaces Assembler--AerospaceTelephone Station InstallerTool Grinder OperatorTool and Die Maker
637.281693.381621.281196.283723.381726.781807.381620.281806.381861.381660.280829.381
860.381
639.281957.282976.381828.281
213.382712.381625.281824.281829.281500.380780.381710.281822.381600.280899.381638.281638.281518.381620.281633.281781.381777.381862.381720.281379.368
806.281866.381804.281806.381
970.381723.381809.381806.381822.281,603.280601.280
Occupational Titles
.381
312312312422312319312312312312430312
312
312516312312
274312312312312430312312312430312312312312312312312312312312265
312312312312312312312312312430430
Scale 8 - Customer Services
Occupational Title D.O.T. CodePage Nulinlr in Voltro II
of thiTTICTionlEy or
Admitting Clerk (Hospital)Airline Agent, Ticket and ReservationBank TellerCashierDepartment Store Sales ClerkDriver-Salesman (Routeman)Fingerprint Technician (Clerk)Food Clerk
Front Office Clerk--HotelsLibrary AssistantPost Office ClerkReceptionistSales Clerk--Variety StoreTaxicab DriverTelephone OperatorTelephone Service Representative
(New Acc't Clerk)Travel AgentInsurance Clerk
237.368919.368212.368211.468
289.358,292.358375.388
299.468290.877242.368249.368232.368237.368290.478913.363235.862
249.368237.168210.368
Occupational Titles
.458
258
265
267
269
488
488
276269
503
258
258
267
258
501
519291
258
261
258
Scale 9 - Nursing and Related Technical. Services
Occupational Title D.O.T. Code
Page Number in Volume IIof fhe DictionafT751-Occupational Titles
Dental Assistant 079.378 477
Dental Ilygenist 078.368 477
Electrocardiograph Technician 078.368 477
Licensed Vocational Nurse (Licensed PracticalNurse) 079.378 477
Physical Therapist 079.378 477
Registered Nurse 075.378 477
X-ray Technician 078.368 477
Scale 10 - Skilled Personal Services
Occupational Title
BakerBarberBeauty OperatorCooks and ChefsTailor
Page Number in Volume II
D.O.T. Code of the-TaTionary ofOccupational Titles
526.781 319
330.371 499
332.271 499
313.131 299
785.281, .381 312
785.261 308
Occupational Title
Camp CounselorRecreation WOrker (Group)
Scale 11 - Training
Page Number in Volume IID.O.T. Code of thE-DIETionarT75r-
a-cupational Titles
Scale 12 - Literary
159.228195.228
345345
Page 'Amber in Volume IIOccupational Title D.O.T.Code of the
Titles
Copywriter 132.088 524Market Research Worker (Analyst I) 050.088 294Technical Writer 139.288 387Title Examiner 119.288 254
Scale 13 - Appraisal
Page Number in Volume IIOccupational Title D.O.T. Code of th-C-DIETIonaiT6T-
Occupational Titles
Accountant, Certified Public 160.188 252Data Processing Programmer
(Business Programmer EDP) 020.188 468Junior Accountant 160.188 252Statistician 020.088 468
Occupational Title
Scale 14 - Appraisal
Page Number in Volume IID.O.T. Code of the
Building InspectorMedical TechnologistPharmacistReal Estate AppraiserMedical Laboratory Assistant
168.168078.281,074.181191.287078.381
Titles
.381
416418418420418
Occupational Title
BiologistForester
Scale 15 - AgricUlture
.59
Page. Number in Volume I:
D.O.T. Code of thC-TTETionaTTET-Occupational Titles
041.081040.081
466466
Occupational Title
Scale 16 - Applied Technology
D.O.T. CodepasoNumber in Volume IIof thTHEiionary ofoccupational Titles
Architect 001.081 371Chemist 022.081 466Draftsman 017.281 377Electronic Technician 003.181 379Engineer, Aeronautical 002.081 371Engineer, Electrical 003.081 371Engineer, Mechanical 007.081 371Engineering Aid 005.081 371Oceanographer 024.081 466Physicist 023.081 466Technical Illustrator 017.281 377
Scale 17 - Promotion and Communication
Occupational Title D.O.T. CodePage Number in Volume IIof theLTETionary ofoccupational Titles
Deputy Sheriff 377.368 427
General Secretary 201.368 263
Insurance Claims Adjuster 241.168 416
Lawyer 110.108 425
Newspaper Reporter 132.268 526
Park Ranger and Assistant 169.168 416
Policeman 375.268 416
Policewoman 375.268 416
Public Relations Worker 165.068 482
Radio and Television Announcer 159.148 400
State Traffic Officer (Highway Patrol) 375.268 416
Scale 18 - Management and Supervision
Occupational Title
Bank OfficerCredit ManagerDietitianHospital AdministratorJunior Federal AssistantLibrarianPersonnel AdministratorSystems AnalystUrban Planner
Page Number in Volume II. D.O.T. Code of theiTEFionaFFE
Oaupational Titles
(D.O.T. number varies)168.168077.168187.118
(D.O.T. number varies)100.168166.118012.168199.168
60
245245237
245237
375237
Scale 19 - Artistic
Occupational Title D.O.T. CodePage Number in Volh-::ofth-ETTEFionaTT-7:6ECupational litle-
Commercial Artist 141.081 232Displayman 298.081 232Floral Designer 142.081 232Interior Designers and Decorators 142.051 228Lithographic Cameraman 972.382 514Photographer 143.062 230
Scale 20 - Sales Representative
Occupational Title D.O.T. CodePage Number in Volume ITof-theIaCTionary ofOccupational Titles
Buyer 162.158 484Insurance Agent 250.258 488Insurance Underwriter 169.188 252Optician--Dispensing 713.251 486Real Estate Salesman 250.358 488Securities Salesman 251.258 488
Scale 22 - Entertainment and Performing Arts
Page Number in Volume II
D.O.T. Code of the7Taionary of(Occupational Titles
Occupational Title
Athlete, Professional 153.348 402
Scale 23 - Teaching, Counseling, and Social Work
Occupational TitlePc.ge Number in Volume II
D.O.T. Code ofthFITETiond571--Occupational Titles
Faculty Member 090.228 341Home Economist 096.128 337Peace Corps Worker (D.O.T. number varies)
Social Worker 195.108, .208 296
Teacher, Elementary 092.228 343
Teacher, Exceptional Children 094.228 343
Teacher, Secondary 091.228 341
Psychologist 045.088 294
045.108 296
rational Title
Scale 24 - Medical
Page Number in Volume I:D.O.T. Code of thETTETiondiT77-
Occupational Titles
Dentist 072.108 473Occupational Therapist 079.128 475
Optometrist 079.108 473
Physician 070.108 473Speech Pathologists and Audiologists 079.108 473
Veterinarian 073.108 473
62
Supt. of Schools, Dept. of Educ.San Diego County 14 71