Faculty of
Education
Additional Qualifications
Module 02
Part 02
André Samson Ph.D., c.o.
Overview of the Presentation Part 2
3. Holland’s Typology
3.1 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
Additional Qualifications – Summer 2009
3. Holland’s Typology
Introduction
 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
Additional Qualifications – Summer 2009
3. Holland’s Typology
Introduction

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
Additional Qualifications – Summer 2009
3. Holland’s Typology
3.1 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.
Additional Qualifications – Summer 2009
3. Holland’s Typology
3.2 Principles of the Theory
A) Vocational choice
is an expression 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 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
Holland, John L. (1997). Making Vocational Choices. Psychological Assessment
Resources, Inc, Lutz Florida.
Additional Qualifications – Summer 2009
3. Holland’s Typology
3.2 Principles of the Theory
C) Vocational
stereotypes
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
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
Holland, John L. (1997). Making Vocational Choices. Psychological Assessment
Resources, Inc, Lutz Florida.
Additional Qualifications – Summer 2009
3. Holland’s Typology
3.2 Principles of the Theory
E) Similarities found in a
vocational group play a
role in the creation of a
specific work
environment
According to Holland’s theory (1997), certain vocations attract
similar personalities
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
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
Consequently, the grouping of common personality traits
contributes to the elaboration of a workplace climate that reflects
the amalgamation of individuals
Holland, John L. (1997). Making Vocational Choices. Psychological Assessment
Resources, Inc, Lutz Florida.
Additional Qualifications – Summer 2009
3. Holland’s Typology
3.3 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
Individual’s
Personality
Their
Career
Choice
Their
Workplace
Environment
Holland, John L. (1997). Making Vocational Choices. Psychological Assessment
Resources, Inc, Lutz Florida.
Additional Qualifications – Summer 2009
3. Holland’s Typology
3.4 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
Holland, John L. (1997). Making Vocational Choices.
Psychological Assessment Resources, Inc, Lutz Florida.
Additional Qualifications – Summer 2009
3. Holland’s Typology
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
Holland, John L. (1997). Making Vocational Choices.
Psychological Assessment Resources, Inc, Lutz Florida.
Additional Qualifications – Summer 2009
3. Holland’s Typology
3.6 Description of Holland’s Typology
3.6.1 Development of Personality Types

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
Additional Qualifications – Summer 2009
3. Holland’s Typology
3.6 Description of Holland’s Typology
3.6.2 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.
Additional Qualifications – Summer 2009
3. Holland’s Typology
Additional Qualifications – Summer 2009
3. Holland’s Typology
 Like to work with their hands, possess
manual aptitudes
 Rather conformist, ambitious, practical, self-aware and
conventional
 They look for specific suggestions in a
counselling setting
 Do not easily express their
emotions, instead they
prefer talking about
activities
Additional Qualifications – Summer 2009
3. Holland’s Typology
 Prefer concrete occupations (e.g.: carpentry)
that are relatively solitary and do require a
lot of interaction with people
 Their range of interests are relatively
restricted. They limit their relations and seek
people who share the same values, interests
and beliefs as they do
 Possess traditional values and prefer to work
within an institutional setting
 Have many ambitions and see the practical
side of things
 Rather close minded when it comes to
changing their belief system or their values
Additional Qualifications – Summer 2009
3. Holland’s Typology
 They see themselves as possessing technical
abilities. They like to work with their hands,
either with mechanical equipment or
electronics
 They are conscious of their interpersonal
limits, which is why social obligations are
frustrating to them. This is also true for
intellectual tasks
 They use their belief system and their
practical abilities to solve problems
 They prefer concrete and practical solutions,
as opposed to strategic, intellectual or
academic explanations
 They have low self-esteem. However, they
do feel competent when it comes to their
technical abilities
Additional Qualifications – Summer 2009
3. Holland’s Typology
 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
Additional Qualifications – Summer 2009
3. Holland’s Typology
 Prefer activities that require observation,
systematic investigation of natural,
biological, cultural, medical or technical
phenomenons
 They seek to understand and control what is
happening
 This type does not invest much in social or
interpersonal activities
 Their values influence them to seek
academic activities where they can feel a
sense of autonomy and personal
independence
 They are intellectuals who like logic and can
be ambitious. Their belief system is open
 However, family, security and friendship are
values that are less important to them
Additional Qualifications – Summer 2009
3. Holland’s Typology
 Conscious of their intellectual abilities. They
see themselves as curious, analytic and
having multiple interests
 Use their intellectual abilities and their
knowledge research to solve problems at
work or elsewhere
 They do not try to persuade others, since this
often frustrates them
 Grant importance to reflection and the
gathering of information
 They have a relatively high self-esteem
 Have a tendency to neglect the emotional
aspects of certain situations
Additional Qualifications – Summer 2009
3. Holland’s Typology
● Like activities that allow freedom, and that
are not systematic
● Belief system is open, not rigid at all
● Intuitive, impulsive and uncoordinated
● Do not like to have structure
in a counselling setting
● Emotions are very
important for them
when making a
career choice
Additional Qualifications – Summer 2009
3. Holland’s Typology
 Prefer artistic activities and avoid
conventional type activities
 Like to socialise with people who have
similar values and belief systems as they do,
and avoid people who do not
 Believe aesthetics are very important. They
have an expressive, courageous and
imaginative personality
 Avoid conformity and servility
 Belief system is very open – open to new
ideas and to the feelings of others
Additional Qualifications – Summer 2009
3. Holland’s Typology
 See themselves as expressive, open, original,
intuitive, non conformist, uncoordinated and
introspective
 Conscientious of their artistic and creative
abilities. However, conventional activities
could frustrate them.
 Perceive the problem from an artistic angle
 Their personality traits dominate the abilities
they use to problem solve. In other words,
intuition, expression and originality
Additional Qualifications – Summer 2009
3. Holland’s Typology
 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
Additional Qualifications – Summer 2009
3. Holland’s Typology
Additional Qualifications – Summer 2009
3. Holland’s Typology
Additional Qualifications – Summer 2009
3. Holland’s Typology
Like working with people
mainly with the goal of
organising or leading
● Like to succeed economically and politically
and can sometimes seem overly confident
●They are energetic, extraverted,
exhibitionists and optimistic
● Are looking for both
power and money
●Can be impatient
with the career
counselling
process
Additional Qualifications – Summer 2009
3. Holland’s Typology
Additional Qualifications – Summer 2009
3. Holland’s Typology
Additional Qualifications – Summer 2009
3. Holland’s Typology
 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
Additional Qualifications – Summer 2009
3. Holland’s Typology
Additional Qualifications – Summer 2009
3. Holland’s Typology
Additional Qualifications – Summer 2009
3. Holland’s Typology
3.6 Description of Holland’s Typology
3.6.3 Hypothesis Related to Personality Types





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
Additional Qualifications – Summer 2009
RIASEC Conceptual Model
Additional Qualifications – Summer 2009
• Agriculture
• Forestry
• Pilot
• Electrician
• Truck driver
• Secretary
• Mail man/woman
• Cashier
• Typist
• Accountant
• Lawyer
• Manager
• School Principal
• Judge
• Seller
Additional Qualifications – Summer 2009
•Veterinarian
• Doctor
•Mathematician
•Architect
•Biologist
• Dancer
• Musician
• Designer
• Writer
• Actor
• Counsellor
• Nurse
• Social worker
• Teacher
• Librarian
Women
I
A C
.07
E
.46
S
Additional Qualifications – Summer 2009
A
.05
.05
.33
.23
.19
.07
I
.50
.33
.23
C
R
.19
.39
.21
R
.21
Men
E
.44
S
Study: Careers preferred by doctors in their
1st year and doctors that are graduating
Additional Qualifications – Summer 2009
3. Holland’s Typology
ADAPTS TO THE PHYSICAL WORLD THAT SURROUNDS US
Action
orientation
Functional
orientation
Social/
dominant
orientation
ADAPTS TO GROUPS AND
ORGANIZATIONS
Additional Qualifications – Summer 2009
Intellectual
orientation
Creative/
expressive
orientation
Social/
altruistic
orientation
ADAPTS TO PEOPLE
3. Holland’s Typology
3.6 Description of Holland’s Typology
3.6.4 Predictions
A) Differentiation
B) Consistency
• The level of differentiation depends on the
presence, or lack of, a dominant trait
• A one and only type is very rare
• Generally, a person has a few dominant traits,
however one will be stronger than the others
• A lack of differentiation, or a difficulty to
identify one dominant trait can be
problematic
• A lack of differentiation is associated to
career indecision
• Several types can coexist one beside the
other:
• This principle is based on the presence
of types that are either similar or
dissimilar
• The more the types are closely linked,
the more the person’s typology will be
consistent
Additional Qualifications – Summer 2009
3. Holland’s Typology
3.7 Types of Environments
3.7.1 Hypothesis

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
Additional Qualifications – Summer 2009
3. Holland’s Typology
3.7 Types of Environments
Requires mainly physical or
manual abilities
Presence of machinery or
tools that require some type of
manipulation
Requires technical, manual
or physical competencies and
abilities
Encourages scientific problem
solving
Encourages research and
requires conceptual and analytical
competencies
Requires autonomy, ability to
work alone and to be selfmotivated
Human relations are secondary
in this environment
Additional Qualifications – Summer 2009
Individuals benefit when
they have room to
manoeuvre and to manifest
their creativity
Does not follow social
norms or conventions
Likes to work in a nonstructured environment
3. Holland’s Typology
3.7 Types of Environments
Promotes flexibility and mutual
comprehension
Individuals like to help others
Individuals need to manage
and convince in order to
increase profits
People and human values are
very important
Risk taking, but constant
remuneration
This type of environment
centers on the well-being of
individuals
Setting that put a certain
importance on appearance
Additional Qualifications – Summer 2009
Bureaucratic setting, rules
govern day to day activities
Constant management and
organisation
3. Holland’s Typology
3.7 Types of Environments
3.7.3 Personalities in the Workplace
The combination of personality types and their
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
Additional Qualifications – Summer 2009
Practical Exercises
 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
Additional Qualifications – Summer 2009
Practical Exercises
 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
Additional Qualifications – Summer 2009
Practical Exercises
 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
Additional Qualifications – Summer 2009
Suggested Websites
 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
Additional Qualifications – Summer 2009
Suggested 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
Additional Qualifications – Summer 2009
Suggested Readings
 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.
Additional Qualifications – Summer 2009
Suggested 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)
Additional Qualifications – Summer 2009
Suggested Readings
 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)
Additional Qualifications – Summer 2009
References
 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.
Additional Qualifications – Summer 2009
References
 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.
 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.
Additional Qualifications – Summer 2009