Historical Overview

1
Historical Overview

• Working as a vocational counselor in the
  educational, military, and clinical setting
  provided the foundation for Hollands theory of
  careers.
• Holland developed interest inventories Vocational
  Preference (VPI) and Self Direct Search (SDS).
• A developmentally oriented
• People choose a particular career that meets
  their personal needs and provides job
  satisfaction.
• Recent research has focus on the implications of
  Hollands theory towards diverse populations and
  gender bias.

2
First Assumption

• 1.) People can be categorized as one of six
  personality types realistic, investigative,
  artistic, social, enterprising, and conventional

3
Realistic Types

• Prefer activities that involve the manipulation
  of machines, tools, and objects, and they have an
  aversion to educational, interpersonal, and
  therapeutic activities. They value material
  rewards for tangible accomplishments and have
  manual, mechanical, and agricultural, asocial,
  and persistent, and they are seen by others as
  being normal and frank.

4
Investigative Types

• Prefer activities that entail the exploration,
  understanding, and prediction, or control of
  natural or social phenomena and avoid those
  involving persuasion and sales. They value the
  development and acquisition of knowledge and
  scholarly and scientific achievements, and they
  have scientific and mathematical competencies.
  They perceive themselves as being critical,
  intelligent, and skeptical while lacking
  interpersonal skills, and they are seen by others
  as being asocial and intellectual.

5
Artistic Types

• Prefer literary, musical, and artistic activities
  and avoid activities associated with conformity
  to established rules. They value aesthetic
  qualities such as creative expression of ideas,
  emotions, and sentiments and have art, music,
  drama, and writing competencies. Artistic types
  perceive themselves as innovative, open to new
  experiences, emotional, sensitive, and often
  lacking in clerical and office skills. They are
  seen by others as unconventional, disorderly, and
  creative.

6
Social Types

• Prefer activities associated with helping others
  individuals through personal interaction, and
  they often avoid mechanical and technical tasks.
  They value social services and fostering the
  welfare of others and have interpersonal and
  educational competencies. Social types perceive
  themselves as cooperative, empathetic, helpful,
  understanding, and lacking in mechanical ability,
  and they are regarded by others as agreeable,
  nurturant, and extroverted.

7
Enterprising Types

• Prefer activities that entail persuading,
  manipulating, and directing others to attain
  organizational goals or economic gain, and they
  avoid engagement with scientific, intellectual,
  and abstruse topics. They value political and
  economic achievements and social status.
  Enterprising types perceive themselves as
  self-confident, pleasure-seeking, and sociable
  they also see themselves as possessing public
  speaking and leadership competencies. They lack
  scientific abilities and are seen by others
  energetic and gregarious.

8
Conventional Types

• Prefer activities associated with establishing
  and maintaining orderly routines and the
  application of standards to attain organizational
  or economic goals, they have an aversion to
  ambiguous or unstructured activities.
• Their engagement in these activities lead to the
  development of clerical and numerical
  competencies and to a deficiency in artistic
  abilities.

9
Conventional Types (cont.)

• They value material or financial accomplishments
  and power in social, business, or political
  arenas and perceive themselves as conforming,
  orderly, methodical, and practical. Conventional
  types are seen by others as bing careful, and
  conforming.

10
The Theory (cont.)

• 2.) Patterns and Subtypes
• Personality patterns may consist of anywhere from
  two to six types
• e.g. A person who highest score is Social
  (S), second highest score is Artistic (A), and
  third highest score is Enterprising (E) would
  have a SAE personality pattern.

11
Second Assumption

• 1.) Relationships between and among types and
  environments. To demonstrate those relationships,
  Holland arranged the six types and environment
  around a hexagon.

12
Hollands Model
Investigative

Realistic
Conventional
Artistic
Enterprising
Social
13
Consistency

• The shorter the distance on the hexagon between
  two types or environment, the more similar are
  those types or environment.
• e.g. Social and Enterprising are right next to
  each other on the hexagon therefore, those two
  types share many more characteristic than would a
  social and realistic type (which are opposite
  each other on the hexagon.

14
Hollands Theory of TypesConsistency
Investigative
Realistic
Conventional
Artistic
Enterprising
Social
15
Congruence

• Complementary between a person and his or her
  environment is related to higher levels of
  stability, satisfaction, and achievement of the
  person.
• 4 levels of congruence can be derived for each
  personality types.
• - 1 level a personality type in a matching
• environment
• - 2 level given personality type for instance
  
• Artistic in a adjacent
  environment
• Investigative or Social

16
Congruence (cont.)

• - 3 level An Artistic person in either a
• Realistic or an Enterprising
• environment represents a third
  or
• lower degree of congruence
• - 4 level A person is in an environment at
• the opposite end of the hexagon
• for example Artistic person in a
  Convention
• environment.

17
Differentiation

• How well or clearly an individual resemble the
  types
• Undifferentiated means that a person or
  environment has interests and competencies across
  all 6 types
• Differentiation is calculated by subtracting the
  a persons lowest RIASEC scale score form the
  highest scale score. High result equals the more
  differentiated the person is.

18
Identity

• Clarity and stability of the persons goals,
  interest, and abilities, or in an environment,
  the degree to which goals, tasks, and rewards are
  stable over time.

19
Hollands Theory and Academic Environment

• Investigative academic environments
• Emphasize a basic understanding of mathematics
  and science
• Faculty Prefer
• - the development of students analytical,
  mathematical, and scientific competencies. Less
  attention to students character and career
  development.
• - formal and structured teaching-learning
  strategies (e.g. lecture-discussion)
• - curricular specialization
• - Students meeting specific clear-cut
  requirements, examinations, and grades
• Smart, J. C., Feldman, K., A., Ethington, C. A.
  (200). Academic
• disciplines Hollands theory and the
  study of college students
• and faculty. Nashville, TN Vanderbilt
  University Press.

20
Hollands Theory and Academic Environment (cont.)

• Enterprising academic environment
• Emphasis on the career preparation of students
  and status acquisition.
• Faculty Prefer
• - Emphasis on vocational and career development
  of their students as well as develop students
  leadership competencies
• - Students with a defined career plans and to
  teach specialized
• - Use both formal, structured, subjective
  matter-centered instructional strategies and
  informal, unstructured, and student-center
  teaching approaches.
• - Students meeting specific clear-cut
  requirements, examinations, and grades
• Smart, J. C., Feldman, K., A., Ethington, C. A.
  (200). Academic
• disciplines Hollands theory and the
  study of college students
• and faculty. Nashville, TN Vanderbilt
  University Press.

21
Hollands Theory and Academic Environment cont

• Artistic academic environment
• Emphasis on emotions and sensations and strong
  commitment to aesthetics
• Faculty Prefer
• - Place attention on the development of
  students literacy abilities and competencies
  associated with innovation and creativity and
  character development.
• - Use both formal, structured, subjective
  matter-centered instructional strategies and
  informal, unstructured, and student-center
  teaching approaches.
• - Think that curricular specialization is too
  rigid
• Smart, J. C., Feldman, K., A., Ethington, C. A.
  (200). Academic
• disciplines Hollands theory and the
  study of college students
• and faculty. Nashville, TN Vanderbilt
  University Press.

22
Hollands Theory and Academic Environment cont

• Social academic environment
• Strong community orientation
• Faculty Prefer
• - Focus on students gaining knowledge of
  history and social sciences.
• - Emphasis on values and the character
  development of students.
• - Informal, student-centered teaching
  strategies (e.g. small-group discussions)
• - Prefer to teach less specialized
  undergraduate courses and undergraduate students
  who do not have clear career plans
• Smart, J. C., Feldman, K., A., Ethington, C. A.
  (200). Academic
• disciplines Hollands theory and the
  study of college students
• and faculty. Nashville, TN Vanderbilt
  University Press.

23
Person-Environment Congruence and College Student
Achievement

• Student in congruent environments should further
  strengthen their initial dominant abilities and
  interests because they are in environments that
  reinforce and reward those abilities and
  interest.
• Student in incongruent environments should remain
  stable or decline since their environments do not
  reinforce and reward those same abilities and
  interests.
• Smart, J. C., Feldman, K., A., Ethington, C. A.
  (200). Academic
• disciplines Hollands theory and the
  study of college students
• and faculty. Nashville, TN Vanderbilt
  University Press.

24
RIASEC Types and Environments on a University
Campus

• Table 1.1. RIASEC Types and Environments on
  a University Campus
• RIASEC Category Sample
  Departments
• Realistic Physical education,
  mechanical engineering
• Investigative Physics, biology,
  geology, chemistry, history
• Artistic Art, music,
  journalism, English, theater, dance
• Social Social work,
  nursing, counseling, education
• Enterprising Business,
  administration, law, management, marketing
• Conventional Accounting, criminal
  justice, economics, library science
• Luzzo, D. A. (2000). Career counseling of college
  students An
• empirical guide to strategies that work.
  Washington, DC

25
Assessment Research!
26
Vocational Preference Inventory (VPI)

• 1st instrument developed by Holland (1985)
• 160 occupational titles profile ranked with
  highest score rep. personality type
• Scales include Self Control, Masculinity-Femininit
  y, Status, Infrequency, Acquiescence
• Revised many times to enhance reliability and
  gender fairness
• Excellent tool for assessing match for
  students majors, careers, or colleges

27
VPI Resources

• www3.parinc.com
• Making Vocational Choices (Holland, 1985/92)

28
Self-Directed Search (SDS)

• A self-administered and self-scored instrument
• Assesses type more broadly than VPI
• Holland Occupational Code (HOC)
• HOC used to identify congruent careersbooklet
  contains 1,335 titles
• Validity tests comparing HOC, vocational
  aspirations, current job, or college major agree
  55 of the time

29
SDS Resources

• www.self-directed-search.com
• Holland Codes Activity Paks
• HC Bingo, HC playing cards, HC posters, career
  planning curriculum (resume writing, interview
  prep, job websites

30
Environmental Assessment Technique (EAT)

• Identifies preferences for each of Hollands 6
  types
• Later expanded to examine of course offerings
  related to type as well as of faculty in each
  area
• EAT predicted student descriptions on colleges
• Faculty, curriculum, student assessments of
  curriculum had high correlations (Richards, 1970)
• Curriculum and faculty profiles were related and
  predicted ways of measuring campus climate
• Appropriate tool to use with college counseling

31
Personality type research

• Grotevant, Scarr, Weinberg (1977)
• Facts college students types can be predicted
  from parental occupations
• Findings study involved biological and adopted
  children and found personality type to be an
  inherited component
• Implications Idea of using Hollands assessment
  techniques to determine major or career is
  supported

32
Congruence research

• Holland (1985/1992) and Weinrach Srebalus
  (1990)
• Facts supported congruence hypothesis w/ regard
  to vocational choices of college students
• Findings career aspirations remained stable
  when environments were dominated by students with
  similar career aspirations
• Implications The environment plays a critical
  role on the impact of career choice for students.
  Therefore, the college choice is critical!

33
Gender research

• Holland, Powell, Fritzsche (1994)
• Facts gender differences exist in terms of
  frequency of type
• Findings women more likely to be Social and
  less Realistic findings attributed to
  socialization
• Implications despite these findings, we must be
  very careful not to assume a type based solely on
  gender doesnt apply to everyone

34
Sexual orientation research

• Mobley and Slaney (1996)
• Facts congruence of personality type and
  occupational choice is not as significant for
  homosexuals as it is for heterosexuals
• Findings environmental conditions (ie.
  Acceptance, support) for gay men and lesbians may
  be more important in career choice than
  congruence of type
• Implications know your audience and know
  yourself if this is taken into account, the
  ramifications could be pronouncedjob fulfillment
  vs. dissatisfaction

35
Race and culture research

• Hansen (1987)
• Facts differences in personality types and
  occupational preference related to racial
  background
• Findings Asian Americans more likely to be
  Investigative and less likely to be Enterprising
  and Conventional
• Implications Again, proceed with caution!
  Dont assume anythingstudies also show that
  findings may be more related to SES and cultural
  differences (values, gender appropriateness,
  prestige, etc.)

36
Applications

• Career development
• Reardon and Minor (1975) developed a career
  information service tied to curriculum, in which
  the SDS was included as an independent student
  module
• Career orientation programs are also designed
  around Hollands theory

37
Applications

• Counseling
• This theory helps counselors understand client
  needs and reactions in personal counseling
  situations
• Counselors need to shape their sessions around
  each clients individual personality types and
  needs

38
Applications

• Orientation and Advising
• Jacoby, Rue, and Allen (1984) designed UMaps,
  targeted to different student types
• Once students complete their Holland assessment,
  they follow their UMap to connect with
  appropriate activities for their type
• UMaps help students connect activities and
  interests to career possibilities

39
Applications

• Residence Life
• Williams (1967) found that personality types of
  roommates influenced ability to get along with
  one another
• Placing students in congruent residence halls
  based on majority Holland type is related to
  academic achievement for Realistic men (Snead
  Caple, 1971)

40
Applications

• Student Activities
• Knowing the personality types of volunteers and
  group members helps to ease strains of
  recruiting, training, and advising students
• Advisers could use combination of Hollands
  personality types in organizational and
  leadership activities as well as individual
  advising sessions.

41
Praises of Hollands Theory

• Simplicity is a major reason for the popularity
  of this theory
• Easy to use and understand (Hackett et al., 1991)
• Concepts are clearly defined and practical
  (Brown, 1987)
• Individuals quickly understand the uses of
  Hollands theory

42
Praises of Hollands Theory (cont.)

• Applies to many different areas throughout life
• College teaching, counseling, etc.
• Not only used on vocational decision but on other
  areas such as
• Group interaction
• Design of programming
• Structuring of effective work and living
  environments
• Assessments are valid and easy to use
• Generated extensive research, which Holland uses
  to revise and update his theory

43
Critiques of Hollands Theory

• Mixed findings in research of hexagonal model
• Mixed findings in research of consistency,
  differentiation, and congruence
• Concept of identity has a lack of clarity and
  research support
• Holland states that the role played by the
  environment is not taken into account

44
Critiques of Hollands Theory (cont.)

• When economic or political trouble arises, job
  satisfaction may revolve around security instead
  of congruence
• More research is needed
• Role of culture and environment interaction needs
  research support
• Research is needed in the arena of applicability
  to various racial and ethnic groups
• Lack of variables definition

45
References/Other Research

• Evans, N.J., Forney, D.S., Guido-DiBrito, F.
  (1998). Student development in college Theory,
  research, and practice. San Francisco
  Jossey-Bass.
• http//garfield.library.upenn.edu/classics1980/A19
  80JR23200001.pdf
• http//jobs.esc.state.nc.us/soicc/planning/c1a.htm
  
• http//www.careernet.state.md.us/careertheory.htm
• http//www.discoveryourpersonality.com/aboutstrong
  .html
• http//www.jhu.edu
• http//www.self-directed-search.com/Holland.html

46
Questions and Answers
47
Group Activity