Bills review

Two factors lead to TENURE:

• Satisfaction-being happy with the
• work one does

• Satisfactoriness-employer's
• satisfaction with the individual's performance

• *The theory is concerned with actual
• job performance, not just career selection or work adjustment.

• Abilities:
• "reference
• dimension for skills" including work skills, aptitudes (predicted, not
• acquired). To assess abilities, the General Aptitude Test Battery (GATB). GATB
• measures nine abilities.

• Values:
• represents a grouping of needs in a job. Values and needs are assessed using
• the Minn. Importance Question.

• •  Achievement
• (making use of one's abilities/sense of accomplishment) VS Comfort
• (non-stressful work)

• •  Status
• (recognition by others) VS Altruism (how one can help others)

• •  Safety
• (order/predictability) VS Autonomy (chance to work on their own)

• Concerned with how an individual with
• particular abilities and values interacts with his or her work situation...Four
• characteristics of personality style

Celerity-speed with approaching tasks

Pace-efforts spent in working

Rhythm-pattern of effort or pace

• Endurance-how long one is likely to
• continue on a task

• There are ways to measure the
• abilities and values needed for occupation, and this can be done by averaging
• the scores for people in various occupations on the GATB and MIQ.

• Ability
• Patterns: help to describe the important abilities that are required
• for a vast variety of jobs. Does an individual have the abilities similar to
• those who are successful in a given occupation?

• Value
• Patterns: developed the Minn. Job Description Questionnaire (MJDQ)...it
• assesses how well an occupation reinforces or meets each of the 20 needs. Does
• a job meets the needs of an individual?

• *Combine ability and value patterns
• to create the Minn. Occupational Classification System (MOCS) 

• When matching and individual's values
• and abilities to a job, counselors have three tools: the MIQ, GATB, and MOCS.

• Adjustment
• Style: the
• degree of fit between person and environment; how an individual relates to the
• work environment. 

• Flexibility- the ability of a person
• to tolerate unpleasant or difficult aspects of the job

• Activeness- trying to change the
• environment

Reactiveness- changing themselves

• Perseverance- how long a person can
• take adverse conditions before changing jobs

• Adaptive
• Performance: satisfaction and well being while dealing with
• change...refers to three variables: Proactive Behavior (adjusting work
• environment), Reactive Behavior (adjusting ourselves), and Tolerant Behavior (tolerating
• difficult issues when the other two don't work). 

• •  Work
• adjustment theory can be used to conceptualize the types of problems that
• someone can have in adjusting to a job.

• •  I.E. their
• skills may not be fully developed for the job or ma not be able to fully
• develop them, values and needs are not met on the job, does not understand the
• reinforcer patterns of the work involved, or person could be having problems at
• home which affect work

• •  Assess the
• discrepancies between the individual's values and abilities and the ability
• patterns and reinforcer patterns of the job.

• •  Make
• changes in the work itself so that reinforcer patterns are altered.

• •  Try to
• find activities in a non-work environment that has the same abilities and
• reinforcers as their previous job.

• WAT can be expanded to cover two
• issues related to women: integrating work and family, and sexual harassment.
• Could help determine things to add to needs list. 

• •  Career
• choice and adjustment are an extension of a person's personality.

• •  People
• express themselves and their interests and values through work choices and
• experiences.

• •  Holland
• assumes that people's impressions and generalizations about work are generally
• accurate.

• Realistic:
• likes
• to work with animals, tools or machines, avoids social things like teaching and
• informing. Skills in mechanical/electrical areas. Values practical things.

• Investigative:
• likes
• to study, solve problems, avoids leading or persuading people. Good at
• understanding problems, and values science. Sees self as precise, scientific,
• and intellectual.

• Artistic: likes to
• do creative activities like art, drama, dance, music, or writing. Avoids order
• and repetition. Has good artistic abilities. Values creativity. Sees self as
• expressive, original and independent.

• Social: likes to
• do things to help people, like teaching, nursing, providing information. Avoids
• machines and tools. Good at teaching, counseling, nursing. Values helping
• people and solving social problems. Sees self as helpful, friendly, and
• trustworthy.

• Enterprising:
• likes
• to lead and persuade people, sell things and ideas. Avoids activities that
• require careful observation and analytical thinking. Good at leading people,
• and sales. Values success in politics, leadership, or business. Sees self as
• energetic, ambitious and sociable.

• Conventional:
• likes
• to work with numbers, records, and orderly things. Avoids ambiguous,
• unstructured activities. Good at working with written records and numbers in a
• systematic way. Values success in business. Sees self as orderly and following
• a set plan. 

• People do not fit just one Holland
• code type

• Instruments have been developed:
• Vocational Preference Inventory (VPI) and Self Directed Search (SDS)

• CONGRUENCE is the relationship of the
• personality to the environment.

• *SIE individual is highly congruent
• with SIE job.

• DIFFERENTIATION is how people and
• environments may differ in terms of how clearly they belong to one type.

• *Highly differentiated means that you
• are more dominant in one type.

• Implications: UNDIFFERENTIATED people
• may have more difficulty making career decisions...our goal is to help them
• differentiate and broaden their knowledge of their interests, values, and
• abilities within each of the six types.

• CONSISTENCY is the similarity or
• dissimilarity of types. The closer the types are on the hexagon, the more
• consistent.

• A CLEAR individual's identity would be:
• stable, with articulate career plans, contingency plans, knowledge of self,
• knowledge of work, and job search strategies.

• A DIFFUSE individual's identity would be:
• unstable, unable to state career plans, no contingency plans, little knowledge
• of self, little knowledge of work, few job search strategies.

• look through it to get an idea of
• what types might do what type of work. Covers a thousand of the more common
• occupations.

• The Education Finder...identifies
• more than 750 programs of study.

• The Dictionary of Holland
• Occupational Codes...lists 12,099 occupations sorted by Holland code.

• Vocational Preference Inventory:
• initiated before Holland, but is now used with the SDS.

• Career Attitudes and Strategies
• Inventory: helps assess the views of adults toward work.

• Position Classification Inventory:
• helps classify positions according to Holland type. Given to current workers,
• to help determine the Holland code for a job.

• Environmental Identity Scale: helps
• assess the workers views about the explicitness and consistency of employers'
• goals, work rules, and rewards.

• Women tend to score higher on Social,
• Artistic, and Conventional scales than men.

• Holland's model works well across
• gender.

• : has been
• studied in many countries, but has not always been validated in places like
• China and South Africa.

• Congruence of client and counselor
• types is a potential issue. Most counselors are Social, with SI, SA, & SE
• being the most common.