Job Functions of Vocational Evaluators: Perspectives of Those Who Are Qualified as Vocational Evaluators in Taiwan

• Main Authors: Lin Yu Chun, 林俞君
• Other Authors: Wu Ming Yi
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/13322965160856505649

碩士 === 國立高雄師範大學 === 諮商心理與復健諮商研究所 === 103 === The aim of this study was to investigate the importance, frequency in practice, and readiness of job functions of vocational evaluators from the perspectives of those who were qualified as vocational evaluators in Taiwan. Results form this study were intended to be used to facilitate the professional development of vocation evaluators in Taiwan. Employing a survey research methodology, this study used a Chinese-tranlated version of the Vocational Evaluation Job Task and Knowledge Inventory developed by Hamilton & Shumate in 2005. This inventory consisted of six job functions, a total of 75 task items. Respondents took the Likert five point scale to rate the importance, frequency in practice, and readiness of every item. Four hundurds and six persons who were qualified as Vocational Evaluators and registered at the Vocational Rehabilitaion Professional System managed by Workforce Development Agency were invited to participate in this study through website inventory. A total of 127 valid respondents were collected, with an effective response rate of 31.2%. This study deducted six conclusions as follows. First, those who were qualified as vocational evaluators in Taiwan considered “Professionalism” to be the most important job function. Second, those who were qualified as vocational evaluators in Taiwan considered “Professionalism” and “Clinical Skills to Analyze & Synthesize Assessment Data” job functions to be conducted most frequently in practice. Third, those who were qualified as vocational evaluators in Taiwan considered that they had the fullest readiness in “Professionalism” and “Clinical Skills to Analyze & Synthesize Assessment Data” job functions. Fourth, the perspectives between those who had Vocational Evaluator work experience and those who hadn’t were significantly different. Fifth, the more important a job function was considered, the more frequently it was conducted in practice and fully prepared. And finally, the low frequency of employing vocational data and transferable skills in vocational evaluation practice found in this study was similar to previous research findings in Taiwan. Two suggestions were made based on the study findings. First, the curriculum of vocational evaluation training program in Taiwan needs to be revised in order to meet the comprehensive demands of this profession. And second, the continuing education of vocational evaluators should be designed to match the certification system, in order to facilitate the professional development of vocational evaluators in Taiwan.