Using career assessments from other countries

It is quite a process to create, test and normalise career assessment instruments (Stuart, 2004), but living in the Antipodes, where we have such a small population - only 5m - it would also be a costly procedure. Pretty much the only quantitative tools we have in Aotearoa are tests which have been internationally-developed. So, if we career practitioners in New Zealand want to give our clients evidence-based assessments, we have to rely on those which have been developed elsewhere. But are those international assessments worth using, from a cultural appropriateness point of view, or should we avoid quantitative testing altogether?

Due to our geographic isolation, rural roots, and confluence of Pākehā, Māori and Pasifika ethnicities, New Zealand's multicultural society is unique. Māori and Pasifika cultures have tended to focus more on collective well-being, interdependence, and respect for the environment; as opposed to the Western individualism arising from the Pākehā settlers (Harmsworth, 2005; while noting that all three culture are moving closer together). Our social norms, leadership styles, and personal interactions of Aotearoa mean that we prize modesty, practicality, and resilience (Harmsworth, 2005). Due to Māori and Pasifika cultural influence, all New Zealanders may have more community-oriented career goals, on average, than other nations. In fact, the John Hopkins Institute collected and cross-tabulated UN volunteer data, which showed that New Zealand has the most volunteers by a third, even though our not-for-profit sector is smaller than some other nations (Belgium, Australia and Israel; GMVP, 2013). Volunteering in New Zealand appears more culturally endemic than in Australia; apparently 50% of Kiwis volunteer versus 5% of Aussies volunteer (SNZ, 2006; VNZ, 2024). 

Our differing values may mean that international test validity may not translate to test validity here in Aotearoa. But why should we use quantitative assessments anyway? Well, there are good reasons. It seems that clients who complete assessment instruments have a deeper understanding of their own interests, values and strengths (Heppner et al., 1994). In addition, clients tend to make more informed career decisions, and seem to experience less career indecision as a result of testing (Heppner et al., 1994). Even better, clients who took assessments as part of seeing a career practitioner experienced more positive career outcomes, including better career goal alignment, increased job satisfaction, and improved career advancement (Heppner et al., 1994).

It appears that knowing ourselves may assist our career decision making, how we further our careers, and make us happier in our work. So, as long as we don't put too much emphasis on the tests (don't treat them as gospel), then the tests give our clients some clarity.

Bonus.

Sam

References:

GVMP. (2011). The Global Volunteer Measurement Project. http://volunteermeasurement.org/

Heppner, M. J., O'Brien, K. M., Hinkelman, J. M., & Humphrey, C. F. (1994). Shifting the paradigm: The use of creativity in career counseling. Journal of Career Development, 21(2), 77-86. https://doi.org/10.1177/089484539402100202

SNZ. (2006). Finding and Keeping Volunteers [report]. Sport New Zealand [formerly SPARC]. http://www.sparc.org.nz/filedownload?id=850d18af-002f-40b7-b989-5a99e5b40f82

Stuart, B. (2004). Twelve Practical Suggestions for Achieving Multicultural Competence. Professional Psychology: Research and Practice 35(1) 3–9. https://doi.org/10.1037/0735-7028.35.1.3

VNZ. (2024). State of Volunteering Report 2024 [report]. Tuao Aotearoa | Volunteering New Zealand. https://www.volunteeringnz.org.nz/wp-content/uploads/f_SOV-report_2024_web.pdf