Faculty of Education Additional Qualifications Module 02 Part 02 André Samson Ph.D., c.o.

Faculty of Education

Additional Qualifications

Module 02Part 02

André Samson Ph.D., c.o.

Additional Qualifications – Summer 2009Additional Qualifications – Summer 2009

Overview of the Presentation Part 2Overview of the Presentation Part 2

3. Holland’s Typology3. Holland’s Typology3.1 Origin of the theory

3.2 Principles of the theory

3.3 An interactive approach

3.4 Career : stability and transition

3.5 Distortions

3.6 Description of the Holland’s Typology

3.6.1 Development of personality types

3.6.2 Personality Types

3.6.3 Hypothesis related to personality types 3.6.4 Predictions

3.7 Types of environments

3.7.1 Hypothesis

3.7.2 Workplace typologies

3.7.3 Personalities and the workplace

IntroductionIntroduction John L. Holland, an American

psychologist who obtained his Ph.D. from the University of Minnesota

He ended his career as an emeritus professor at John Hopkins University

In 1959, John L. Holland started to develop his theory


3. Holland’s Typology3. Holland’s Typology

IntroductionIntroduction John L. Holland is the creator of the primary

theory relating to career choice

He constantly developed and improved his theory throughout his long successful career

John L. Holland took pride in developing a theory that is simple and easy to apply

This theory is very popular among practitioners and researchers and is widely used in the career counselling field



3.1 Origin of the Theory3.1 Origin of the Theory Holland elaborated his theory based on his experience as an

academic and career counsellor

His experience allowed him to determine how individuals can be regrouped into different categories based on their vocational types

Other authors had already identified different psychological types, like Jung (1933) and Adler (1939)

Holland (1997) also established a classification of various workplace environments in relation to his typology. According to him, human behaviour depends on both the individual’s personality and characteristics of their environment

Holland, John L. (1997). Making Vocational Choices. Psychological Assessment Ressources, Inc, Lutz Florida.



3.2 Principles of the Theory3.2 Principles of the Theory



Holland, John L. (1997). Making Vocational Choices. Psychological Assessment Resources, Inc, Lutz Florida.

Vocational preferences are expressions of personality Individuals chose an occupation based on their knowledge, their personality and their aptitudes Therefore, vocational choice is greater than simply using certain abilities within a specific context. It is also a lifestyle, a way of being Vocational choice is the actualisation of personality as a whole

Vocational preferences are expressions of personality Individuals chose an occupation based on their knowledge, their personality and their aptitudes Therefore, vocational choice is greater than simply using certain abilities within a specific context. It is also a lifestyle, a way of being Vocational choice is the actualisation of personality as a whole

B) The interest inventories are inventories of

personality

B) The interest inventories are inventories of

personality

Vocational choice is not only a reflection of specific aspects of personality

This type of choice expresses who the person is as a whole. For example, it is important to consider their history, their perception of reality and their social context

Vocational choice is not only a reflection of specific aspects of personality

This type of choice expresses who the person is as a whole. For example, it is important to consider their history, their perception of reality and their social context

A) Vocational choice is an expression of

personality

A) Vocational choice is an expression of

personality





According to Holland (1997), individuals cease to make a vocational choice because of their personality and their personal history In other words, particular demands inherent to certain professions attract individuals that share similar aspects when is comes to the development of their traits

According to Holland (1997), individuals cease to make a vocational choice because of their personality and their personal history In other words, particular demands inherent to certain professions attract individuals that share similar aspects when is comes to the development of their traits

D) Members of a same profession share

personality types and individual stories that are

similar

D) Members of a same profession share

personality types and individual stories that are

similar

A number of stereotypes are attached to various professions. Perception of professions differs according to age, experience and social status. Most psychometric assessments do not take into consideration these different perceptions. Individuals could be influenced to stop their vocational choice based on stereotypes that are more or less valid It is important for a vocational choice to be made based on a realistic perception of various professions

A number of stereotypes are attached to various professions. Perception of professions differs according to age, experience and social status. Most psychometric assessments do not take into consideration these different perceptions. Individuals could be influenced to stop their vocational choice based on stereotypes that are more or less valid It is important for a vocational choice to be made based on a realistic perception of various professions

C) Vocational stereotypes

C) Vocational stereotypes





Workplace performance depends on its setting. In other words, a workplace environment has to meet the expectations of a certain personality type. Congruence between the individual’s personality and their workplace environment is conducive to harmonious career development

Workplace performance depends on its setting. In other words, a workplace environment has to meet the expectations of a certain personality type. Congruence between the individual’s personality and their workplace environment is conducive to harmonious career development

F) Vocational satisfaction, its stability and its development are directly attributed to the degree

of congruence between the individual’s personality and the

workplace environment

F) Vocational satisfaction, its stability and its development are directly attributed to the degree

of congruence between the individual’s personality and the

workplace environment

According to Holland’s theory (1997), certain vocations attract similar personalities

Consequently, the grouping of common personality traits contributes to the elaboration of a workplace climate that reflects the amalgamation of individuals

According to Holland’s theory (1997), certain vocations attract similar personalities

Consequently, the grouping of common personality traits contributes to the elaboration of a workplace climate that reflects the amalgamation of individuals

E) Similarities found in a vocational group play a role in the creation of a

specific work environment

E) Similarities found in a vocational group play a role in the creation of a

specific work environment

3.3 An Interactive Approach3.3 An Interactive Approach This is an interactive approach. Holland (1997) established links between various

workplace contexts, individual’s personalities, the career choice process and its development

The goal of this interaction is to achieve a state of congruence between:




The The Individual’s Individual’s PersonalityPersonality

Their Their Career Career ChoiceChoice

Their Their Workplace Workplace EnvironmentEnvironment

3.4 Career: Stability and Transition3.4 Career: Stability and Transition According to Holland (1997), stability is the norm

Individuals have a tendency to opt for occupations that will allow them to achieve a level of vocational congruency

According to Holland (1997), society does not promote career change, rather it constitutes a force of inactivity In other words it encourages stability

However, social changes can create a certain evolution when it comes to career choice: for example, equality between men and women in the workplace




3.5 Distortions 3.5 Distortions Holland (1997) notes that different variables can

influence the dynamic of his theory

These variables risk limiting the various choice possibilities. For example: Ethnicity (racism surrounding a particular group) Geographical orientation Social class Physical handicaps




Family influences, to a certain degree, the development of personality types. For example, a family that promotes artistic abilities, could favour the development of an artistic type personality

Parents can also pass on some hereditary characteristics that can influence the development of certain personality types

Also, the family unit is a member of a certain social context. This social context can also participate in the development of certain personality traits


3. Holland’s Typology3. Holland’s Typology3.6 Description of Holland’s Typology3.6 Description of Holland’s Typology

3.6.1 Development of Personality Types3.6.1 Development of Personality Types

Since the concept of careers is fundamental to the individual’s personality, Holland first divided the population into six principle personality types

He then based his division of the groups on the innate and acquired behaviours of individuals.



3.6.2 Personality Types3.6.2 Personality Types


3. Holland’s Typology3. Holland’s Typology Like to work with their hands, possess Like to work with their hands, possess

manual aptitudesmanual aptitudes

Rather conformist, ambitious, practical, self-aware and Rather conformist, ambitious, practical, self-aware and conventionalconventional

They look for specific suggestions in a They look for specific suggestions in a counselling setting counselling setting

Do not easily express their Do not easily express their emotions, instead they emotions, instead they prefer talking about prefer talking about activitiesactivities



They like research in various forms

Avoid repetitive activities

Prefer contexts that solicit their intelligence and require answers

Prefer to chose their career path alone


3. Holland’s Typology3. Holland’s Typology ● Like activities that allow freedom, and that Like activities that allow freedom, and that

are not systematicare not systematic

● ● Belief system is open, not rigid at allBelief system is open, not rigid at all

● ● Intuitive, impulsive and uncoordinatedIntuitive, impulsive and uncoordinated

● ● Do not like to have structure Do not like to have structure in a counselling settingin a counselling setting

● ● Emotions are very Emotions are very important for them important for them

when making a when making a career choicecareer choice



Like working with people in an

educative or curative setting

Avoid manual labour

Have abilities in social relations

Idealists, they want to help by getting engaged socially or politically

Have a tendency to talk a lot, this can be a challenge for the counsellor


Like working with people Like working with people mainly with the goal of mainly with the goal of organising or leadingorganising or leading

● ● Like to succeed economically and politically Like to succeed economically and politically and can sometimes seem overly confidentand can sometimes seem overly confident

●●They are energetic, extraverted, They are energetic, extraverted, exhibitionists and optimisticexhibitionists and optimistic

● ● Are looking for both Are looking for both power and moneypower and money

●●Can be impatient Can be impatient with the career with the career counselling counselling processprocess




Prefer to manipulate data

in a systematic way

Like activities that are well-defined and have a limited sense of initiative

They are conservative, inhibited, practical and perseverant (accounting type)

Organized people but they rely heavily on others

An environment that is too free may frustrate them

A person does not only belong to one type There are variants and a multitude of possibilities Generally, an individual has one dominant type The personality type determines career choice A clear personality type helps to determine professional satisfaction



3.6.3 Hypothesis Related to Personality Types3.6.3 Hypothesis Related to Personality Types


RIASEC Conceptual ModelRIASEC Conceptual Model


• Lawyer• Manager• School Principal• Judge• Seller

• Lawyer• Manager• School Principal• Judge• Seller

• Counsellor• Nurse

• Social worker• Teacher• Librarian

• Counsellor• Nurse

• Social worker• Teacher• Librarian

• Dancer• Musician• Designer• Writer• Actor

• Dancer• Musician• Designer• Writer• Actor

•Veterinarian• Doctor

•Mathematician•Architect•Biologist

•Veterinarian• Doctor

•Mathematician•Architect•Biologist

R I

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C

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.27.35

.40.64

.46

.10

.06

.07

.07

.06

.19

.19

.33

.13

.13

.10

.23

.07

.29

.23

.07

.33.29

MenMen WomenWomenR I

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.50.32.2

9

.34.49

.44

.12

.31

.17

.05

.31

.21

.21

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.19

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Study: Careers preferred by doctors in their 1st year and doctors that are graduating


Action orientation

Intellectual orientation

Creative/expressive orientation

Social/altruistic

orientation

Social/ dominant

orientation

Functional orientation

ADAPTS TO GROUPS AND ADAPTS TO GROUPS AND ORGANIZATIONSORGANIZATIONS

ADAPTS TO PEOPLEADAPTS TO PEOPLE

ADAPTS TO THE PHYSICAL WORLD THAT SURROUNDS USADAPTS TO THE PHYSICAL WORLD THAT SURROUNDS US





3.6.4 Predictions3.6.4 Predictions

There are different types of environments

An environment is not homogeneous and perception can greatly differ from one person to another

Depending on the type, each environment has specific demands, offers various possibilities and is mainly constructed of one type of person

Therefore, depending on the environment and the dominant type, certain values will dominate and will stimulate the development of abilities


3. Holland’s Typology3. Holland’s Typology3.7 Types of Environments3.7 Types of Environments

3.7.1 Hypothesis3.7.1 Hypothesis



Individuals benefit when Individuals benefit when they have room to they have room to manoeuvre and to manifest manoeuvre and to manifest their creativitytheir creativity

Does not follow social Does not follow social norms or conventionsnorms or conventions

Likes to work in a non-Likes to work in a non-structured environmentstructured environment

Requires mainly physical or Requires mainly physical or manual abilitiesmanual abilities

Presence of machinery or Presence of machinery or tools that require some type of tools that require some type of manipulationmanipulation

Requires technical, manual Requires technical, manual or physical competencies and or physical competencies and abilitiesabilities

Encourages scientific problem Encourages scientific problem solving solving

Encourages research and requires Encourages research and requires conceptual and analytical conceptual and analytical competenciescompetencies

Requires autonomy, ability to Requires autonomy, ability to work alone and to be self-motivatedwork alone and to be self-motivated

Human relations are secondary in Human relations are secondary in this environment this environment



Bureaucratic setting, rules Bureaucratic setting, rules govern day to day activitiesgovern day to day activities

Constant management and Constant management and organisationorganisation

Promotes flexibility and Promotes flexibility and mutual comprehension mutual comprehension

Individuals like to help othersIndividuals like to help others

People and human values are People and human values are very important very important

This type of environment This type of environment centers on the well-being of centers on the well-being of individuals individuals

Individuals need to manage Individuals need to manage and convince in order to and convince in order to increase profits increase profits

Risk taking, but constant Risk taking, but constant remunerationremuneration

Setting that put a certain Setting that put a certain importance on appearanceimportance on appearance

The combination of personality types and their The combination of personality types and their work environment allows us hypothesise that: work environment allows us hypothesise that:

A certain type of environment attracts a certain type of person A harmony between the two types promotes stability and

satisfaction A particular type of environment promotes certain behaviours An organisation that is well portrayed promotes a high degree

of engagement Important to encourage a high level of congruence between the

individual and their workplace environment Congruence allows integration and career development

among individuals



3.7.3 Personalities in the Workplace3.7.3 Personalities in the Workplace

Dr. John Holland's Theory. Retrieved July 10, 2009, from http://www.school.za/PILP/themes/careers1/RIASEC_Code.doc

Grace, K., & Brown, D. (n.d.) Life Values Inventory. Retrieved November 10, 2008 from http://www.lifevaluesinventory.com/lvi.html

Hummanmetrics.com. (2008). Humanmetrics. Retrieved November 13, 2008 from http://www.humanmetrics.com/cgi-win/JTypes1.htm

North Carolina State Occupational Information Coordinating Committee. (2007). Sample Self-Assessment Exercise. Retrieved July 10, 2009 from http://www.soicc.state.nc.us/soicc/planning/c1a.htm

Queendom.com. (2008). Queendom : The land of tests. Retrieved November 11, 2008 from http://www.queendom.com/tests/index.htm/career/index.html


Practical ExercisesPractical Exercises

http://www.school.za/PILP/themes/careers1/RIASEC_Code.doc

http://www.lifevaluesinventory.com/lvi.html

http://www.humanmetrics.com/cgi-win/JTypes1.htm

http://www.soicc.state.nc.us/soicc/planning/c1a.htm

http://www.queendom.com/tests/index.htm/career/index.html

Service Canada. (2008). Career Navigator Quizes. Retrieved July 10, 2009, from http://www.jobsetc.gc.ca/toolbox/quizzes/quizzes_home.do?lang=e

Spods.net. (2001). The Personality Profile. Retrieved November 10, 2008 from http://www.personalityonline.com/tests/engine.html?testid=3

Stephen F. Austin State University. (2007). Plotting Your Course: Holland Type Interest Quiz. Retrieved July 10, 2009 from http://www2.sfasu.edu/advising/Holland_Test.htm

Testedich.de. (2008). Allthetests.com: An exciting exploration into “your personality” and IQ. Retrieved November 10, 2008 from http://www.allthetests.com/

Rogue Community College. (2007). Holland Code Quiz. Retrieved January 10, 2007, from http://www.roguecc.edu/Counseling/HollandCodes/test.asp

University of Minnesota. (2002). Retrieved July 10, 2009 from http://www.class.umn.edu/choosing_a_major/choosingpage2.html



http://www.jobsetc.gc.ca/toolbox/quizzes/quizzes_home.do?lang=e

http://www.personalityonline.com/tests/engine.html?testid=3

http://www2.sfasu.edu/advising/Holland_Test.htm

http://www.allthetests.com/

http://www.roguecc.edu/Counseling/HollandCodes/test.asp

Université d’Ottawa. (2008). Aptitudes, intérêts, valeurs, et personnalité. Retrieved November 23, 2008, from http://www.hr.uottawa.ca/training/career/guide/01/aptitudes.php

University of Waterloo. (n.d.). Career Development eManual: Step 1: Self Assessment. Retrieved November 10, 2008 from http://www.cdm.uwaterloo.ca/step1.asp

Values Survey. (n.d.) Retrieved November 10, 2008 from http://webspace.ship.edu/cgboer/valuestest.html

Zeldman, J. (1999). Your Values Test. Retrieved November 10, 2008 from http://www.geocities.com/Area51/1303/personality/yourvaluestest.html



Castleton State College. (n.d.). Castleton Career Code Map. Retrieved January 10, 2007 from http://www.csc.vsc.edu/careers/career/home.html

Hansen, R. S. (n.d.). Workplace Values Assessment: Do You Know the Work Values You Most Want in a Job and An Employer—And Does Your Current Employment Reflect Those Values? A Quintessential Career. http://www.quintcareers.com/workplace_values.html

James, R. K., & Gilliland, B. E. (2003). Trait-Factor Counseling/Person xEnvironment Fit. http://wps.ablongman.com/wps/media/objects/208/213944/trait.pdf

Jones, L. K. (2007). Holland’s Six Personality Types. Retrieved January 10, 2007, from http://www.careerkey.org/asp/your_personality/hollands_6_personalitys.asp

University of Missouri-Columbia. (2007). The Career Interests Game. http://career.missouri.edu/students/explore/thecareerinterestsgame.php


Suggested WebsitesSuggested Websites

National Occupational Classification (NCP 2006): http://www5.hrsdc.gc.ca/NOC/English/NOC/2006/Welcome.aspx

New York State Department of Labor. (n.d.). Target your Interests. Retrieved January 10, 2007 from http://www.nycareerzone.org/graphic/assessment/index.jsp

University of Central Florida. (2007). University of Central Florida : Career Services and Experiential Learning. Retrieved November 10, 2008 from http://www.crc.ucf.edu/undergraduate_students/Exploring_Majors_and_Careers/Hollannd _Typology/Default.asp


Suggested WebsitesSuggested Websites

Armstrong, P. I., Day, S. X., McVay, J. P., & Rounds, J. (2008). Holland's RIASEC model as and integrative framework for individual differences. Journal of Counseling Psychology, 55(1), 1-18.

Armstrong, P. I., & Rounds, J. (2008). Linking leisure interests to the RIASEC world of work map. Journal of career development, 35(1), 5-22.

Downes, M., & Kroeck, K. G. (1996). Discrepancies between existing jobs and individual interests : An empirical application of Holland's model. Journal of Vacational Behavior, 48, 107-117.

Farh, J. L., Leong, F. T. L., & Law, K. S. (1998). Cross-cultural validity of Holland's model in Hong Kong. Journal of Vocational Behavior, 52, 425-440.

Gottfredson, G. D. (1999). John L. Holland's contributions to vocational psychology : A review and evaluation. Journal of Voational Behavior, 55, 15-40.


Suggested ReadingsSuggested Readings

Herr, E. L., Cramer, S.H. & Niles S.G. (2004). Career Guidance and Counseling, Through the Lifespan : Systematic Approches (Sixth edition). Boston : Allyn and Bacon.

Johnson, P., Nichols, C. N., Buboltz, W. C., & Riedesel, B. (2002). Assessing a holistic trait and factor approach to career development of college students. Journal of College Counseling, 5, 4-14.

Lowe, S. (2005). Integrating collectivist values into career counseling with Asian Americans : A test of cultural responsiveness. Journal of Multicultural Counseling and Development, 33(3), 134-145.

Reardon, R. C., & Lenz, J. G. (1999). Holland's theory and career assessment. Journal of Vocational Behavior, 55, 102-113.

Sharf, R. S. (2002). Applying Career Development Theory to Counseling (Third edition). Pacific Grove CA : Brooks and Cole. (lp. 95 to 116)



Schinka, J. A., Dye, D. A., & Curtiss, G. (1997). Correspondence between Five Factor and RIASEC models of personality. Journal of Personality Assessment, 68(2), 355-368.

Zunker, V. G. (2002). Career Counseling : Applied Consepts of Life Planning (Sixth edition). Pacific Grove CA : Brooks and Cole. (p. 58 to 64)



Botteman, A. E. (2005). Apparition et développement de la notion d’intérêt en psychologie : Quelques repères historiques. Carriérologie, 10(1), 45-73.

Gaudet, J. D., Mujawamariya, D., & Lapointe, C. (2008). Les liens entre les valeurs, les intérêts, les aptitudes et l’estime de soi des jeunes filles et leurs choix d’études et de carrière. Canadian Journal of Education, 31(1), 187-210.

Guédon, M-C., & Savard, R. (2005). Explication des résultats d’inventaires d’intérêts aux clients en counselling d’orientation. Carriérologie, 10(1), 251-269.

Johnson, P., Nichols, C. N., Buboltz, W. C., & Riedesel, B. (2002). Assessing a holistic trait and factor approach to career development of college students. Journal of College Counseling, 5, 4-14.

Lagabrielle, C., & Saubion, F. (2005). Les adultes confrontés au choix de formation : Une question d’intérêt ou une question de conjoncture? Carriérologie, 10(1), 195-207.


ReferencesReferences

Lowe, S. (2005). Integrating collectivist values into career counseling with Asian Americans : A test of cultural responsiveness. Journal of MulticulturalCounseling and Development, 33(3), 134-145.

Tétreau, B. (2005). L’essor d’une psychologie des intérêts professionnels.Carriérologie, 10(1), 75-118.

Tétreau, B. Trahan, M., & Hébert, M. (2005). Relation entre besoins, valeurs, et intérêts. Carriérologie, 10(1), 154-164.


ReferencesReferences

Faculty of Education Additional Qualifications Module 02 Part 02 André Samson Ph.D., c.o.

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Transcript of Faculty of Education Additional Qualifications Module 02 Part 02 André Samson Ph.D., c.o.