Using Interests and Holland’s Model of Vocational Personality Types in Career Counselling: Some Thoughts and Research Findings

Morgan, Brandon; Naidoo, Anthony V.; Henn, Carolina; Rabie, Stephan

doi:10.1007/978-3-030-22799-9_27

Cited by 10 publications

(5 citation statements)

References 66 publications

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“…Similarly to the SACII, the SACII-X has shown promising evidence in terms of the inventory’s reliability and structural validity in a sample of 266 isiXhosa home-language-speaking high school learners ( Rabie and Naidoo, 2019 ). Additional South African studies have provided further support for both inventories’ psychometric properties ( Morgan et al, 2015b , 2019 ; Mintram et al, 2019 ; Jansen van Vuuren, 2022 ). For instance, Mintram et al (2019) found support for the fit and structural similarity of Holland’s model of vocational personality types for men and women, with slightly better fit reported for women.…”

Section: The Development Of the Sacii And Sacii-xmentioning

confidence: 82%

“…In a similar vein, Morgan et al (2019) contend that career counseling should not be a linear process with the counselor merely administering and scoring an interest inventory and then providing recommendations to the client based on these scores. Instead, career counseling should be a recursive process, in which both the counselor and client are actively engaged in constructing meaning ( McIlveen and Patton, 2007 ; Maree, 2018 ), factoring in the realities of the client’s family and community contexts ( Albien and Naidoo, 2017 ).…”

Section: Post-modern Approach To Career Assessment and Counselingmentioning

confidence: 99%

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Enhancing Career Interest Assessment in South Africa: Lessons Learned From the Development of the South African Career Interest Inventory-IsiXhosa Version

2022

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Career interest assessment is a vital component of career guidance and counseling. Ensuring fair and ethical assessment practice is, however, complex and challenging in a diverse multicultural setting such as South Africa. A myriad of factors—including culture, and language—may moderate individual performance on career interest assessments. For this reason, it is imperative to acknowledge these factors when developing career interest assessments in the South African context. Particular attention was paid to the issues of language and culture during the recent development of the South African Career Interest Inventory (SACII) and South African Career Interest Inventory-isiXhosa version (SACII-X). In this paper, we discuss some of the crucial considerations that informed the conceptualization and development of the SACII-X. The promising initial reliability and validity demonstrated by these assessments provide support for the use of career assessments based on imported career theories if sensitivity is afforded to contextual, language, and cultural considerations during the development of such assessment measures.

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Section: The Development Of the Sacii And Sacii-xmentioning

confidence: 82%

Section: Post-modern Approach To Career Assessment and Counselingmentioning

confidence: 99%

Enhancing Career Interest Assessment in South Africa: Lessons Learned From the Development of the South African Career Interest Inventory-IsiXhosa Version

2022

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“… Maree (2018) has advocated for career counseling to shift from an objective approach to an interpretative process using new and creative ways of assessment. Career counseling should not be a linear process with the counselor merely administering and scoring an interest inventory and then providing recommendations to the client based on these scores ( Morgan et al, 2019 ). Instead, career counseling should be a recursive process with both the counselor and client actively engaged in constructing meaning ( McIlveen and Patton, 2007 ; Maree, 2018 ) in factoring in the realities of the client’s family and community contexts ( Albien and Naidoo, 2017 ).…”

Section: Conceptual and Theoretical Backgroundmentioning

confidence: 99%

Teacher Evaluation of a Self-Directed Career Guidance Intervention for South African Secondary School Learners Amidst Severe COVID-19 Restrictions

et al. 2022

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The South African government’s COVID-19 pandemic risk mitigation strategies significantly limited social contact, which necessitated a novel approach to existing face-to-face career guidance practices. The Grade 9 Career Guidance Project, originally developed as a group-based career development intervention, required radical adaptation into a self-directed, manualized format to offer career guidance to Grade 9 learners from low-income communities amid a global pandemic. The adaptation and continuation of the project was deemed essential as secondary school learners in low-income communities have limited career guidance support. Furthermore, a close collaboration with the teachers at eight resource-constrained South African secondary schools was vital for successful implementation. To assess the success of the adaptation to a self-directed format, a mixed-methods design was employed, and Life Orientation teachers’ evaluative feedback was solicited (n = 11). Favorable quantitative results were obtained; majority of teachers agreed that learners enjoyed the booklet (manualized format) and that it was deemed an adequate substitute to the previous contact-based format of the Career Guidance Project. This was also confirmed by the qualitative findings revealing teachers’ satisfaction with the booklet’s content, specifically that the booklet is complementary to the Life Orientation curriculum. Qualitative findings identified specific contextual barriers that contributed to some learners struggling to use the booklet optimally. The results suggest that it is feasible and acceptable to implement a self-directed career guidance intervention among secondary school learners amid a global pandemic. Teachers recommended ways to integrate the booklet, resources, and contact sessions as a preferred way forward. These findings have important implications for similar resource-constrained settings that may not have readily access to in-person career guidance and counseling human development.

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“…The same was also found for identity-related outcomes such as career indecision and commitment (Hirschi, 2010). Morgan (2019) reviewed and recognized the usefulness of interest types in career counselling, but also advocated for more information to be used in practice. As another personal factor, a set of six career values measured with the Minnesota Importance Questionnaire (Gary, 1971) have been examined as predictors of satisfaction and commitment in some professions and disciplines, and were found to have considerable relationships with outcome variables (e.g.…”

Section: Full Textmentioning

confidence: 99%

“…alike but out-of-order interest types should be regarded as different). As the circumplex structure assumption remains a secondary assumption (Morgan, 2019), we focus on the order assumption and adopted Iachan's (1984) M index for interest congruence. This method compares each of the top three interests of a participant with the interest types of their major program and uses the following criteria (see Table 2) to calculate the level of congruence.…”

Section: Interest and Interest Congruencementioning

confidence: 99%

Universal Values as Predictors for Career Identity Indicators and Academic Major Satisfaction in Hong Kong Tertiary Students

Guo

et al. 2022

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The formation of career identity is an important coming-of-age issue in both developmental and vocational psychology. This paper introduces universal values (under Schwartz’s theory of basic human values) in addition to the popularly used career interest congruence as predictors of three career identity indicators (commitment making, identification with commitment and self-doubt). Meanwhile, satisfaction with academic major was investigated both as direct influenced by values and as a secondary outcome of having a more established career identity. As a set of factors that have received less attention in career development research, universal values are important internalized beliefs and criteria that deeply influence one’s goal setting and decision making. In the current study, they are hypothesized to influence one’s career identity indicators and academic major satisfaction through their career decision making and self-evaluation processes. We surveyed 562 students from a community college and a public university in Hong Kong and formulated linear regression and structural models that showed significant associations among values, career identity indicators and academic major satisfaction. Openness to change and self-transcendence values were significant positive predictors of identification with career commitment, and self-enhancement values positively predicted career self-doubt. Academic major satisfaction was found to be positively influenced by commitment making and negatively influenced by career self-doubt. Career interest congruence, however, only showed a significant negative slope coefficient when used to predict career self-doubt in linear regression. Implications for career counselling practice were discussed.

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Using Interests and Holland’s Model of Vocational Personality Types in Career Counselling: Some Thoughts and Research Findings

Cited by 10 publications

References 66 publications

Enhancing Career Interest Assessment in South Africa: Lessons Learned From the Development of the South African Career Interest Inventory-IsiXhosa Version

Enhancing Career Interest Assessment in South Africa: Lessons Learned From the Development of the South African Career Interest Inventory-IsiXhosa Version

Teacher Evaluation of a Self-Directed Career Guidance Intervention for South African Secondary School Learners Amidst Severe COVID-19 Restrictions

Universal Values as Predictors for Career Identity Indicators and Academic Major Satisfaction in Hong Kong Tertiary Students

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