C.I.

EXPERIMENT - 4

COMPREHENSIVEINTEREST SCHEDULE (CIS)

Introduction:

The strength and direction of the individual's interests represents an important

aspect of his/her personality and affects his educational and vocational pursuits.
Interest has more to do with whether a task is attempted with motivation rather than how
well it is performed. One's performance on the job depends on his/her abilities. However
whether or not he/she stays on the job will largely reflect whether he/she likes or dislikes
his/her job. For this reason interest ratings are better indices of job persistence rather
than ofjob success.
The study of interest has received its strongest impetus from vocational and
educational counselling. To a slightly lesser extent, the development of interest
inventories has also been stimulated by vocationalselection and placenent.
The Comprehensive Interest Schedule, by Sanjay Vohra is useful for
counselling high school and college students about their career choices, and is also
applicable to adults for selection and placement in industrial settings. The CIS is an
objective device representing relative interest in eight broad vocational areas, and
Fourteen occupational interests.
1. Influential
2. Venturous
3. Artistic
4. Scientific
5. Analytical
6. Social
7. Nature
8. Clerical

Problem:
To assess subject's relative interest in occupational aeas using
Comprehensive. Interest Schedule.
Plan:
To obtain the subject's preferences for various occupations, score the
preferences, convert the scores into sten scores which are interpreted, and used to
draw the subject's interest profile for 14 occupational interests.
Precautions
1. Instructions to the subject should be clear, to enable the subject to mark
his/her preferences accurately.

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 and to consider the
2. The subject should be encouraged to respond honestly,
occupations irrespective of the income or status involved.
3. Ask the subject to work rapidly.
Materials

a) Comprehensive Interest Schedule form, by Sanjay Vohra

b) Norms
c) Writing materials
Procedure:

Seat the subject comfortably and place the CIS form in front of the subject. Using
she/he has to mark
the examples on the first page of the form, instruct the subject that
her/his preferences for various occupations. The subject is told that the occupations are
number of the occupation
given in pairs and that he/she should drawa circle around the
options. The
he/she prefers in each pair. He/she may choose one, both or none of the
attached to the
subject should also be asked not to consider the income or status
occupation, when marking his/her
occupation but just the work involved in each
preferences.
may be asked to open
When the subject has understood the instructions he/she
is no time limit, but it should be
the schedule and mark his/her preferences. There
pointed out to the subject that the results will probably be better if he/she works rapidly,
picture of his/her likes and dislikes.
as the first impression produces a truer
the preferences, convert the
After the subject has finished responding, score
interest profile.
scores into sten scores and draw the subject's
Instructions
different occupations in this schedule.
"You have to mark your preference for
you have to indicate your preference by
These occupations are given in pairs and
if you like both, otherwise circle one.
circling anumber. Youcan circle both items in a pair
numbers. Mark your preferences without
If you dislike both you can cross out both There is no time limit, but
considering the income or status involved in each occupation. picture of your likes and
a true
work quickly as your first impression is more likely to give
dislikes".
Analysis
columns and enter
1. Count the number of circles around 'ones' in each of the
the number at the bottom of each column.
enter the
2 Count the number of circles around 'twos' in each of the rows and
number at the side of each column.

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 3.Transfer these scores on to the
for each occupation by adding the CIS.Profile sheet. Obtain the total raw score
scores for 'ones' and 'twos'.The
raw score possible for each field is 28. maximum
4. Using the norms,
convert the raw
subject's interest level in each of the scores into sten scores and interpret the
fourteen fields.
8-10 High Interest
4 -7
Average Interest
1-3 Low Interest
5. The sten scores are
used to draw the subject's interest profile.
Points for Discussion
1. Discuss the areas of
interest
2. Discuss the jobs the subject
would like to do.
 personality orientations. These personality erstowards attainentof theirorganizational
orientations have been borrowed from Hol goals and/or economic gains. Their primary
land by the author andthe necessarymodifi personality orientation is that they are very
cations and addition of two more areas have active, socially bold, outgoing, participative
been made according to the present Indian andcompetetive. They tend to have concep
conditions. These eight broad interest areas tual thinking rather than abstract thinking,
are as following:
and are very realistic and alert to their prac
tical needs. They take on responsibilities
1.INFLUENTIAL -Administrative very confidently. They are composed and
-Enterprising self-assured about themselves. Sometimes,
2. VENTUROUS in extreme cases they are also termed as
-Defence 'thick-skinned' due to their social boldness.
-Sports Mostly this group of people are generally
3.ARTISTIC assertive, independent minded and head
-Creative strong about their views. In some job re
-Performing quirements, especially in the enterprising
4.SCIENTIFC group, these people may tend to be very
-Medical
-Technical
talkative,cheerful, and happy-go-luckytypes.
They are also frank, expressive, andclearly
5.ANALYTICAL -Expressive reflectthe group to which they belong.
-Computational
2. VENTUROUS
6.SOCIAL -Humanitarian
-Education
Successful people in sports and de
7.NATURE
fence occupations are generally adventur
ous, freindly andimpulsive.They are highly
8.CLERICAL
competetive, stern, and tend to be hostile at
times. The sense ofresponsibility andacon
sistent duty bound behaviouris the core of
The description of these interest ori their personality orientation. Most of the
ented activities in association with the per occupations inboth thecategories generally
sonality orientations are given below. Please demands high self-reliance, tough
note that the personality orientations of the mindedness and an extremely high
people with sten scores between 8-10 on the
abovementionedinterest areas are discussed
persistance towards theirjob. They are gen
here. eallyunidirectional towards achieving their
goals and are therefore very self-confident,
placid, secure, and complacent. They are
1. INFLUENTIAL: generallyinsensitive to people'sapprovalor
disapproval comment_ about theiractions. In
other words,they have a'does notcare' and
People whoare successful inadmin rudely vigrous atitude towards the acccom
istrative andenterprising occupational fields plishmentoftheirgoal.
are convincing, directing or persuading oth
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3.ARTISTIC
People successful in creative and
performing arts occupations usually seek
opportunities for self expression so as to
create art forms, or artistic
vidualsin these occupationalproducts. Indi
ally tend to be sensitive, and groups gener
expecting atten
tion.They are imaginative in inner life andin
conservation. Theyalso tend to have ahigh
need for independence and
People involved in both theselfsuffiiciency.
ative and performing arts catagories, cre
generally absorbedin ideas.occupations,
are
The performing
arts areaconsists of people interestedin art,
theory, basic beliefs, and they are imagina
tively enthralled by inner creations. How
ever, the creative arts groupgenerally con
sists of forthright, unpretentious, and critical
kind of people. People in both the groups are
generally affected by feelings and have a
good insight about their subject and tend to
be intellectually adaptable.
4.SCIENTIFIC
Successful individuals in medical and
technical occupations tend to have concep
tual thinking and a high general mentalca
pacity. They are inclined to have more intel
lectual interests and show better judgement
abilities. They are selfdisciplined, controlled,
and conscientious to their jobs. Most ofthe
people in these occupations are also experi
menting, liberal, arnd free-thinking in nature.
Both the groups (medical and technical) con
sober,
sists of people who are generallygroup is
taciturn, and serious. The medical
others.
mostly full of care, and concem about
The technical groupis generallyresponsible,
by sense
consistently orderedand dominated
covered un
ofduty. People in occupations approved
der this dimension show socially
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characterresponses,selfcontrol,persistance,
forothers and regard
foresight, consideration
socialreputation.In agroup
foretiquette andmakemoreremarks
thanoth
theygenerally problem-raising and
ers, specially in a
solution-offering situations.
5.ANALYTICAL
Successful people in expressive and
computational occupations tend to be sharp
atdiagnosis, flexible in viewpoint, inclined
to 'study the angels'. The expressive group
consists of people who are alert tomanners,
to social obligations, and to the social reac
tions of others. The pattern represents some
form ofintellectual- education¡l develop
mentin terms of shrewd tactical skills. Both
the categories represent diplomatic,
accomodating, and conforming attitude to
wards their occupation. Jobs in both the cat
egoriesrequire arelaxed, tranquiled, torpid,
andcomposedpersonality orientation. They
are alsorequired to organize information and
tasks according to prescribed plans and well
established procedures and systems. The
chiefcareer-orientedaciviies involved in
these categories are investigating, observ
ing, and solving problems with the use of
ideas, words, and symbols.
6. SOCIAL
Successful people in humanitarian
and educational occupations äre generally
busy in activities whichinvolves being near
or at the center of group endeavourS, and
solving problems through discussions with
others, orby arranging elationships between
people so as to enlighten, serve, or train
them. They are highly cooperative, partici
pative, and concientiously persistant in their
job.They are gentle, kind,and sensitive to
other perSons needs. They are also
ous, emotionally involved with thegregari
they choose to interact. They are group
spontaneous, natural and content generally
with what
they haverather than wahatthey can haveor
could have. Their need for
extension,i.e.
be participative and altruistic
to
high.
is extremely
7.NATURE
Successfil people in
lated to nature are generallyoccupationsre
good
and ready to cooperate.They like tonatured
partici
pate for a good cause and tend to be casual
and softhearted. They are generally trustful,
adaptable and warmhearted by nature. They
tend to beclinging, insecure, expecting af
fection and seeking help &sympathy from
others. They are generally anxious, imagina
tivein inner life,and acton sensitiveintutions.
They are very lonely, sensitive types i.e.,
easily touched, and overcome by moods.
Theyare veryexpressive, conventional,con
fomingandhåmblein their behaviour. These
individuals show great concern for others
and are full of cares.They tend to be silent,
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slow, cautious and stick to their inner
values.They are generally self-sufficientand
resourceful, however, like to work in asmall
groupto which they belongandshow depen
dency on this group.
8.CLERICAL
Successfulpeopleinclericaloccupa
tions tend to have concrete thinking, i.e. low
or average mental capacity to do things.
However, they are generally very respon
sible, emotionally disciplined and are domi
nated by asense of duty. They are consis
tently ordered and highly concerned about
moral standards and values. These individu
als show socially approveed character re
sponses, self-control andpersitenceintheir
work. They tend to be very conscientious
and show greatregard for etiquette and so
cial reputation. In group situations these indi
viduals will pick outpersons who are leaders
or ones who are effective rather than just
popular. They are generally submissive, con
trolled, conforming and group dependert.
They also tend to be concerned, introspec
tive and show few artistic responses. They
acton practical, logical evidence rather than
imaginative ones.