Holland’s Theory The Psychology of Vocational Development-PSY 714 Instructor: Emily E. Bullock, Ph.D.

Theory Organization Brown (2007) Trait-and-Factor Developmental Theories Learning Theory-Based Postmodern Socioeconomic Decision-making theories Value-based Multicultural approaches

Theory Organization Reardon et al. (2000) Sharf (2006) Structured and Process Theories Active vs. Inactive Structured vs. Unstructured Sharf (2006) Trait and Type Theories Life-Span Theory Special Focus Theories Niles & H-B (2005) Established theories Emerging theories -See the questions posed in Niles & H-B on pg 36 by which to analyze all theories presented

Career Intervention Effectiveness Whiston, S.C., Brechiesen, B. K., & Stephens, J. (2002). Does treatment modality effective career counseling effectiveness? Journal of Vocational Behavior, 62, 390-410. Abstract of above citation This meta-analysis involved the direct comparison of treatment modalities used in career interventions. In general, interventions that did not involve a counselor were found to be less effective than other modalities. Results also indicated that workshops or structured groups tended to produce better outcomes than non-structured career counseling groups. participants who used a career computer system supplemented by counseling had better outcomes than those who just used a computer system. Many of the comparisons involved comparing counselor-free interventions to other counselor-free interventions; however, this analysis did not find any significant moderators to effect size variation. There was also significant variation in workshops/structured groups and additional research is needed to analyze workshop content and client attributes. 2003 Elsevier Science (USA). All rights reserved.

Holland’s Theory 4 Main Assumptions Classification of people (personality) and environments Realistic Investigative Artistic Social Enterprising Conventional Secondary Constructs -4 assumptions on text pg 61 -6 types described pg 62-64 -Briefly mention the secondary constructs described on pg 64-67 but say will be discussed in further detail with regards to the SDS

Interest Assessment: Holland Hexagon Discuss student’s experience playing the Party Game Was it hard to choose first, third letters? Did anyone have letters on the opposite points of the Hexagon? Explain properties of the Hexagon Make sure everyone understands that these are the types for people and environments

Measures Developed by Holland Self-Directed Search My Vocational Situation Position Classification Inventory Career Attitudes and Strategies Inventory Dictionary of Holland Occupational Codes Vocational Preference Inventory Vocational Exploration and Insight Kit (VEIK) Schema for organizing occupations, programs of study, positions, leisure activities

Interest Testing: Self-Directed Search (SDS) Utilizes Holland’s RIASEC theory as a way of classifying an individual’s interests Assign each test taker with a three-letter code that best represent the personality of the test taker Possible to self administer, score, and interpret Latest version 1994 Adaptable to individual or group administration settings -Bring SDS manuals and versions to class

Interest Testing: SDS Forms of the SDS Regular-Form R Easy-Form E (4th grade reading level) Career Planning-Form CP Adaptations for Culture, Language, and Disability Australia, Canada, China, Finland, France, Greece, Guyana, Hungary, Indonesia, Israel, Italy, Japan, Netherlands, New Zealand, Nigeria, Norway, Poland, Portugal, Russia, Saudi Arabia, Slovenia, South Africa, South America, Spain, Switzerland'; English-Canadian, Spanish, Vietnamese, and Braille; children's version Online http://www.self-directed-search.com/ Paper & Pencil Computer (non-online) program

Interest Testing: SDS Psychometric Properties of Form R Norm group 2,602 students and working adults spread over 25 states and the District of Columbia. more females than males, age ranged from 17 to 65; mean age was 23.5 Internal consistency: r = 0.90 to 0.94 Test-retest reliability: 0.76 to 0.89 Predictive validity demonstrated with respect to occupational choice and college major in high school, college, and adult samples. Construct validity has been reported in over 500 investigations

Interest Testing: SDS In terms of the RIASEC areas individuals rate their Activities Competencies Preferences Occupations self-estimates List their occupational aspirations, which are referred to as occupational daydreams.

Interest Testing: SDS Main Scores Yielded through Professional Summary and Interpretation Summary Code Aspiration Summary Code Coherence of Aspirations Congruence Consistency Differentiation Commonness Coherence of aspirations - determined by examining the daydreams occupations to see if the same RIASEC letter appears first in the first three occupational codes (Reardon & Lenz, 1998). Congruence - broadly defined as the degree of match between a person and an environment. Congruence on the SDS is calculated by the degree of match between a person’s assessed and expressed interests (Reardon & Lenz, 1998). Consistency - broadly defined is “the degree of relatedness between personality types or between environmental models” (Holland, 1997, p. 4). As it is operationalized on the SDS, consistency of a person’s three-letter code is determined by how close the first two letters of that code are on the hexagon (Reardon & Lenz, 1998). Differentiation - “the level of definition or distinctness of a personality profile” (Reardon & Lenz, 1998, p. 262).

Interest Testing: SDS Strengths Weaknesses Linked to a myriad of career-planning resources Multiple versions and adaptations to meet the needs of the test taker Format appealing to clients and created to be easily accessible Weaknesses Developed to be self interpretable but could be misused in such settings Lack of predictive validity studies

Interest Testing: Strong Interest Inventory Designed to “identify general areas of interests as well as specific activities and occupations” for further exploration Five Main uses To aid educational and occupational decision making Structure the career assessment and counseling process Stimulate client self-exploration Assist in personnel hiring and staffing decisions Explore reasons for job dissatisfaction Originally based on empirical rsearch of E.K. Strong (1943) based on the assumptions that “specific interest patterns of workers in the occupational groups he researched. Strong postulated that an individual who has interests that are similar to those of persons working in a given occupation is more likely to find satisfaction in that particular occupation than is a person who does not have common interests with those workers” (Osborne & Zunker, 2006). Later, the SII incorporated Holland codes due to factor analytic findings consistent with his theory and clients’ results of SII

Interest Testing:SII Originally the Strong Vocational Interest Blank in 1927 (Has also been named the Strong-Campbell Interest Inventory) Current version revised in 2004 Administration time is 35-40 minutes Normative Sample: 2,250 employed adults; 370 occupations represented; average age of 34yrs & 9yrs work experience; representative of the US culturally & ethnically based on 2000 US Census

Interest Testing: SII Available in multiple languages; 9th grade reading level Item format: Strongly Like, Like, Indifferent, Dislike, Strong Dislike Scales General Occupational Themes Basic Interest Scales Occupational Scales Personal Style Scales Typicality Index Refer to Technical Brief for the New Revised Strong II Assessment for explanation of scales and examples GOT-Holland Codes From MMY on 1994 version Respondents report their preferences and perceptions in eight sections: Occupations, School Subjects, Activities, Leisure Activities, Types of People, Preferences between Two Activities, Characteristics, and World of Work Preferences. The SII yields five types of results. The six General Occupational Themes (GOTs) are homogeneous interest scales based on Holland's hexagonal model: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. The 25 Basic Interest Scales (BIS), which are also homogeneous scales, measure more specific interests than the GOTs. The 211 Occupational Scales (OSs) include separate female and male scales for 102 occupations and seven single-gender scales. The OSs are empirically derived from the response profiles of distinct occupational criterion groups. There are four Personal Style Scales (PSS): Work Style, Learning Environment, Leadership Style, and Risk Taking/Adventure. Finally, there are three Administrative Indices. The Total Response (TR) Index is a count of the number of completed items. Percentages of 'like,' 'indifferent,' and 'dislike' responses in each of the eight sections are reported. The Infrequent Response (IR) Index is used to detect invalid or unusual profiles.

Interest Testing: SII Psychometric Properties Reliability GOT: Internal Consistency .91-.93; Test Retest .84-92 BIS: Internal Consistency .87 OS: Test Retest .86 PSS: Internal Consistency .82-.87 Validity-from the 1994 version Concurrent Validity examples auto mechanics and carpenters had the highest Realistic GOT results; childcare providers and public relations directors had the lowest scores. Most validity evidence is complicated and therefore I only gave 2 examples from MMY

Interest Testing:SII Strengths Weaknesses Attractive interpretative report Strong empirical basis and recent psychometric revision Addition of “new” occupations Weaknesses Difficult to interpret scores due to empirical basis Not as applicable to group interpretations