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

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

3. 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

4. Career Intervention Effectiveness
Whiston, S.C., Brechiesen, B. K., & Stephens, J. (2002). Does treatment modality effective career counseling effectiveness? Journal of Vocational Behavior, 62,
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.

5. 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 but say will be discussed in further detail with regards to the SDS

6. 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

7. 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

8. 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

9. 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
Paper & Pencil
Computer (non-online) program

10. 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

11. 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.

12. 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).

13. 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

14. 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

15. 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 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

16. 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.

17. Interest Testing: SII Psychometric Properties
Reliability
GOT: Internal Consistency ; Test Retest
BIS: Internal Consistency .87
OS: Test Retest .86
PSS: Internal Consistency
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

18. 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