SkillsPassport
Careers
Final Report
World of Work
🎓

Introduction

Executive Summary

The Tertiary Study Choices product was meticulously designed by esteemed educational psychologist Dr. Lanette Hattingh. It empowers learners in grade 10,11 or 12 to make informed, data-driven decisions regarding their future careers and study choices.

"Education is the most powerful weapon which you can use to change the world."

Nelson Mandela

The Learner's Journey

1

Reasoning Ability

Cognitive skills and logic assessments.

2

Career Interest Exploration

Mapping passions to professional pathways, career areas, career fields and ultimatley careers.

1

Reasoning Ability

Assessment Overview

Focused on an understanding of words, numbers, and patterns. These quizzes help learners uncover their unique thinking process and identify career fields that align perfectly with their cognitive abilities.

Each quiz consists of 15 questions and must be completed in 15 minutes.
All assessments are narrative and were developed by Dr. Lanette Hattingh

The Three Dimensions

A

Words

Verbal Reasoning

Numbers

Numerical Reasoning

Patterns

Non-verbal Reasoning

Verbal Reasoning
1

Verbal Reasoning

Verbal reasoning tests how well you understand and work with written information. It looks at your reading, vocabulary, and how you find links or make sense of ideas. These skills help you think clearly, solve problems, and communicate better at school and in future careers.

⏱️ Time taken: 0:19
📈 Above Average
Numerical Reasoning
2

Numerical Reasoning

Numerical reasoning tests how well you work with numbers and use maths to solve problems. It includes reading data, doing calculations, finding patterns, and understanding how numbers relate. These skills are useful for logical thinking and careers like finance, engineering, and science.

⏱️ Time taken: 0:21
📈 Above Average
Non-Verbal Reasoning
3

Non-verbal Reasoning

Non-verbal reasoning tests how well you solve problems by using pictures and patterns instead of words. It involves spotting shapes, sequences, and relationships in diagrams or designs. These skills help you think logically and are useful in careers like engineering, design, and technology.

⏱️ Time taken: 0:24
📈 Above Average
2

Career Interest Exploration

Career Insight

The 2 careers detailed below were identified using the Career Interests Explorer. Because this process is intrinsically linked to the learner's reasoning scores, their results directly determined which career pathways were accessible during exploration.

Furthermore, the targeted careers were strictly narrowed and validated against the learner's actual school subjects.

Review the World of Work for a deeper contextual understanding.

🌍 Explore World of Work

The Explorer Process

Pathway Selection

The learner explored career paths and selected Vocational - Foundation Pathway.

Interest Area Selection

Within their chosen pathway, they chose 2 Areas.

Career Field Selection

Finally, they drilled down into specific clusters, finalizing the 3 Fields.

Farm assistant
💼
1

Farm assistant

📁 Farming Agriculture, Environmental, Animals & Plants

A Farm Assistant helps with the daily operations on a farm. This could involve feeding animals, planting, watering and harvesting crops, and maintaining farm equipment and facilities. It's a job that requires early mornings and physical work, but it's incredibly rewarding for those who enjoy seeing the direct results of their efforts. Farm Assistants need to be quick on their feet, able to handle a variety of tasks, and work under different weather conditions. They also need to be good at following instructions and working both independently and as part of a team. It’s a great way to learn about agriculture and could be a stepping stone to a career in farming or agricultural management.

To become a Farm Assistant in South Africa

This career falls into the Vocational - Foundation (Work Readiness) pathway. This means your goal is immediate employability — you do not need a university degree or a formal TVET diploma to start working. The focus is on practical skills, reliability, and basic literacy and numeracy. Short courses, learnerships, and on-the-job training are your most powerful tools. [1]

University Admission Breakdown (Matriculants)

A Farm Assistant role does not require a university degree. However, if you wish to grow into a supervisory or management role in agriculture, the table below shows entry-level agricultural qualifications at TVET Colleges and institutions that can support your career growth:

Institution Qualification APS Score Key Requirements
Tshwane North College (TNC) [1] NCV Level 2 Skills Programme (Agriculture-related) N/A Passed Grade 9 or NQF Level 1 / AET Level 4 with a pass in Social subjects. No Matric required. [1]
CATHSSETA Learnership Programme [2] Workplace-Based Learnership (Agriculture / General Worker) N/A No formal Matric required. Combines structured practical workplace training with theoretical learning. [2]
TVET Colleges (National) NCV Level 2–4: Primary Agriculture N/A Grade 9 pass is the standard entry requirement for NCV Level 2. No Matric needed to begin.
AgriSETA Skills Programme / Short Course: General Farm Worker (NQF Level 1–2) N/A No formal schooling requirement. Designed for immediate entry into the agricultural sector. Funded learnerships available.
Elsenburg Agricultural Training Institute Certificate in General Agriculture (NQF Level 3) N/A Grade 9 minimum. Practical farm-based training. Ideal stepping stone for Farm Assistants wanting to grow into supervisory roles.

Required Pass Level

For a Farm Assistant role, no specific Matric pass level is required. A Grade 9 certificate is sufficient to access entry-level NCV programmes and learnerships. If you do complete Matric, a Certificate Pass (the minimum pass level) is more than adequate. What matters most to employers in this field is your physical fitness, reliability, willingness to learn, and basic literacy and numeracy. Focus on gaining practical experience through learnerships and AgriSETA-funded programmes to build your career. [1][2]

Sources Consulted:
  • Tshwane North College (TNC) — Prospectus: NCV Admission Requirements (NQF Level 2) [1]
  • CATHSSETA — Learning Programmes: Learnership and Workplace-Based Training [2]
Magician
💼
2

Magician

📁 Entertainment Arts and Culture

Imagine being a Magician, where your job is to amaze and entertain people of all ages with sleight of hand, card tricks, and mind-boggling illusions. Magicians perform in various settings, from stage shows and private parties to corporate events and television. The role involves not only performing tricks but also creating and perfecting new ones, which requires a deep understanding of both the psychology of deception and the mechanics behind each trick. A successful magician must be adept at engaging with the audience, managing stage presence, and maintaining a sense of mystery and excitement. This career is perfect for those who love to combine creativity with performance and have a penchant for the dramatic. It’s not just about knowing the tricks; it’s about delivering them in a way that captivates and enchants your audience.

To become a Magician in South Africa

This career falls into the Vocational - Foundation (Work Readiness) pathway. Magic as a professional performance career in South Africa is not a formally regulated trade or academic discipline with a standardised qualification. It sits closest to the performing arts world, where success is built on self-developed skill, performance experience, networking, and entrepreneurship rather than a specific degree or diploma. Your focus should be on building your craft, gaining stage exposure, and developing the business skills to market yourself as an entertainer. [2]

University Admission Breakdown (Matriculants)

There is no dedicated university degree for Magic in South Africa. However, if you wish to formalise your performing arts training, the closest related qualifications found are in Performing Arts, Musical Theatre, and Drama. Below are relevant options identified:

Institution Qualification APS Score Key Requirements
Oakfields College (Pretoria/Johannesburg) [4] 3-Year Diploma in Musical Theatre and Dance N/A Audition-based entry; passion for performance, dance, singing, and acting. Hands-on stage experience provided.
Various Performing Arts Institutions (General) [2] Bachelor of Arts (Performing Arts / Drama / Theatre) Varies by institution Bachelor's Pass; Dramatic Arts or equivalent background; audition typically required. Covers acrobatics, stage performance, magic, mime, and related disciplines.
TVET Colleges (General) [1] [3] [5] NCV / Short Skills Programmes in Creative Arts or Entrepreneurship N/A Grade 9 minimum for NCV entry. Focus on practical skills, self-employment readiness, and creative arts foundations.

Note: No South African institution offers a dedicated "Magic" qualification. The most practical route is self-training, mentorship under an experienced magician, joining organisations like the South African Magic Circle, and building a performance portfolio independently. [2]

Required Pass Level

For this pathway, no specific Matric pass level is formally required to become a working magician. However, if you wish to pursue a related Performing Arts diploma or degree, a Diploma Pass (for college programmes) or a Bachelor's Pass (for university-level arts degrees) would be needed. For direct entry into the profession, your performance portfolio, stage experience, and entrepreneurial drive matter far more than your Matric results. Focus on performing at every opportunity — school events, community shows, and local festivals — to build your reputation. [2] [4]

Sources Consulted:
  • Orbit TVET College — 2026 College Prospectus [1]
  • ZA Bursaries — Visual and Performing Arts Bursaries 2026 South Africa (zabursaries.co.za) [2]
  • Gert Sibande TVET College — Prospectus 2024 [3]
  • Oakfields College — Study Full-Time Courses in Pretoria and Johannesburg (oakfieldscollege.co.za) [4]
  • Majuba TVET College — Prospectus (majuba.edu.za) [5]
💡

Journey Insights

Analytics Engine

This Learner Journey Report is more than just test scores.

Our system quietly watched how the learner engaged with every single activity to build a truly honest picture of their natural strengths, their genuine interests, and the safest path forward for their future.

The Analytical Journey

Reasoning Quizzes

We measured how long they spent on each question to see their true natural ability instead of just a final test score.

Career Exploration

We tracked which videos they watched and how deeply they drilled into the fine print of specific jobs to find their True North.

Aspirational Alignment

We monitored when they attempted to select careers requiring higher academic metrics than they achieved, mapping their aspiration gaps.

Behavioral Synthesis

We combined their decisiveness, their hesitations, and the specific questions they asked during exploration to build a final, objective behavioral profile.

🎯 Engagement & Effort

  • Both reasoning assessments were completed in under 30 seconds each — a fraction of the time allowed — and neither produced any answer changes, which together suggest the learner moved through the questions without genuinely engaging with them, making the scores difficult to interpret as a true reflection of ability.
  • The career exploration exercise followed a similar pattern: it was finished very quickly, no career descriptions were read in depth, and the fields selected — ranging from farming to entertainment — are quite broad and unconnected, suggesting the choices were made without much comparison or reflection.

🔗 Alignment & Fit

  • Because the quiz sessions were so brief and the career selections show no evidence of deliberate narrowing, there is currently no clear thread connecting the learner's demonstrated reasoning strengths to the career directions noted — a genuine connection may well exist, but this data does not reveal it.

📊 Confidence Level

  • Given the consistently rapid completion times, minimal interaction across both assessments, and surface-level career exploration, these results are best treated as an incomplete starting point rather than a reliable picture of the learner's abilities or interests.

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Help Guide

Understanding Your Results

How your results are calculated

We combine three key data points to find your best matches.

Your dashboard brings together your unique profile:

Aptitude scores

Your performance in Verbal, Numerical, and Non-Verbal reasoning.

Career Interests

The specific fields and activities you selected as your favorites.

Subject Match

We check if your chosen subjects align with career requirements.

Skills Assessment Guide

How to interpret your aptitude scores.

Watch Results Video

Click here to watch the guide on understanding your profile.

Verbal Reasoning

Measures your ability to understand, analyze, and interpret written information. Critical for Law, Journalism, and Humanities.

Numerical Reasoning

Measures your ability to work with numbers, data, and graphs. Critical for Engineering, Finance, and Science.

Non-Verbal Reasoning

Measures your ability to solve visual problems and understand patterns. Critical for Architecture, Design, and Engineering.

Exploring Career Fields

Using the career cards to find your future path.

Each card represents a field that matches your profile. Use the buttons on the card to dive deeper.

  • Explore Careers: Opens a detailed list of specific jobs (e.g., "Civil Engineer", "Architect") within that field.
  • Watch Video: Plays a short documentary about what it's like to work in this industry.
  • Edit Selection: (Grade 9 only) Look for the pencil icon on the card image if you want to change your field choices.
Qualification Pathways

When viewing jobs, look for these badges to know the training route:

A (Academic) V1 (Vocational) O (Occupational)

Subject Selection Review

Understanding your final subject package structure.

Compulsory Subjects

These are non-negotiable subjects required for your National Senior Certificate (e.g., English, Maths/Maths Lit, Life Orientation).

Required Electives

Subjects you must take to access the careers in your chosen fields. Without these, you may not qualify for university programs in that direction.

Recommended Electives

Highly suggested subjects that will help you in your career, though they may not be strictly mandatory for entry.

Teacher Review Changes

If your teacher reviewed your selections, you may see these status badges:

Check your subject list for any of the following indicators:

  • ADDED Your teacher added this subject to your list (usually because it's required).
  • REMOVED This subject was removed from your selection (it may not be available or suitable).
  • CHANGED This subject choice was modified (e.g., Mathematics changed to Math Literacy).

Our Approach to Personality

An evidence-based position for Grade 9–12 career guidance.

Executive Summary

A research-informed design decision, not an oversight.

SkillsPassport's career guidance platform deliberately does not administer personality profiling to Grade 9–12 learners. This is not an oversight — it is a research-informed design decision grounded in developmental psychology, psychometric science, South African regulatory context, and ethical best practice.

Our philosophy: We show the learner what the field needs. The learner decides if it fits. That's career exploration, not personality diagnosis.

1. Adolescent Personality Is Still Developing

The scientific literature is unambiguous.

Personality traits are not stable in adolescence. The scientific literature is unambiguous:

Roberts, Walton & Viechtbauer (2006) — Meta-analysis of 92 longitudinal studies: "Mean-level changes in personality traits are most pronounced in young adulthood (age 18–30), but significant development occurs throughout adolescence."
Psychological Bulletin, 132(1), 1–25
Soto & Tackett (2015) — "Personality traits show meaningful change during childhood and adolescence... conscientiousness, agreeableness, and emotional stability all increase across this period, but with significant individual variation."
Current Directions in Psychological Science, 24(5), 358–362

Neuroscience confirms this. The prefrontal cortex — responsible for judgment, planning, impulse control, and self-concept — does not fully mature until approximately age 25:

Casey, Jones & Hare (2008) — "The adolescent brain is still undergoing significant development, particularly in the prefrontal cortex, which supports cognitive control, decision-making, and self-regulation."
Annals of the New York Academy of Sciences, 1124(1), 111–126

Implication: Any personality "measurement" of a 14–17 year old captures a moving target. The result may be different six months later without any intervention at all.

2. Self-Report Quizzes Have Poor Validity in Schools

Self-report instruments administered in school settings suffer from well-documented validity threats.

Careless/Insufficient Effort Responding (IER)

Meade & Craig (2012) — "Insufficient effort responding is a major threat to data quality in self-report surveys... prevalence rates of 10–50% have been reported, particularly in low-stakes settings."
Psychological Methods, 17(3), 437–455

In a school-based setting where learners have no personal stake in the outcome, IER rates are at the upper end of this range. A learner clicking through a quiz to finish quickly is indistinguishable from one answering thoughtfully when using a simple yes/sometimes/no format.

Social Desirability Bias

Holtgraves (2004) — "Adolescents are particularly susceptible to social desirability responding... they tend to present themselves in a manner they believe is expected or valued by authority figures."
Personality and Social Psychology Bulletin, 30(2), 161–172

Implication: Even when learners try to answer honestly, their responses are filtered through "what answer seems right" rather than genuine self-reflection.

3. Short Instruments Lack Reliability

Established instruments require substantial length to achieve acceptable reliability.

Instrument Items Scale Target Age Clinical Use
NEO-PI-R 240 5-point Adults Research/Clinical
MMPI-A (Adolescent) 478 True/False 14–18 Clinical only
16PF Adolescent (APQ) 142 3-point 12–18 Supervised admin.
Typical school quiz 30–50 2–3 point 14–18 ❌ Insufficient
Credé, Harms, Niehorster & Gaye-Valentine (2012) — "Shorter personality measures sacrifice reliability and validity... ultra-brief measures should be used only for screening, never for individual-level decisions."
Journal of Personality and Social Psychology, 102(4), 874–888

Implication: A 48-item quiz with 3 response options does not meet the psychometric threshold for making any individual-level claims about a learner's personality.

4. The South African Context: Why It's Even More Problematic Here

South Africa's diverse linguistic and cultural landscape creates additional layers of concern.

4.1 The HPCSA Regulatory Framework

The Health Professions Council of South Africa (HPCSA) specifically regulates who may administer psychological assessments:

  • All tests measuring psychological constructs must be classified by the HPCSA's Professional Board for Psychology (Health Professions Act, No. 56 of 1974)
  • Only HPCSA-registered psychologists, psychometrists, and registered counsellors may administer classified psychological tests — each with specific limitations on scope
  • Assessments must comply with the Employment Equity Act (No. 55 of 1998) fairness and validity requirements, meaning they must be scientifically validated, reliable, unbiased, and fair across cultural and linguistic groups

Implication: A computer-based personality quiz administered at scale without professional supervision raises serious regulatory questions under South African law, regardless of the instrument used.

4.2 The "Big Three" Tools Used in SA — and Their Limitations

The three personality-related instruments most commonly used in South African career guidance are Holland's RIASEC, the 16PF, and the MBTI. All three have significant limitations for our use case.

Holland's RIASEC (Self-Directed Search)

Holland's hexagonal model classifying people into six types (Realistic, Investigative, Artistic, Social, Enterprising, Conventional) has been the backbone of career guidance globally since the 1970s. It is widely used in South Africa by career counsellors and educational psychologists.

What it gets right: The RIASEC model provides a useful framework for organising career fields and matching them to broad interest patterns. More recent South African research suggests the hexagonal structure has reasonable validity here (Du Toit & De Bruin, 2002).

Where it falls short:

Watson, Stead & De Jager (1995) — "Studies have indicated a poor fit for the structural validity of Holland's circular order model among young Black South African men and women."
Journal of Industrial Psychology, 21(3), 1–8
  • Cultural bias: The model was developed on predominantly White American samples. While later SA research shows reasonable structural validity for combined samples (De Bruin & Du Toit, 2012), the fit is notably weaker for specific demographic subgroups
  • Oversimplification: Six types cannot capture the nuance of human personality, especially in adolescence when identity is still forming
  • Static model in a dynamic world: Holland's framework does not account for the rapidly changing nature of work, emerging industries, or non-traditional career paths increasingly relevant in South Africa's economy

Important distinction: SkillsPassport uses the concept of career fields and interest areas (which draws on Holland's organising principle) without attempting to classify the learner into a Holland type. We use the framework to organise careers, not to label people.

16PF (Sixteen Personality Factor Questionnaire)

The 16PF is one of the most widely used personality instruments in South African career counselling. The Adolescent Personality Questionnaire (APQ) is its version for 11–22 year olds. Both are distributed by JvR Africa Group with South African norms.

Critical limitations in the South African context:

Abrahams & Mauer (1999) — "Reliability coefficients for African-language groups were often lower than those for norm samples... for some primary factors, reliability coefficients were exceptionally low in black subgroups."
Journal of Industrial Psychology, 25(1), 53–59
  • Language barrier: The 16PF is administered in English or Afrikaans. Learners whose home language is isiZulu, isiXhosa, Sesotho, or any other of SA's 12 official languages face a comprehension barrier that contaminates personality measurement with language proficiency
  • Cultural interpretation of constructs: Research shows that learners from different cultural backgrounds attribute different meanings to personality constructs. A question designed to measure "warmth" or "assertiveness" may be interpreted entirely differently depending on cultural norms around emotional expression and authority
  • Norm inadequacy: While South African norms exist, they have been shown to be insufficiently representative across the country's diverse population groups (Prinsloo & Ebersöhn, 2002)
Meiring, Van de Vijver, Rothmann & Barrick (2005) — "The assumption that instruments developed in one cultural setting are valid in another has been questioned... thorough testing of such instruments is needed before use."
SA Journal of Industrial Psychology, 31(1), 1–8

Implication: Even the gold-standard personality instrument used in SA has documented reliability problems with the majority of South Africa's learner population. Using it at scale in a digital platform without supervised administration would compound these issues significantly.

MBTI (Myers-Briggs Type Indicator)

The MBTI is sometimes used in South African career guidance, particularly by educational psychologists in private practice. It is, however, the most scientifically discredited of the three major instruments:

  • Low test-retest reliability: Research shows a 50% chance of receiving a different personality type after just five weeks. Some studies report up to 75% of test-takers get different results on retake (Pittenger, 2005)
  • False dichotomies: The MBTI forces continuous personality traits into binary categories (Introvert/Extravert). In reality, most people fall near the middle, meaning a tiny score difference places them in entirely different "types"
  • Widely regarded as pseudoscience: The MBTI lacks validity scales, has no predictive power for job performance, and much of its supporting research comes from the Myers-Briggs Foundation itself — a clear conflict of interest
  • Particularly inappropriate for adolescents: Personality preferences can change within months during adolescence, making type classification meaningless for this age group
Pittenger (2005) — "The MBTI does not predict job performance, career success, or personal satisfaction... it lacks scientific validity as a personality measure."
Consulting Psychology Journal: Practice and Research, 57(3), 210–221

Implication: The MBTI should not be used for adolescent career guidance, full stop. This is not a controversial position — it is the mainstream scientific view.

4.3 The Career Guidance Reality in SA Schools

The practical reality in South African schools makes personality profiling even less viable:

  • Life Orientation teachers are not psychologists. CAPS requires LO teachers to provide career guidance, but they are not trained or registered to administer or interpret psychological instruments
  • Class sizes of 40+ learners make supervised, thoughtful administration impossible
  • Digital access varies wildly — from well-resourced private schools to rural schools with shared computer labs. A platform must work reliably across all contexts
  • The majority of SA learners are not English first-language speakers, introducing a systematic linguistic bias into any English-language personality questionnaire

5. Even Valid Personality Data Has Limited Utility

Even if a personality instrument were perfectly valid, the practical question remains: what do you do with the result?

The Matching Problem

Rounds & Su (2014) — "Interest-personality congruence explains only a small proportion of career satisfaction and success... many successful professionals have personality profiles that do not match the 'typical' profile for their occupation."
Current Directions in Psychological Science, 23(2), 98–103

Telling a learner "your personality doesn't match this field" could discourage them from a career they would have thrived in.

The Labelling Risk

Savickas (2005) — "Labelling adolescents with personality types can create self-fulfilling prophecies and limit exploration during a critical developmental period."
In Brown & Lent (Eds.), Career Development and Counselling, pp. 42–70. Wiley.

Savickas's Career Construction Theory — the dominant contemporary framework in vocational psychology — explicitly argues against fixed trait labelling in adolescents. Instead, it advocates for narrative exploration: helping young people construct their career identity through stories, experiences, and reflection.

The Actionability Problem

Even with MMPI-style validity detection built into a quiz, the outcomes are unactionable:

  • Flag dishonest answers? You alienate an adolescent in a guidance setting
  • Make them redo the quiz? A disengaged learner will click randomly again, faster
  • Silently discard the data? Then why collect it?
  • Show results with a caveat? "You might be a Thinker, but we're not sure" — useless to everyone

6. What We Do Instead (And Why It's Better)

An exploration-based model aligned with current best practice.

SkillsPassport uses an exploration-based model that aligns with current best practice:

Traditional Approach SkillsPassport Approach
"You are a Thinker" "This field needs Thinkers"
Test → Label → Match Explore → Reflect → Discover
Fixed personality diagnosis Current interest snapshot
Adolescent answers a quiz they don't care about Adolescent engages with career videos they're curious about
English-only psychological instrument Video-based exploration accessible across language barriers

We show learners what personality traits each career field requires and let them self-reflect: "Do I see myself in this? Could I develop these traits?"

Hartung, Porfeli & Vondracek (2008) — "Career exploration in adolescence should emphasise self-discovery and experiential learning rather than psychometric classification."
The Career Development Quarterly, 57(1), 63–74

7. Summary: Our Reasoning

  1. Adolescent personality is still developing — measuring it implies a stability that doesn't exist
  2. Self-report quizzes in school settings produce unreliable data — careless responding rates are unacceptably high
  3. Short instruments don't meet psychometric standards for individual-level personality claims
  4. The SA context adds cultural, linguistic, and regulatory barriers — the major tools (Holland, 16PF, MBTI) all have documented validity problems with South Africa's majority population
  5. Even valid personality data has limited utility in career guidance and risks harmful labelling
  6. Exploration-based approaches are the current best practice in vocational psychology for this age group

We are not avoiding personality profiling because we can't do it.
We are avoiding it because the evidence says we shouldn't.

References

  • Abrahams, F. & Mauer, K.F. (1999). The Comparability of the Constructs of the 16PF in the South African Context. Journal of Industrial Psychology, 25(1), 53–59.
  • Casey, B.J., Jones, R.M., & Hare, T.A. (2008). The Adolescent Brain. Annals of the New York Academy of Sciences, 1124(1), 111–126.
  • Credé, M., Harms, P., Niehorster, S., & Gaye-Valentine, A. (2012). An Evaluation of the Consequences of Using Short Measures of the Big Five Personality Traits. Journal of Personality and Social Psychology, 102(4), 874–888.
  • De Bruin, G.P. & Du Toit, M.C. (2012). Structure of the RIASEC in South African Respondent Data. Unpublished research summary, JvR Africa Group.
  • Hartung, P.J., Porfeli, E.J., & Vondracek, F.W. (2008). Career Adaptability in Childhood. The Career Development Quarterly, 57(1), 63–74.
  • Holtgraves, T. (2004). Social Desirability and Self-Reports. Personality and Social Psychology Bulletin, 30(2), 161–172.
  • Meade, A.W., & Craig, S.B. (2012). Identifying Careless Responses in Survey Data. Psychological Methods, 17(3), 437–455.
  • Meiring, D., Van de Vijver, F., Rothmann, S., & Barrick, M.R. (2005). Construct, Item, and Method Bias of Cognitive and Personality Tests in South Africa. SA Journal of Industrial Psychology, 31(1), 1–8.
  • Pittenger, D.J. (2005). Cautionary Comments Regarding the Myers-Briggs Type Indicator. Consulting Psychology Journal: Practice and Research, 57(3), 210–221.
  • Prinsloo, C.H. & Ebersöhn, I. (2002). Fair Usage of the 16PF in Personality Assessment in South Africa. SA Journal of Psychology, 32(3), 48–57.
  • Roberts, B.W., Walton, K.E., & Viechtbauer, W. (2006). Patterns of Mean-Level Change in Personality Traits Across the Life Course. Psychological Bulletin, 132(1), 1–25.
  • Rounds, J., & Su, R. (2014). The Nature and Power of Interests. Current Directions in Psychological Science, 23(2), 98–103.
  • Savickas, M.L. (2005). The Theory and Practice of Career Construction. In S.D. Brown & R.W. Lent (Eds.), Career Development and Counselling (pp. 42–70). Wiley.
  • Soto, C.J., & Tackett, J.L. (2015). Personality Traits in Childhood and Adolescence. Current Directions in Psychological Science, 24(5), 358–362.
  • Watson, M.B., Stead, G.B., & De Jager, A.C. (1995). The Career Decision-Making Self-Efficacy of University Students. Journal of Industrial Psychology, 21(3), 1–8.

Document prepared for SkillsPassport Global — Internal Reference & Stakeholder Communication

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Assessments
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