please see attachment for assessment results; APA format; cite relevant sources

Part I : After completing your assessment please write a 2-3 page reflection paper about your results. Here are some questions to get you started:

1.

a.

a. Were the results accurate?

b. What did you learn about yourself from the results?

c. What do the results mean for your future career path?

d. How do your results fit with the work of a counselor?

Part II: When providing career counseling, the counselor helps the client explore potential career options. For this assignment you will use a Holland code and the O*Net database to determine a specific career to research. This assignment is the same process you could use with a client in real life.

For this part of your project, please write a paper that explores a career with the Holland code that is  opposite your own. For example, if your assessment results showed that you are a RAS, you would find a career that a SCR would hold. To locate the opposite code, please see the Holland diagram in the textbook (2-1c). Please choose only one career to research and discuss. Note that the order of the letters in the Holland code are important and should not be switched. 

The paper should include information on training, prerequisite skills, education, common routes of entry into the field, such as apprenticeships or internships, typical incomes, and prospects for employment. Please include the occupational codes for this career as they are given on O*Net and the  Dictionary of Occupational Titles. Make sure to paraphrase well and cite all information you include.

Your reference list should include at least five sources, including the  Dictionary of Occupational Titles, O*Net, and the Bureau of Labor Statistics. This should be formatted in paragraph form as a proper APA 7 style paper. The paper should be a minimum of 5 pages long. The page requirement does not include the title or reference pages.

Textbook Info: please see textbook info below

Career Counseling: A Holistic Approach

Authors: Vernon G. Zunker

Publisher: Cengage Learning

Publication Date: 2015-01-01

2-1cJohn Holland’s Typology

According to John Holland (1992), individuals are attracted to a given career because of their particular personalities and numerous variables that constitute their backgrounds. First, career choice is an expression of, or an extension of, personality into the world of work, followed by subsequent identification with specific occupational stereotypes. Congruence of one’s view of self with an occupational preference establishes what Holland refers to as the  modal personal style. Central to Holland’s theory is the concept that one chooses a career to satisfy one’s preferred modal personal orientation. If the individual has developed a strong dominant orientation, satisfaction is probable in a corresponding occupational environment. If, however, the orientation is one of indecision, the likelihood of satisfaction diminishes. The strength or dominance of the developed modal personal orientation as compared with career environments will be critical to the individual’s selection of a preferred lifestyle. Again, the key concept behind Holland’s environmental models and environmental influences is that individuals are attracted to a particular role demand of an occupational environment that meets their personal needs and provides them with satisfaction.

, which also offers representative examples of occupations and themes associated with each personal style.

Table 2.1

Holland’s Modal Personal Styles and Occupational Environments

Personal styles	Themes	Occupational environments
May lack social skills; prefers concrete vs. abstract work tasks; may seem frank, materialistic, and inflexible; usually has mechanical abilities	Realistic	Skilled trades such as plumber, electrician, and machine operator; technician skills such as airplane mechanic, photographer, draftsperson, and some service occupations
Very task-oriented; is interested in math and science; may be described as independent, analytical, and intellectual; may be reserved and defers leadership to others	Investigative	Scientific such as chemist, physicist, and mathematician; technician such as laboratory technician, computer programmer, and electronics worker
Prefers self-expression through the arts; may be described as imaginative, introspective, and independent; values aesthetics and creation of art forms	Artistic	Artistic such as sculptor, artist, and designer; musical such as music teacher, orchestra leader, and musician; literary such as editor, writer, and critic
Prefers social interaction and has good communication skills; is concerned with social problems, and is community service oriented; has interest in educational activities	Social	Educational such as teacher, educational administrator, and college professor; social welfare such as social worker, sociologist, rehabilitation counselor, and professional nurse
Prefers leadership roles; may be described as domineering, ambitious, and persuasive; makes use of good verbal skills	Enterprising	Managerial such as personnel, production, and sales manager; various sales positions, such as life insurance, real estate, and car salesperson
May be described as practical, well-controlled, sociable, and rather conservative; prefers structured tasks such as systematizing and manipulation of data and word processing	Conventional	Office and clerical worker such as timekeeper, file clerk, teller, accountant, keypunch operator, secretary, bookkeeper, receptionist, and credit manager

Source: Adapted from Holland (1985a,b, 1992, 1996).

. The hexagonal model provides a visual presentation of the inner relationship of personality styles and occupational environment coefficients of correlation. For example, adjacent categories on the hexagon (e.g., realistic and investigative) are most alike, whereas opposites (e.g., artistic and conventional) are most unlike. Those of intermediate distance (e.g., realistic and enterprising) are somewhat unlike.

Figure 2.1Holland’s Model of Personality Types and Occupational Environments

Source: From “An Empirical Occupational Classification Derived from a Theory of Personality and Intended for Practice and Research,” by J.L. Holland, D.R. Whitney, N.S. Cole, and J.M. Richards, Jr., ACT Research Report No. 29, The American College Testing Program, 1969.

Holland’s hexagonal model introduces five key concepts. The first,  , relates to personality as well as to environment. He suggests that some personality and environmental types share some common elements; for instance, artistic and social types have more in common than do investigative and enterprising types. What he is suggesting is that the closer the types are on the hexagon, the more consistent the individual will be. Therefore, high consistency is seen when an individual expresses a preference for adjoining codes such as ESA or RIC. Less consistency would be indicated by codes RAE or CAS.

The second concept is  . Individuals who fit a pure personality type will express little resemblance to other types. Conversely, those individuals who fit several personality types have poorly defined personality styles and are considered undifferentiated or poorly defined.

, the third concept, describes those individuals who have a clear and stable picture of their goals, interests, and talents. In the case of environments, identity refers to the degree to which a workplace has clarity, stability, and integration of goals, tasks, and rewards. Thus individuals who have many occupational goals have low identity.

The fourth concept,  congruence, occurs when an individual’s personality type matches the environment. Social personality types, for example, prefer environments that provide social interaction, concerns with social problems, and interest in educational activities. In reviewing the major studies investigating this concept, Spokane (1985) and Dumenci (1995) concluded that research did support the theory that congruence is highly related to academic performance and persistence, job satisfaction, and stability of choice.

Finally, Holland’s model provides a  calculus (the fifth concept) for his theory. Holland proposed that the theoretical relationships between types of occupational environments lend themselves to empirical research techniques. In essence, further research will provide counselors and clients with a better understanding of Holland’s theory as changes in work environments occur.

Holland emphasized the importance of self-knowledge as well as occupational knowledge because he believed critical career judgments are drawn partially from an individual’s occupational information. The importance of identification with an occupational environment underscores the significance of occupational knowledge in the career choice process. Knowledge of both occupational environment and corresponding modal personal orientations is, according to Holland, critical to appropriate career decision making.

In the process of career decision making, Holland postulated that the hierarchy or level of attainment in a career is determined primarily by individual self-evaluations. Intelligence is considered less important than personality and interest. Furthermore, the factor of intelligence is subsumed in the classification of personality types; for example, individuals who resemble the investigative type of modal personal orientation are generally intelligent and naturally have skills such as analytical and abstract reasoning.

According to Holland, the stability of career choice depends primarily on the dominance of personal orientation. Putting it another way, individuals are products of an environment that greatly influences their personal orientations and eventual career choices. Personality development, however, is a primary consideration in Holland’s career typology theory of vocational behavior.

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1. The  Vocational Preference Inventory (Holland, 1985b) has undergone several revisions.

2. My Vocational Situation (Holland, Daiger, & Power, 1980) and  Vocational Identity Scale (Holland, Johnston, & Asama, 1993) provide information about goals, interests, and talents.

3. The Position Classification Inventory (Gottfredson & Holland, 1991) is a job analysis measure of RIASEC environmental codes.

4. The  Career Attitudes and Strategies Inventory (Gottfredson & Holland, 1994) measures work environment variables.

5. The  Self-Directed Search (SDS) (Form R) (Holland, 1994a) is one of the most widely used interest inventories; it has more than 20 foreign language versions, can be administered by a computer that includes computer-based reports, and is available on the Internet. It has gone through several revisions and is continually studied for effectiveness. Accompanying the assessment booklet are several companion materials:  The Occupations Finder (Rosen, Holmberg, & Holland, 1994b); the  Dictionary of Educational Opportunities (Rosen, Holmberg, & Holland, 1994a); the  You and Your Career Booklet (Holland, 1994b); a  Leisure Activities Finder (Holmberg, Rosen, & Holland, 1990); and a  Dictionary of Holland Occupational Codes (Gottfredson & Holland, 1989). The  Self-Directed Search and Related Holland Materials: A Practitioner’s Guide by Reardon and Lenz (1998) is a most helpful tool when using the SDS.

 presents the steps for using the SDS assessment booklet and The Occupations Finder.