1154339 - Pearson Education Limited ©Chapter 3 Person-En

1154339 - Pearson Education Limited ©
Chapter 3 Person-
Environment
Congruence (PEC)
Theories: Frank
Parsons, Theory of
Work Adjustment,
John Holland, and a
Values-Based
Approach
Things to Remember
Major historical events in the history of career
development theorizing
The major tenets of TWA and Holland’s theory of
vocational choice
Cultural values, their role in human behavior, and
Brown’s values-based theory
Similarities and differences between the theory of
work adjustment and Holland’s theory
O*NET applications of Holland’s and TWA theories
The theories presented in this chapter are

traditional theories; they were once
characterized as trait and factor theories,
because needs, values, and personality types
were derived via statistical techniques known
as factor analysis.
Buford Stefflre, a counselor educator at
Michigan State University for many years, is
reputed to have coined the phrase, “There is
nothing as practical as a good theory.” When
this statement is conveyed to students, they
are at best skeptical. Isn’t using theory and
practical in the same sentence oxymoronic?
Theories are obviously not fact, and what
most students want are proven practices that
they can use to help their clients. The problem
is that many of our practices have not been
investigated to a degree that will allow us to
say unequivocally that they work. A good
theory provides a framework for designing
practices. I believe that Stefflre was right!
The Purposes and
Evaluation of Theory
In Chapter 1 , career development was defined as a
lifelong process involving psychological, sociological,
educational, economic, physical, and cultural factors
that influence individuals’ selection of, adjustment to,
and advancement in the occupations that collectively
make up their careers. Career development is, to say the
least, a complex process. Theories provide us with
simplified pictures or, as Krumboltz (1994) prefers,

road maps to the career development process.
There are “good” theories and “bad” theories. Krumboltz
(1994) states: “Our psychological theories are as good
as we know how to make them so far, but in all
probability they are far short of being accurate” (p. 11).
However, good theories have distinct characteristics—
such as well-defined terms and constructs—that can
easily be interpreted by practitioners and researchers.
Just as importantly, the relationships among the
constructs in the theory are clearly articulated. If the
terms are clearly defined and logically interrelated,
practitioners can use them as guides to practice, and
researchers can generate research to test the
assumptions of the theory. Moreover, good theories are
comprehensive in that they explain the career
development process for all groups, including men and
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women and individuals from various cultures and from
all socioeconomic strata.
Well-constructed theories also serve other purposes. For
example, they help us understand why people choose
careers and then become dissatisfied with them. They
also allow us to interpret data about career development
that have been generated in the past, are being
generated in the present, and will be generated in the
future. Researchers and practitioners have long been
aware that children and adults sex-type careers and that

these stereotypes influence career choices. In
Chapter 4 , Gottfredson’s theory (1981, 2002) helps
us understand why this occurs. Well-developed theories
also help us account for all internal and external factors
that influence career development, including cognitio ns
about careers and affective responses to various career -
related events (Brown & Brooks, 1996; Krumboltz,
1994; Savickas, 2013). Well-constructed theories are
also parsimonious, which means that they are set forth
in the simplest, most succinct fashion necessary to
describe the phenomena involved. To summarize,
theories of career choice and development serve three
functions:
1. Facilitate the understanding of the forces that
influence career choice and development
2. Stimulate research that will help to better clarify
career choice and the development process
3. Provide a guide to practice in the absence of
empirical guidelines
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A History of Career
Development Theorizing
One aim of this chapter is to provide an overview of the
history of theorizing about career choice and
development. It is generally recognized that the

forerunner of modern theories of career development
appeared in 1909 in Choosing Your Vocation by Frank
Parsons. Parsons’s tripartite model—understanding
one’s self, understanding the requirements of the jobs
available, and choosing one job based on true logic—
underpinned career counseling and career development
practice into the middle of the twentieth century.
Parson’s model had a number of problems given the
time in which it was published. Perhaps the major issue
confronting practitioners of the time was that there were
no tools that could be used to measure the personal
traits of their clients. Similarly, there was no single
source of occupational information other than personal
exploration to aid counselors and psychologists in
helping their clients to find suitable occupations.
Therefore, the matching process that Parsons
envisioned was not well informed. It was not until World
War I—when a committee of psychometricians headed
by Ralph Yerkes developed the Army Alpha—that
instruments that could be used to measure human traits
such as intellect and personality began to become
available. The Army Alpha test measured verbal ability
and numerical ability (scholastic aptitude) as well as
ability to follow directions and general knowledge.
Yerkes and his committee’s work stimulated the testing
industry, and after World War I literally dozens of
psychometric instruments became available to
practitioners. In 1938, the Dictionary of Occupational
Titles—which emphasized blue collar jobs—was
published by the Department of Labor. This closed

Parson’s loop of (1) identifying personal characteristics
and (2) matching them to jobs.
Today, we understand that the idea of using “true logic”
to make choices to match personal characteristics to
jobs is an unrealizable pipe dream, because the
decision-making process is filtered through myriad
factors, including self-confidence, role relationships,
sex-role identity, values, and so forth. Perhaps because
there were no other options, the person-environment
congruence (PEC) model held sway until well past the
middle of the twentieth century. Moreover, as we shall
see, the trait and factor model is still very much a part of
the contemporary career development scene.
However, in the 1950s and 1960s a period of intense
theorizing about career development occurred, resulting
in eight new theories of career choice and development,
many of which are still viable today. From 1970 to 1984,
six additional theories of career choice and
development were advanced, three of which focused
largely on women’s career development. Another intense
period of theorizing began in 1991, and since 1991 five
new theories of career choice and development have
been presented. A chronological account of these
events can be found in Table 3.1 .

Table 3.1 A History of Career Development Theorizing
Year Event
1909 Parsons’s book, Choosing Your Vocation, is
published posthumously.
1951 Ginzberg and associates publish Occupational
Choice: An Approach to a General Theory, which
outlines a developmental theory of career
development.
1953 Super publishes “A Theory of Vocational
Development“ in American Psychologist; his article
outlines a second developmental theory of career
development.
1956 Roe publishes The Psychology of Occupations,
which contains her personality-based theory of
career development.
1959 Holland publishes “A Theory of Vocational Choice“
in the Journal of Counseling Psychology; his article
sets forth some of the propositions of his theory
of vocational choice.
1963 Tiedeman and O’Hara publish Career Development:
Choice and Adjustment, which contains a theory
rooted in the idea that careers satisfy needs.
1963 Bordin and associates publish “An Articulated
Framework for Vocational Development” in the

Journal of Counseling Psychology; their article sets
forth a psychodynamic framework for career
development.
1967 Blau and Duncan publish The American
Occupational Structure, which sets forth the
premises of status attainment theory, a
sociological theory of career development.
1969 Lofquist and Dawis publish Adjustment to Work,
which outlines the premises of a trait-factor
model of occupational selection and adjustment.
1976 Krumboltz and associates publish “A Social
Learning Theory of Career Selection” in The
Counseling Psychologist.
1981 Gottfredson publishes “Circumscription and
Compromise: A Developmental Theory of
Occupational Aspirations“ in the Journal of
Counseling Psychology; her article focuses on how
sex-role identification limits occupational
aspirations.
1981 Hackett and Betz publish “A Self-Efficacy
Approach to the Career-Development of Women“
in the Journal of Vocational Behavior.
1984 Astin publishes “The Meaning of Work in Women’s
Lives: A Sociopsychological Model of Career
Choice and Work Behavior“ in The Counseling

Psychologist; her article outlines a general theory
of the career development of women.
1984 Tiedeman and Miller-Tiedeman publish “Career
Decision Making: An Individualistic Perspective,”
which is one of the early attempts at framing a
theory based on constructivist philosophy.
1991 Peterson, Sampson, and Reardon publish Career
Development and Services: A Cognitive Approach,
which contains their cognitive information-
processing model of career choice and
development.
1994 Lent, S. Brown, and Hackett publish “Toward a
Unifying Social Cognitive Theory of Career and
Academic Interest, Choice and Performance” in
the Journal of Vocational Psychology.
1996 D. Brown’s “A Holistic, Values-Based Model of
Career and Life-Role Choices and Satisfaction” is
published in the Career Development Quarterly and
Career Choice and Development. This theory was
revised in 2002
1996 Young, Valach, and Collin publish “A Contextual
Explanation of Career,” which is based on
constructivist philosophy.
2005 Bloch and Bright and Pryor publish two
independent versions of chaos theories of
careers. Both appeared in the Career Development

Quarterly.
2013 Savickas publishes “Career Construction Theory,”
in a book edited by S. Brown and Lent, Career
Development and Counseling.
The 20 publications listed in Table 3.1 are by no
means the only attempts at developing theories of
career choice and development, and, as shown later,
most of these theories have been revised numerous
times. Today, the theories of Holland (1997), Super
(1990), Lofquist and Dawis (Dawis, 1996; Lofquist &
Dawis, 1991), Lent, Brown, and Hackett (1995, 1996,
2002), and Gottfredson (1981, 1996, 2002) are making
a major impact on research and practice. Many of the
psychological theories are discussed in some detail
later in this book. Socioeconomic theories will be briefly
discussed (Blau & Duncan, 1967; Hotchkiss & Borow,
1996; Johnson & Mortimer 2002).
It is difficult to say why some theories become
influential whereas others do not. Bordin’s
psychodynamic theory (1984) was well constructed, but
it may not have become popular because it was built on
psychodynamic theory, which has never been widely
accepted by counselors or counseling psychologists.
Roe’s theory (Roe, 1956, 1984; Roe & Lunneborg, 1990)
gradually lost favor because researchers were unable to
verify her basic propositions that early childhood
environments give rise to personality types that in turn
result in career selection. No perfect theory of career

choice has yet to emerge, and it is unlikely that this will
occur.
Some relatively new theories of career choice and
development may become influential in the future. For
example, constructivist theories (e.g., Savickas, 2013;
Young, Valach, & Collin, 2002) are receiving a great deal
of attention from scientists and practitioners alike.
Other theories are so new that they have not had an
opportunity to attract large numbers of adherents,
although the career information–processing model (CIP;
Peterson, Sampson, & Reardon, 1991; Peterson,
Sampson, Reardon, & Lenz, 1996) has influenced both
research and practice. My values-based theory of Brown
(Brown, 1996, 2002a; Brown & Crace, 1995) is still a
work in progress and will be further elaborated in this
chapter.
Theories for Special Groups.
Some writers (e.g., Astin, 1984; Hackett & Betz, 1981)
have proposed that because many early theories (e.g.,
Super, 1953) were oriented primarily to white males
they are inappropriate explanations of the career
development of women or males and females from
other-than-European backgrounds. Theorists such as
Holland (1997) and Super (1990) contend that these
criticisms are unwarranted, although Super made some
changes in his theory over time to accommodate the

changing career patterns of women. Efforts to develop
alternative theories that focus on specific subgroups
have not been met with much enthusiasm. For example,
Astin’s (1984) psychosociological model of career
choice and work behavior has attracted few supporters.
Moreover, Gail Hackett—who, in collaboration with
Nancy Betz, addressed the role of self-efficacy in
women’s career choice making—is now a coauthor of a
more comprehensive theory that focuses on the social
cognitive factors that influence the career development
of both men and women (Lent, Brown, & Hackett, 1995,
1996, 2002). Betz, along with Fitzgerald (Fitzgerald &
Betz, 1994), has argued forcefully that current theories
have limited applicability to minority groups, persons
with gay or lesbian sexual orientation, and women.
These claims are in dispute, as will be discussed from
time to time in appropriate sections of the book.
Is Career Development Theory
Unintentionally Racist?
Sue and Sue (2000) and Pedersen (1991) have
proposed that most of the theories included in training
programs for professional counselors, psychologists,
and others are culturally oppressive because they are
rooted in Eurocentric beliefs. The Western European
worldview is that people should act independently when
they make career decisions, a belief that arises from the
cultural belief that the individual is the most important
social unit (Carter, 1991). Moreover, many American
Indians, Asian Americans, and Hispanics believe that the
welfare of the group should be placed ahead of the
concerns of individuals. They hold a collateral, or

collective, social value and thus may reject the idea that
individual is more important than the family, for
example. Leong (1991) found that the Asian American
students in his sample had a dependent decision-
making style, not the independent style that would flow
from Eurocentric values. One implication of this finding
is that some Asian American students may find it
perfectly appropriate to allow their parents to play a
major role in the selection of their occupations.
Two of the theories included in this chapter (e.g., Dawis,
1996; Holland, 1997) are based on the assumption that
job satisfaction is the result of the individual’s
interaction with his or her work environment. It seems
entirely likely that job satisfaction and factors such as
achievement in one’s career are related to a much more
complex set of variables, including family or group
approval of the career choice and the individual’s
performance in it. Hartung (2002) joined the chorus of
criticisms of career development theory based on
cultural validity by reviewing some of the critiques,
which more or less echo those previously discussed.
He, like the others mentioned here, suggests that there
is a need to move from a monocultural approach to a
multicultural perspective. However, Hartung admits that
not all theories produced to date have a monocultural
perspective. He cites the work of Lent, Brown, and
Hackett (1996) and Brown (1996) as examples of
theories that have abandoned a monocultural
perspective. Hartung (2002) also suggests that
research literature is becoming available that supports

the use of some of the traditional theories with cultural
minorities.
Monocultural theories are flawed, because they
sometimes lack cultural validity. However, in the hands
of a culturally sensitive counselor or psychologist they
can provide a valid basis for practice for people who do
not hold a Western European worldview. Also, it is the
cultural beliefs of the client that are important in the
career counseling process. Too often we make
assumptions about the belief system of our clients
based on their phenotypic characteristics. Many cultural
minorities have adopted a Western European worldview
and function primarily in cultural contexts that reinforce
these values. It is an ethical error to apply theories of
any type without assessing the cultural perspective of
the individual first.
As was discussed in Chapter 1 , a different set of
criticisms of traditional theories has been advanced by
Peterson and Gonzalez (2005), Bloch (2005), and
Bright and Pryor (2005). These authors suggest that the
modern philosophy that underpins most traditional
theories is inappropriate based on advances in thinking
and that it should be replaced with a postmodern
perspective. They believe that the self is created from
the outside in, as she or he interacts with her or his
contexts. As also noted in Chapter 1 , Blustein (2006)
is critical of current theories, because they do not
contain a social justice component. He and his
colleagues (Blustein, 2008; Blustein, Kenna, Gill, &
DeVoy, 2008) suggest that career development

specialists must become advocates for social change.
It may well be that not all theories apply to all client
groups. Each reader will ultimately have to choose his or
her own approach. It will be helpful before you read the
remainder of this chapter to consider your own personal
theory about human behavior and career choice and
development. Yes, you have your biases and perceptions
about why people choose careers, although you may not
have given them much thought previously. By identifying
your own thoughts in this area, you take the first step
toward the construction of a sophisticated theory of
your own.
The modern philosophical assumptions upon which the
theories in this chapter are based are as follows:
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1. Human behavior can be measured objectively if
reliable, valid instruments are used.
2. Human behavior can be studied outside of the
context in which it occurs.
3. Research processes should be value free. If the
researcher’s values enter into the process, the
results are likely to be flawed.

4. Cause-and-effect relationships occur and can be
measured (e.g., predictive validity of tests).
5. If certain conditions are met, such as random
sampling, the use of reliable, valid instruments,
and lack of contamination of results by the
researcher’s values, then results can be
generalized to other people in similar settings.
�. As much as possible, career counselors should
maintain their objectivity, use instruments that are
reliable and valid, and base their practice on well -
designed empirical research.
These assumptions should be kept in mind as the
theories in this chapter and the one to follow are
reviewed.
Holland’s Theory of
Vocational Choice
Holland developed a theoretical position that he
gradually revealed in a series of published theoretical
statements and research studies (Holland, 1959, 1962,
1963a, 1963b, 1963c, 1963d, 1966a, 1966b, 1972,
1973, 1985, 1987, 1990, 1994a, 1994b, 1997; Holland &
Gottfredson, 1976; Holland & Lutz, 1968; Holland &
Nichols, 1964; see also Gottfredson and Johnstun,
2009). Holland’s theory of vocational choice is based on
several assumptions:

1. An individual’s personality is the primary factor in
vocational choice.
2. Interest inventories are in fact personality
inventories.
3. Individuals develop stereotypical views of
occupations that have psychological relevance.
These stereotypes play a major role in
occupational choice.
Figure 3.1
Holland’s Model for Interpreting Interclass and
Intraclass Relationships.
Source: Reproduced by special permission of the
publisher, Psychological Assessment Resources, Inc.,
Odessa, FL 33556. From the Self-Directed Search
Technical Manual by J. L. Holland, Copyright 1985, 1987,
1994, by PAR, Inc. Further reproduction is prohibited
without permission from PAR, Inc.
4. Daydreams about occupations are often
precursors to occupational choices.
5. Identity—the clarity of an individual’s perceptions
of his or her goals and personal characteristics—
is related to having a small number of rather
focused vocational goals.
�. Personality types that are consistent (see
Figure 3.1 ) and differentiated are likely to be
the best predictors of occupational choice and

satisfaction in the choice. Consistency is present
when the individual types of the first three letters
in the profile are adjacent on the hexagon.
7. To be successful and satisfied in one’s career, it
is necessary to choose an occupation that is
congruent with one’s personality. A congruent
occupation is one in which other people in the
work environment have the same or similar
characteristics as those of the worker.
Personality develops as a result of the interaction of
inherited characteristics, the activities to which the
individual is exposed, and the interests and
competencies that grow out of the activities (Holland,
1997). Holland believes that to some degree “types
beget types,” but he recognizes that children shape their
own environments to an extent and that they are
exposed to a number of people in addition to their
parents who provide experiences and reinforce certain
types of performance. The combination of these
influences produces “a person who is predisposed to
exhibit a characteristic self-concept and outlook and to
acquire a characteristic disposition” (Holland, 1997, p.
19). Ultimately, the personality emerges. Holland posits
the following “pure” personality types, which occur rarely
if at all in their pure form: (1) realistic, (2) investigative,
(3) artistic, (4) social, (5) enterprising, and (6)
conventional. Let’s look at these six types in more detail.
Realistic people deal with the environment in an

objective, concrete, and physically manipulative manner.
They avoid goals and tasks that demand subjectivity,
intellectual or artistic expressions, or social abilities.
They are described as masculine, unsociable,
emotionally stable, and materialistic. They prefer
agricultural, technical, skilled-trade, and engineering
vocations. They like activities that involve motor skills,
equipment, machines, tools, and structure, such as
athletics, scouting, crafts, and shop work.
Investigative people deal with the environment by using
intellect—manipulating ideas, words, and symbols. They
prefer scientific vocations, theoretical tasks, reading,
collecting, algebra, foreign languages, and such creative
activities, such as art, music, and sculpture. They avoid
social situations and see themselves as unsociable,
masculine, persistent, scholarly, and introverted. They
achieve primarily in academic and scientific areas and
usually do poorly as leaders.
Artistic individuals deal with the environment by creating
art forms and products. They rely on subjective
impressions and fantasies in seeking solutions to
problems. They prefer musical, artistic, literary, and
dramatic vocations and activities that are creative in
nature. They dislike masculine activities and roles, such
as auto repair and athletics. They see themselves as
unsociable, feminine, submissive, introspective,
sensitive, impulsive, and flexible.
Social people deal with the environment by using skills

to interact with and relate to others. They are typified by
social skills and the need for social interaction. They
prefer educational, therapeutic, and religious vocations
and activities, such as church, government, community
services, music, reading, and dramatics. They see
themselves as sociable, nurturant, cheerful,
conservative, responsible, achieving, and self-accepting.
Enterprising people cope with the environment by
expressing adventurous, dominant, enthusiastic, and
impulsive qualities. Characterized as persuasive, verbal,
extroverted, self-accepting, self-confident, aggressive,
and exhibitionistic, they prefer sales, supervisory, and
leadership vocations and activities that satisfy needs for
dominance, verbal expression, recognition, and power.
Conventional people deal with the environmen t by
choosing goals and activities that carry social approval.
Their approach to problems is stereotypical, correct, and
unoriginal. They create a neat, sociable, conservative
impression. They prefer clerical and computational
tasks, identify with business, and put a high value on
economic matters. They see themselves as masculine,
shrewd, dominant, controlled, rigid, and stable and have
more mathematical than verbal aptitude.
According to Holland, a person can be typed into one of
these categories by expressed or demonstrated
vocational or educational interests, by employment, or
by scores obtained on such instruments as the
Vocational Preference Inventory, the Strong Interest

Inventory, or the Self-Directed Search (SDS). The SDS
was developed by Holland and consists of occupational
titles, preferences, self-efficacy estimates, and activities
that can be divided equally among the six type areas.
Each method of determining personality type yields a
score. Although Holland (1997) believes that all six
types are descriptive of personality, he suggests that the
top three scores are the most telling factors. Thus, the
result of the assessment of type is a three-letter code
(e.g., SAE), known as a Holland code. If the three-letter
code is consistent and differentiated, the primary (first
type) is expected to be the most influential, the second
type the second most influential, and the tertiary or third
type the third most influential in describing vocational
decisions and aspirations and academic achievement.
The consistency of a personality profile can be
determined by use of the hexagon shown in
Figure 3.1 . If the personality types are adjacent (e.g.,
realistic and investigative), they are said to be
consistent. Inconsistent types are located opposite each
other on the hexagon (e.g., investigative and
enterprising). It is expected that people with consistent
personality profiles will have an easier time making a
career choice than those with inconsistent profiles.
A personality profile is well differentiated if the score of
the primary type (highest score) of the profile is
significantly higher than the lowest score. Holland
(1997) believes that consistency and differentiation are
indirect estimates of identity, which he defines as the
clarity of an individual’s goals and self-perceptions of

abilities. Identity can be measured directly by using the
My Vocational Situation instrument (Holland, Daiger, &
Power, 1980). It can also be ascertained clinically by a
skillful interviewer.
With regard to personality, it is important to note that
although Holland theorized that the personality profile
would be relatively stable over time he also theorized
that personality may change as the individual interacts
with her or his work environment. Individuals with highly
consistent, differentiated personalities and with highly
developed identities are the least likely to change.
Holland (1985, 1997) also proposes six work
environments (realistic, investigative, artistic, social,
enterprising, and conventional) analogous to the pure
personality types just described. Work environments are
assigned Holland codes based on the personalities of
the workers in those work environments. As already
noted, individuals should select vocational
environments congruent with their personalities to
maximize their job satisfaction and achievements. The
environments are described ahead.
The realistic environment involves concrete, physical
tasks requiring mechanical skill, persistence, and
physical movement. Only minimal interpersonal skills
are needed. Typical realistic settings include a filling
station, a machine shop, a farm, a construction site, and
a barber shop.
The investigative environment requires the use of

abstract and creative abilities rather than personal
perceptiveness. Satisfactory performance demands
imagination and intelligence; achievement usually
requires a considerable time span. Problems
encountered may vary in level of difficulty, but they are
usually solved by applying intellectual skills and tools.
The work revolves around ideas and things rather than
people. Typical settings include a research laboratory, a
diagnostic case conference, a library, and a work group
of scientists, mathematicians, or research engineers.
The artistic environment demands the creative and
interpretive use of artistic forms. One must be able to
draw on knowledge, intuition, and emotional life in
solving typical problems. Information is judged against
personal, subjective criteria. The work usually requires
intense involvement for prolonged periods. Typical
settings include a play rehearsal, a concert hall, a dance
studio, a study, a library, and an art or music studio.
The social environment demands the ability to interpret
and modify human behavior and an interest in caring for
and interacting with people. The work requires frequent
and prolonged personal relationships. The work hazards
are primarily emotional. Typical work situations include
school and college classrooms, counseling offices,
mental hospitals, churches, educational offices, and
recreational centers.
The enterprising environment requires verbal skill in
directing or persuading people. The work requires

directing, controlling, or planning activities of others and
a more superficial interest in people than in the social
environment, with most of that interest centered on what
can be gained from people. Typical settings include a
car lot, a real estate office, a political rally, and an
advertising agency.
The conventional environment involves systematic,
concrete, routine processing of verbal and mathematical
information. The tasks frequently call for repetitive,
short-cycle operations according to an established
procedure. Minimal skill in interpersonal relations is
required, because the work mostly involves office
equipment and materials. Typical settings include a
bank, an accounting firm, a post office, a file room, and a
business office.
Work environments may also be more or less consistent
(homogeneous with regard to the type of people
working in the environment who are congruent with the
work environment). Work environments can also be
assigned a differentiation score based on the
personality types working in the environment.
Holland suggests that each work environment is sought
by individuals whose personality type is similar to those
controlling the environment. It is assumed that they will
be comfortable and happy in a compatible environment
and uneasy in an environment suited to a different
personality type. A congruent person-environment match
presumably results in a more stable vocational choice,
greater vocational achievement, higher academic

achievement, better maintenance of personal stability,
and greater satisfaction.
Holland developed an occupational classification
system based on the Person-Environment Congruence
model. The first edition of his classification system was
published in 1982, and the latest edition of The
Dictionary of Holland Occupational Codes (Gottfredson
& Holland, 1996) is still available. However, the U.S.
Department of Labor also secured permission to include
Holland codes in O*Net, the most extensive listing of
occupations available; O*NET is available online.
Student Learning Exercise 3.1
If you have not taken one of the many inventories
mentioned in this section to ascertain your three-
letter profile, then you may estimate your profile
by reading the description of the six personality
types and estimating your code. After you have
an estimate of your three-letter code (I am an
SAE, for example), go to Figure 3.1 and place
a pencil on the first letter of your code. Run the
tip of the pencil to the second letter and then on
to the third letter. Based on the definition of a
consistent code, is your code consistent?
Holland’s Career Planning

Model: Modified
Holland apparently never intended his theory to be the
basis for career counseling. He is reported to have
believed at one point that his instruments and their
supporting document (i.e., the Educational Opportunities
Finder and the Occupations Finder, Revised) could be
used by an individual to make a career choice. He
seemed to revise this assumption (Holland, 1997) later.
Table 3.2 presents a revised, simplified version of his
career planning model. Why present a revised model?
The three-step model available at Hollandcodes.com
incorporates almost every possible source of personal
information, education, and occupational information
available and fails to include a decision-making model.
http://hollandcodes.com/
Table 3.2 A Holland Theory–Based Career Planning
Model
Step One: Personal Awareness
What is my three letter Holland Code (SDS, SII, or other
inventory)?
What are my aptitudes and career-related skills
(inventory results or self-estimates; pp. 6, 7, & 9 of SDS or
GATB of Ability Profiler)?

What are my work and cultural values (prized beliefs
about occupations)?
Step Two: Occupational Awareness
What are the occupations that match my personality
type?
What are the occupations that I can perform well based
on my aptitudes (Occupations Finder Revised; O*NET or
DOD [2005 instruments])?
What are the occupations that will satisfy my work and
cultural values?
What is my list of attractive occupations? Are they
prioritized?
Step Three: Incorporating Educational Planning
What are the entry requirements (education, experience,
etc.) of the occupations of interest (the Education
Opportunities Finder)?
Am I motivated enough to pursue the education or skills
development needed to qualify for the occupations that
seem most attractive to me (self-expectation ratings)?
Choosing
What are the criteria I will use to make my final choice?

Possible options include:
a. Salary
b. Geographic location of jobs
c. Time away from home (e.g., commute, travel)
d. Family considerations, including approval of the
choice
e. Opportunities for significant other
f. Security (in terms of tenure in the job) issues
g. Outdoors vs. indoors
h. Vacation time
Choices
1. First choice ______________________
2. Plan B choice _____________________ (In case the first
choice doesn’t work out)
The Case of B
B is enrolled in my careers class, which is required of all
new students. She completed the Self-Directed Search
as a part of the class requirements and has been
looking at occupational information. Later, she will take

the Myers-Briggs Type Indicator, a work values scale,
and several self-efficacy instruments focusing on
aptitudes. All members of the class have been invited to
come to the career center to discuss their inventory
results. A transcript of our conversation follows.
C�
C�
C�
Okay. I’m an SEA—Social, Enterprising, Artistic—
type. There’s only one point difference between
the S and E and not much difference between the
E and A, either. After the descriptions you gave of
the types in class, I thought I would be an Artistic
type because of my background in music and
because I love to sing.
You may be right, of course. Given your scores,
the SDS is an estimate. Your self-estimate may
be a better measure of your true type, but the
difference between your highest and lowest (S–I)
scores is fairly significant.
C�
C�
C�

C�
I guess I’m not an Investigative type. I can do
math and stuff, but I don’t like it.
Let’s see. [Looking at records.]. You attended Z
College two years before enrolling here. Were
you a music major?
Yes. I wanted to major in voice, but they didn’t
seem to offer a major in voice. I accumulate d
$14,000 in debt, 36 credits, and not much else. I
was there for two years, but I pretty much
dropped out during my second year.
We don’t offer a music major. Why did you
choose to come here?
I don’t want a music major, actually. I want to be
a singer. Apparently, my voice isn’t that great. I’ve
auditioned for two of the national shows, “The
Voice” and “America’s Got Talent.” They turned
me down. I’ve told the band that I have been
singing with to get another singer. I need to
make some money to pay back my student
loans. Besides, I’m getting married in three
weeks, and I think it would be a dumb way to
C�
C�

C�
C�
C�
C�
start a marriage by staying out until all hours
singing in clubs.
So, you have decided to give up music
altogether.
No. Not altogether. I’ll still sing at church. I like
to sing in the choir. I’ve been doing it since I was
twelve.
Let’s go back to your SDS results. Did you follow
the directions and look up occupations that that
related to the combinations of SEA plus ESA,
SAE, and ASE, AES, and EAS?
Yeah; that was a trip. That turned up about a
hundred different jobs. But when I began to look
more closely at the lists, there were some that
seemed better for me than others.
Did you make a list of those that are better?
C�

C�
C�
C�
Yes. I listed religious education director,
especially if it involved the music program,
cosmetologist, music teacher, and music
supervisor, whatever that is.
Sounds like a theme involving music and
supervisions. The only outlier seems to be
cosmetologist. It is certainly in keeping with your
profile, but it doesn’t involve music.
But the cosmetology program here only lasts for
a year, and I could start making money. The other
options would take more college, and my fiancé
wants me to pay off my debts. I do, too.
The next step is to make a comprehensive list of
the characteristics of the jobs that interest you.
By that, I mean the amount of money you might
make, the training program length and
requirements to get in, the skill set you have now
and would need to develop, and of course
working conditions. Also, are jobs available?
Nothing is quite so discouraging as to prepare
for a job and not be able to find one.
Follow

-up: B
debate
d the pros and cons of going back to school and
completing a degree that would allow her to be
involved with music programs. She chose cosmetology
because she could make the money she needed to pay
off her student loans. She did get married as planned.
The fact that a relative offered a job when she
completed the cosmetology training program may have
tipped the choice in that direction.
I’ve got it. I’ve got work to do. After I complete it,
I’ll make another appointment.
Status and Use of Holland’s Theory.
Holland’s theory is the most influential of all of the
extant theories. A note from Dr. Mary Askew of the
Holland Codes Resource Center dated July 20, 2013,
reported that the Self-Directed Search is used by 22
million people worldwide. Instruments based on the
theory also include Find Your Interests (Department of
Defense, 2005), which is used by the Department of
Defense along with the Armed Services Vocational
Aptitude Battery in its military recruitment program of
high school students throughout the country.
The goal of career exploration and counseling using
Holland’s (1997) theory is to help client groups identify
occupations that include workers in them with the same
personality characteristics as their own (congruence).
This process, in all likelihood, begins with an
assessment of a client’s Holland type using one of the

following instruments:
The Self-Directed Search (4th ed.)
The Strong Interest Inventory
The Harrington–O’Shea Career Decision-Making
System, Revised
Find Your Interests (part of the Armed Services
Vocational Aptitude Battery [ASVAB] Career
Exploration Program)
The Career Key (online)
Interest Profiler (part of the O*NET system)
Wide Range Interest and Occupation Test (2nd ed.;
nonverbal inventory for special populations)
Although these instruments most often are used to
measure Holland’s constructs, they are by no means the
only ones available for this purpose. All of the leading
interest inventories produce Holland profiles.
Holland’s theory has stimulated hundreds of research
studies (e.g., Gottfredson & Johnstun, 2009; Holland,
1997; Holland & Gottfredson, 1990, Nauta, 2013).
Moreover, Holland’s conceptual scheme of interests is
used exclusively in O*NET, the major occupational
classification system in the United States. The theory
has been criticized on the basis of its cultural and

gender biases, but reviews by Spokane, Luchetta, and
Richwine (2002) and Nauta (2013) failed to support the
validity of these assertions. The concerns about gender
validity will be taken up in greater detail later in this
book.
Much of the research defending the theory has taken the
form of administering one of the instruments that
measure Holland’s constructs and then analyzing the
data to see if it yields interest patterns that approximate
his hexagon. For example, Sidiropoulou-Dimakakou,
Mylonas, and Argyropoulou (2008) tested the Holland
model with a sample of Greek students and concluded
that Holland’s model is useful for Greeks and
counseling in Greece. The presumption is that if the
pattern of interests of a minority group (e.g., Greeks)
approximates that found by Holland in his original
research, then construct validity has been established.
The more important issue is the individual’s
interpretation of their profile, that is, the extent to which
they believe the profile is representative of their
personalities. Inconsistent profiles may need to be
fleshed out with a qualitative assessment of likes and
dislikes and self-efficacy assessments.
Research generally supports the use of Holland’s
instruments with males and females as well as with
people from diverse cultural backgrounds (Nauta, 2013;
Spokane, Luchetta, & Richwine, 2002). Much of the
research regarding Holland’s theory has focused on
whether his conceptualization is appropriate for use with

different minority groups. Typically, the answer is yes
(e.g., Day, Rounds, & Swaney, 1998, Nauta, 2013,
Spokane, 2002). However, research that suggests that
the interest patterns of cultural minorities approximate
those of white persons raises the question of the
appropriateness of the theory for these groups, because
it does little to address the issue of the decision-making
process. The career planning model shown in this
chapter focuses on an individualistic decision-making
style, which reflects Holland’s theory. More work is
needed in this area, particularly with clients who hold a
collective social value and thus may not subscribe to an
individual decision-making style.
Theory of Work Adjustment
(TWA)
The theory of work adjustment (TWA) has been set forth
in a series of publications (Dawis, 1996, 2002; Dawis,
England, & Lofquist, 1964; Dawis & Lofquist, 1984;
Dawis, Lofquist, & Weiss, 1968; Lofquist & Dawis,
1991). In each of these publications, the theory has
been changed somewhat, but with few exceptions the
assumptions underpinning the theory have not changed.
Although the theory is typically labeled TWA, it is a PEC
model with a bit of a twist. For Holland (1997), PEC is
an abbreviation for Person-Environment Congruence. For
TWA theories, the letters stand for Person-Environment
Correspondence. What is the difference? For Holland,
congruence alluded to the fit between the person and his
or her work environment. TWA theory takes the fit one
step further and defines it to mean the dynamic

relationship between the person and his or her work
environment. In the TWA model, the person actively
interacts with his environment in specified ways, and in
both reaction and action toward the worker the
environment responds. Holland envisioned the same
type of interaction but was less specific about its
nature. This model will first describe the person’s
(worker’s) characteristics, followed by a description of
the work environment’s characteristics as Dawis and his
colleagues see them. The third part of the presentation
will deal with the result of the interaction between the
person and work environment.
Two notes about the theory may be important. First,
some people have rejected TWA because of its origin in
basic reinforcement theory, which they view as
philosophically indeterministic. Second, TWA does not
deal with personality traits or interests. Values are
mentioned, but they are not deeply held personal
beliefs. They are clusters of needs.
Person Characteristics
People have requirements that manifest themselves as
two types of needs: biological and psychological.
Needs develop in what Dawis and associates describe
as the background of heredity, a tacit recognition that
heredity is an influential factor but never discussed

player in needs development. Needs are prioritized as
individuals develop preferences for reinforcers that will
satisfy their needs. Individuals seek environments that
will reinforce their needs. Each person also develops
sets of skills, which Dawis (2002, p. 428) defined as a
“behavior sequence emitted in response to a task such
as those presented by jobs, require skills. This
summarizes the early assumptions of TWA” (Dawis,
England, & Lofquist, 1964).
In 2002, Dawis made the following statement: “…the
emphasis has shifted from skills and needs to abilities
and values.” Dawis’s rationale for the switch from the
concept of skills to capabilities came about because he
believes that inherent in the concept of capabilities is
the idea that there are degrees of difficulty. Both meat
cutters and surgeons use cutting skills, but the
difference in the skills required by each is substantial.
There are three types of abilities: (1) visual acuity—
speed and perception of detail; (2) cognitive—
comprehension, memory, and reasoning with words and
numbers; and (3) motor or psychomotor—dexterity,
speed, eye–hand coordination. In fact, aptitude batteries
such as the General Aptitude Test Battery (GATB) or the
Ability Profiler are typically employed to measure
capabilities in TWA practice. The O*NET Ability Profiler
measures nine job-relevant abilities:
Verbal Ability
Arithmetic Reasoning
Computation

Spatial Ability
Form Perception
Clerical Perception
Motor Coordination
Finger Dexterity
Manual Dexterity
Values, according to the studies by members of the
TWA research team, are clusters of needs. This concept
was incorporated into the O*NET classification system.
The titles and descriptions of the O*NET values are
shown in Table 3.3 . Also listed are the values
identified by Dawis and his associates. They are shown
in parentheses.
Maintenance and Adjustment
(Correspondence)
Once a person takes a job, the correspondence between
the worker and the work environment begins. The worker
responds to the demands of the workplace with what
Dawis terms celerity
Table 3.3 Work Values Included in O*NET and Their
TWA Antecedents
Source: O*NET: “Work Values.” O*NET OnLine. National
Center for
O*NET Development, n.d. Web. 13 Mar. 2014. http://

www.onetonline.org/find/descriptor/browse/Work_Values/.
National Center for O*NET Development.
http://www.onetonline.org/find/descriptor/browse/Work_Values
/
Work Values
Global aspects of work that are important to a person’s
satisfaction.
Achievement—(Achievement) Occupations that satisfy this
work value are results oriented and allow employees to use
their strongest abilities, giving them a feeling of
accomplishment. Corresponding needs are Ability
Utilization and Achievement.
Independence—(Autonomy) Occupations that satisfy this
work value allow employees to work on their own and
make decisions. Corresponding needs are Creativity,
Responsibility, and Autonomy.
Recognition—(Status) Occupations that satisfy this work
value offer advancement and potential for leadership and
are often considered prestigious. Corresponding needs are
Advancement, Authority, Recognition, and Social Status.
Relationships—(Altruism) Occupations that satisfy this
work value allow employees to provide service to others
and to work with coworkers in a friendly, noncompetitive
environment. Corresponding needs are Coworkers, Moral
Values, and Social Service.

Support—(Comfort) Occupations that satisfy this work
value offer supportive management that stands behind
employees. Corresponding needs are Company Policies,
Supervision: Human Relations, and Supervision: Technical.
Working Conditions—(Safety) Occupations that satisfy
this work value offer job security and good working
conditions. Corresponding needs are Activity,
Compensation, Independence, Security, Variety, and
Working Conditions.
At the web address listed at the end of the table, a job
hunter may click on one, two, or three of the O*NET work
values and search the O*NET database of nearly 1,000 jobs
to identify jobs that potentially satisfy the values they
choose.
(quickness of responding), pace (intensity of response),
rhythm (pattern of response), and endurance (duration
of response). A newly hired, over-the-road salesperson
may immediately begin to contact customers and make
appointments for face-to-face meetings. She places
calls at the rate of three per hour for two hours. She then
takes a 15-minute break and returns to work at the
original pace. She maintains her pace until she has
contacted everyone in the assigned territory. As
employees orient themselves to the job, their
adjustment includes the flexibility with which they work,
adapt, or change to meet the demands of the job, work
to change the job so it will meet their needs, and
persevere to varying degrees to change either
themselves or the nature of the job. The result of this

process is varying degrees of job satisfaction. If the
reinforcer pattern of the workplace matches the need
pattern of the worker, then satisfaction and
satisfactoriness occur. Dissatisfaction may result in the
worker leaving the job.
Satisfactoriness is the workplace’s reaction to the
worker’s capabilities (ability to perform the tasks
demanded by the job), approach to the job (celerity,
pace, endurance, and reactiveness), and adjustment to
the job. Gibson, Weiss, Dawis, and Lofquist (1970)
developed the Minnesota Satisfactoriness Scale to be
used by supervisors to measure 28 dimensions of
satisfactoriness. It yields scores on five scales:
Performance, Conformance, General Satisfactoriness,
Dependability, and Personal Adjustment.
Satisfactoriness is related to tenure (continuing or being
terminated), often to success (advancement, monetary
rewards), and most likely to satisfaction.
To summarize, the basic assumption of TWA is that
people have two types of needs: biological (or survival)
needs, such as the need for food, and psychological
needs, such as social acceptance. These needs give rise
to drive states, which in turn lead to volitional behavior.
Whenever the behavior results in the needs being
satisfied, reinforcement occurs, and the behavior is
strengthened. A second assumption is that work
environments have “requirements” that are analogous to
the needs of individuals. Both individuals and
environments develop mechanisms for satisfying their

needs. When the needs of individuals in an environment
(work) and those of the environment are satisfied,
correspondence exists. Workers select jobs because of
their perception that the job will satisfy their needs, and
workers are selected because of the perceptions that
their skills will meet the needs of the workplace.
Satisfaction results when the worker is reinforced.
Workers are judged to be satisfactory when they
reinforce the need pattern of the work environment. The
tenure, or time spent in a job by workers, is the result of
their satisfaction with the job and satisfactoriness of
their performance.
Career Counseling and TWA
Figure 3.2 is a graphic description of the
occupational choice-making process in TWA terms. As
can be seen, decision making begins with an analysis of
values and abilities, followed by an analysis of the
ability patterns and value patterns of several
occupations. As discussed earlier, the measurement of
work values can be greatly simplified by using the
O*NET system, assuming that the individual
understands his or her own work values.
The Minnesota Importance Questionnaire can be used to
measure need preferences, and the Minnesota Ability

Test Battery can be used to measure aptitudes.
However, Swanson and Schneider (2013) point out that
that the MIQ is primarily used in research, not in
practice. Occupational Reinforcer Patterns is an
inventory that can be used to measure preferences for
patterns of reinforcers. The University of Minnesota
Vocational Psychology website has posted information
about these instruments. It can be reached via a
keyword search in a search engine.
Status and Use of TWA
The major value of TWA for career practitioners is to
gain a better understanding of the interaction between
workers and their places of employment. TWA is not
Figure 3.2
TWA’s Graphic Explanation of Career Choice
Correspondence.
Source: From Dawis, R. V. The thoery of work adjustment and
person-environment counselling. “The Theory of Work
Adjustment and Person-Environment Counselling in D. Brown,
L.
Brooks and Associates Career Choice and Development (3rd ed,
pp. 75–120) San Francisco: Jossey-Bass: A Wiley Imprint.
Reprinted by permission of the publisher.
a widely practiced theory, probably because of its
complexity. It can be very helpful for people struggling
to adjust to a new work environment and can help them

adjust to become both satisfied and satisfactory. The
process might proceed as follows:
1. Assess ability patterns using the General Aptitude
Test Battery (GATB). The U.S. Department of
Labor has compiled a list of minimum
requirements for jobs, as measured by the GATB,
for success on the job. This is a time-consuming
process. Self-estimates of abilities can probably
be substituted for the GATB in most cases
(Sharf, 2013).
2. Assess needs and values using the Minnesota
Importance Questionnaire (MIQ). However, the
Work Importance Profiler available on O*NET,
which is based on the MIQ, would be an easier
route and allows the client to access the O*NET
occupational database.
3. Assist individuals in comparing their
occupational ability patterns, needs, and values
with occupations in the O*NET database.
4. Confirm that the outcome of this process
benefits both the worker via increased job
satisfaction and the employer by increased
satisfactoriness in job performance.
It seems likely that the TWA could be used with both
men and women, although there are no empirical data to
support this observation. Reading issues and the
predictive and construct validity of the tests and
inventories for cultural and racial minorities are
unresolved at this point. In addition, the developers of

the theory have not considered cultural values and how
they may interact with work values and needs. It may,
therefore, be best for practitioners to consider TWA as a
work in progress that may prove useful in the future,
particularly for minorities (Swanson & Schneider, 2013).
Case Diagnosing a Work Adjustment
Problem
V had lost his job as an imaging equipment repairer for
a contractor in another state several months earlier. He
relocated after an extended job search that led to
essentially the same type of job that he had before. He
was recently told by his immediate supervisor that he
would not endorse his request for a salary increase.
When asked why his request was being rejected, his
supervisor simply said that V needed to increase his
productivity. V was mystified. He had completed every
job that he had been assigned with no callbacks to re-
repair the machines, but in two instances the jobs had
taken more time than he estimated. When asked to read
the values as listed on O*NET and identify those that
best described him, he listed Recognition,
Relationships, and Support.
I knew three things about V before our discussion. First,
he enjoyed talking and smoking immensely. Second, he

was late to our group from time to time, but more often
he missed the group meeting altogether. He was an
unreliable group member. Third, he fancied himself as a
comic and on one occasion suggested that what he
enjoyed most was making people laugh.
I asked V to run his last work assignment “like a movie”
beginning with his arrival on the job site and ending
when he completed the task. During this movie, I asked
V to pay particular attention to his arrival time (was he
on time?), the number and length of smoke or other
breaks, the length of his lunch break, the problems he
encountered repairing the machine, and so on. He was
on time, met the secretaries in the front office (it is
important to have good relationships with the staff),
spent 30 minutes with the technician getting his view on
why the MRI machine was not functioning, another 30
minutes running diagnostic tests, and so forth. He took
three breaks to smoke and talk to the technician, who
was also a smoker. After a 75-minute lunch break with
the technician that involved smoking, he completed the
repair, left the office at 2:30 p.m., and returned to
headquarters at 4:00 p.m. The total repair time
(diagnosis + hands on) = three hours. Time on site was
5.5 hours. Time smoking, eating lunch, and schmoozing
= 2.5 hours.
When I showed him my summary, he wondered if the
supervisor had reached a similar conclusion. I also
suggested that V’s work values were not being
reinforced and that he return to O*NET and search the

occupational database using his work values. Although I
did not use the term celerity, I did suggest that V needed
to be more aggressive when he arrived on the work site:
get to the task as soon as possible, cut breaks to one in
the morning and another in the afternoon, and shorten
the lunch break. I also suggested that he join
Toastmasters to provide an outlet for his need to
entertain.
A Values-Based
Theory of
Occupational Choice
Exists
Brown (1996, 2002a; Brown & Crace, 1995) built on the
work of Rokeach (1973), Super (1953, 1990), Beck
(1976), and others to formulate a holistic model of
career and life-role choice making. However, initially the
theory was aimed primarily at people with traditional
Eurocentric values, including individualism, future time
orientation, moderate need for self-control, emphasis on
activity, and a core belief that humans should dominate
nature.
Cultural values have been identified as important
variables in career development and vocational
behaviors (e.g., Fouad, 1995), but because these values
vary across cultures, a comprehensive theory of career
choice and development must take into account this
variation. What is presented in this section is a revision
of Brown’s (2002b) theory that focuses for the most
part on the values in a single life role: career.

Cultural values are not the only variables that influence
the career choice–making process or the resulting
satisfaction and/or success. Contextual variables, such
as socioeconomic status (SES; e.g., Hotchkiss & Borow,
1996), family or group influence (e.g., Leong & Serifica,
1995), and discrimination (e.g., Heppner, 2013;
Melamed, 1996) are also considered in this revision,
along with factors such as gender (e.g., Gottfredson,
1996; Melamed, 1995) and aptitudes (e.g., Jencks,
Crouse, & Mueser, 1983; Phillips & Imhoff, 1997),
because they have been linked empirically to career
decision making and occupational attainment.
Variables That Influence
Career Choice and
Satisfaction
In many respects, the variables that influence career
choice are too numerous to mention. However, each
theorist chooses those variables that she or he believes
to be the most influential. Holland chose personality
types, assuming that values were embedded in the
RIASEC types. However, his types probably do not give
sufficient credit to the influence of values in general and
cultural values in particular.

Human Values and Norms.
Values are beliefs that are experienced by the individual
as standards of how he or she should function. They are
cognitive structures, but they have behavioral and
affective dimensions. Values develop so that individual s
can meet their needs in socially acceptable ways
(Rokeach, 1973), and thus the behavioral aspect of
values is shaped by the cultural context in which they
develop. An individual’s values are the basis for his or
her self-evaluation and the evaluation of others, and they
play a major role in the establishment of personal goals
(Rokeach, 1973). There are two types of values: cultural
and role-related values. Our concern is how these values
interact. For example, how does a person’s social value
function in situations such as job interviews, career
counseling, or on the job?
Norms are a group’s counterpart of an individual’s
values. Work groups develop norms, that is, standards
of behavior. Norms have two dimensions: public and
private. Public norms are published and are available to
all workers. Their enforcement is typically the domain of
the supervisory staff. Private norms are unpublished and
reflect the cultural and work values of the workers in the
group. Enforcement of private norms is conducted by
the group via subtle or overt acts. Peer pressure via
subtle “hints” of expected behavior on the job, overt acts
of aggression, including harassment, and passive
aggressive acts of isolation are used by work group
members to enforce nonpublished norms.

Work values are the values that individuals believe
should be satisfied as a result of their participation in
the work role. Values also play a central role in the
decision-making process, because they are the basis of
goal setting. Goals, if properly constructed, move the
individual toward desired end states (e.g., social
acceptance). Financial prosperity, altruism,
achievement, and responsibility are examples of work
values. In addition to work values, individuals devel op a
number of other values that they expect to be satisfied
in life roles other than work, such as family (Brown,
1996). The major underlying assumption of this theory
that is advanced in this chapter is that cultural and work
values are the primary variables that influence the
occupational choice–making process, the occupation
chosen, and the resulting satisfaction with and success
in the chosen occupation.
Published group norms are aimed at regulating
productivity in the work group. They include
expectations about attendance, punctuality, productivity,
pace, and other workplace behavior. Unpublished norms
may also be directed at standards of attendance, pace,
punctuality, and productivity. However, unpublished
norms are typically aimed at regulating workplace
behavior that may be unrelated to work such as speech,
dress, manifestations of sexual preference, and
manifestations of political preferences. Unpublished
norms are likely to reflect the dominant cultural values
as well as historical values associated with the
workplace or industry. The unpublished work values
associated with the workplace or occupation may be

quite idiosyncratic but are likely to reflect the work ethic
of the culture.
Research (e.g., Carter, 1991; Kluckhorn & Strodtbeck,
1961) has indicated that cultural values seem to be
more prevalent in some racial and ethnic groups than in
others, although it is not uncommon for two or more
cultural groups to hold some of the same values (Carter,
1991). Numerous efforts have been aimed at
developing a taxonomy of cultural values that illustrates
the similarities and differences among the values held
by various cultural groups in this country (e.g., M. Ho,
1987; Sue & Sue, 2000). These taxonomies draw on the
pioneering research of Kluckhorn and Strodtbeck
(1961), and typically they include categories for values
such as the following:
Human nature Human beings are good, bad, or
neither.
Person–nature relationship Nature dominates
people; people dominate nature; living in harmony
with nature is important.
Time orientation Time is experienced as past, past-
future, present, or circular—an orientation to changes
that recur in nature as opposed to time being
measured by watches and calendars.
Activity Being, that is, spontaneous self-expression,
is important; being-in-becoming—that is, controlled
self-expression—is important; doing—that is, action-
oriented self-expression—is important.

Self-control It is either highly or moderately
important to control one’s thoughts and emotions.
Social relationships Individualism is valued, and the
individual is the most important social unit.
Collateral Also referred to as filial piety, collateral
lifestyle is highly or moderately valued (Lee, 1991).
Allocentrism It is important to put the group’s
concerns ahead of the concerns of the individual
(Marin & Marin, 1991).
How Values Develop.
Enculturation is the process by which individuals
incorporate the beliefs and values of their cultural group
and form a values system (Ho, 1995; Rokeach, 1973).
Although the process of enculturation is not fully
understood, it seems likely that it occurs initially as a
result of a complex process of modeling, reinforcement,
and experience (Bandura, 1986; Rokeach, 1973).
Cultural values and the work values that develop later in
life may be vaguely perceived or crystallized. When
values are crystallized, individuals can label them (I
value competition) and apply them to their own
behaviors (and that is why I try to work harder than other
people). Values are relatively stable, but they may
change throughout the life span as a result of conflict or

contemplation (Rokeach, 1973).
The result of enculturation for most individuals is
monoculturalism—that is, they incorporate the values
and beliefs of one culture. Bienculturation or
multienculturation occurs when the beliefs of two or
more cultures are internalized. Biculturalism or
multiculturalism may be the result of involvement in a
bicultural or multicultural family (Ho, 1995) or
acculturation resulting from sustained contact with other
cultural groups.
Although the concept of biculturalism is often
discussed in the context of multicultural literature (e.g.,
Leong & Gim-Chung, 1995), it is unlikely that an
individual can adopt the values of two or more cultures,
because often these values conflict. However, this
should not be interpreted to mean that individuals
cannot understand and appreciate the cultural values of
more than one cultural group and adapt some of their
behaviors to match various cultural contexts. The
enculturation process is influenced by the cultural group
membership (Ho, 1987), gender (e.g., Brenner, Blazini,
& Greenhaus, 1988; Brown, 1995), SES (Arbona, 1995;
Blau & Duncan, 1967), and family membership (Ho,
1995; Ho, 1987).
Acculturation may or may not influence the cultural
values that individuals incorporate into their values
systems. Acculturation involves the enculturation of
beliefs from a culture different from one’s own (Berry,

1990). It may also involve adopting the language,
customs, and traditions of the other culture. Individuals
who are in contact with another culture often receive
“messages” that conflict with their own beliefs. For
example, an Asian American student who believes that it
is important to make a career choice that is in keeping
with his family’s wishes may be “told” by members of
his peer group and his counselor that the “appropriate”
way to make a career choice is to act independently. The
result of these conflicting messages is acculturative
stress (Chan & Ostheimer, 1983; Smart & Smart, 1995).
Acculturative stress can be resolved in several ways,
including adopting the values of the dominant culture.
However, as Rokeach (1973) noted, although values
may change as a reaction to conflict, they may also
change as a result of contemplation. Therefore,
acculturation probably does not occur solely as a
reaction to conflicts.
New hires who enter a work group may also be subject
to acculturative pressure to conform to the norms of the
work group if they have a value structure other than that
held by the dominant coalition in the workplace. The
greater the variation in the worker’s value system from
that held by the dominant workplace coalition, the
greater the acculturation pressure will be. As mentioned
earlier, this pressure is likely to be subtle, but as
resistance to the dominant coalition’s norms occurs the
likelihood that the resistance will be met aggressively
increases.

Outside the workplace, members of minority groups are
continuously exposed to the values of the dominant
culture, values that are often at odds with those they
have acquired from their own culture (e.g., Brown, 2002;
McWhirter & Ryan, 1991; Smart & Smart, 1995).
Acceptance and inclusion of Eurocentric values in the
values system and the behavioral norms and traditions
accompanying them result in acculturation. One of the
outcomes of acculturation may be the rejection of one’s
cultural beliefs. If the conflicting images and messages
that are transmitted from the different culture are
rejected, no acculturation occurs (LaFromboise,
Trimble, & Mohatt, 1990).
Two additional points should be made at this time. First,
acculturation is not necessarily a one-way process: It is
reversible. Second, acculturation is a process that may
affect individuals from all cultural groups, including
members of the dominant culture who interact with
cultural groups with different values (Berry, 1990).
Because of the dynamic nature of the enculturation
process in a multicultural society, it is a mistake to
make assumptions about the values held based solely
on cultural group membership.
Cultural Group Membership Versus
Internalized Culture.
Cultural group membership, which is a demographic
designation, has typically been used in lieu of
internalized culture (Ho, 1995) in much of the research
and some of the multicultural literature. Ho

recommends that the psychological characteristic—
internalized culture—be substituted for demographic
designations. Internalized culture consists of the beliefs
and values of the individual. To repeat, research has
consistently supported the idea that values systems
differ among major cultural groups as well as within
group variation (e.g., Carter, 1991), and, thus, assuming
that an individual has a particular set of cultural values
is likely to lead to erroneous conclusions.
Factors That Retard Motivation to
Act on Values.
As noted previously, values are the major force in the
goal-setting process (Feather, 1988; Rokeach, 1973).
However, five factors may lead individuals to lower their
expectations of success if they act on their values:
mental health problems (Casserly, 1982; Pietromonaco
& Rock, 1987), history of personal/cultural group
discrimination (Brown, 1995; Leong & Serifica, 1995;
Melamed, 1996), lack of information (Brown, 1996),
poverty (Hotchkiss & Borow, 1996), and self-efficacy
(e.g., Lent, 2013; Lent, Brown, & Hackett, 1996, 2002).
These variables are all incorporated into the
propositions that follow.
Propositions of Brown’s
Values-Based Theory

Several propositions are related to Brown’s values-based
theory (Brown, 1996):
1. Highly prioritized work values are the most
important determinants of career choice for
people who value individualism (i.e., the
individual is the most important unit) if their work
values are crystallized and prioritized. These
individuals are affected by several factors: (1)
whether they feel unconstrained to act on their
work values; (2) whether at least one
occupational option is available that will satisfy
the values held; (3) whether values-based
information about occupational options is
available; (4) whether the difficulty level of
implementing the options available is
approximately the same; and (5) whether the
financial resources available are sufficient to
support the implementation of the preferred
option.
1. a. The factors that limit the number of
occupational options considered by people
who value individualism include low SES,
minority status, mental health problems,
physical disabilities, gender (Gottfredson,
1996), low scholastic aptitude, perception
that they will be discriminated against in the
occupation, and lack of values-based
information. Women, minorities, people from
lower SES levels, and people with mental or

physical limitations who value individualism
choose occupations consistent with their
work values, but they are likely to choose
from a more restricted range of occupations
than white European American males
(Heppner, 2013).
1. b. Self-efficacy becomes a constraining
factor in the occupational decision-making
process of individuals who value
individualism when the options being
considered require widely divergent skills and
abilities.
2. Individuals who hold collective social values and
come from families and/or groups who hold the
same social values may either defer to the
wishes of the group or family members or are
heavily influenced by them in the occupational
decision-making process. The result is that the
occupations chosen correlate less with the
individual’s work values than is the case with
individuals who value individualism and make
their own occupational choices.
2. a. Gender is a major factor in the
occupations entered by individuals who value
collectivism because of decision makers’ sex-
stereotyped perceptions of occupations. The
result is that occupational choices are more
likely to be stereotypically male or female.

Women who value collectivism enter a more
restricted range of occupations than men who
value collectivism.
2. b. Perceptions that discrimination may
occur if an occupation is chosen is a deterrent
to choosing that occupation by decision
makers who value collectivism.
2. c. Perceptions regarding resources
available to implement an occupational
choice are a major limiting factor in the
occupational decision-making process of
individuals who value collectivism.
2. d. The outcome of the occupational
decision-making process for people who
value collectivism is less influenced by the
availability of the values-based occupational
information than it is by the work values of
their families or groups.
3. When taken individually, cultural values regarding
activity (doing, being, being-in-becoming) do not
constrain the occupational decision-making
process. People who value individualism and
have both a future/past-future time value and a
doing/activity value are more likely to make
decisions at important transition points, such as
graduation from high school, and to act on those
choices than people who value either collectivism
or individualism and being or being-in-becoming.

4. Because of differing values systems, males and
females and people from differing cultural
groups enter occupations at varying rates.
5. The process of choosing an occupation value
involves the following series of “estimates”: (a)
one’s abilities and values, (b) the skills and
abilities required to be successful in an
occupation, and (c) the work values that the
occupational alternatives being considered
satisfy. For people who value individualism, the
ability to make accurate estimates is a critical
factor in their occupational success and
satisfaction. For individuals who value collateral
relationships, estimates made by the decision
makers are the key factors in their occupational
success and satisfaction.
5. a. People who value individualism and who
come from backgrounds in which little
emphasis is placed on feedback about
individual strengths, weaknesses, and
personal traits and who make their own
occupational decisions make more errors in
the process as defined by mismatches
between their values and those values
satisfied by the job. The result is lowered job
satisfaction, lower levels of success, and
shorter job tenure. For people who value
collateralism, satisfaction, success, and
tenure are based on the ability of the decision
maker to make these estimates.

�. Occupational success is related to job-related
skills acquired in formal and informal educational
settings, job-related aptitudes and skills, SES,
participation in the work role, and the extent to
which discrimination is experienced, regardless
of which social relationship value is held.
6. a. Because success in the occupational
role requires an awareness of future events
and the ability to accommodate the dynamic
changes that occur in the workplace, success
in the occupational role is related to time and
activity values, with individuals having future
or past-future values paired with
doing/activity values being the most
successful.
7. Occupational tenure is partially the result of the
match between the cultural and work values of
the worker, supervisors, and colleagues.
7. a. Alienation and thus early job termination
by the worker will be the result if (1) there is
no recognition and/or accommodation of the
worker’s differences, (2) the worker is
isolated by the other workers in his or her
work group, and (3) overt discrimination or
harassment occurs because of either
phenotypic differences or cultural values
differences.
7. b. Alienation will result in lower job
performance regardless of the capabilities of
the worker. The result may be that the worker

will be terminated in spite of her or his skill
set.
7. c. Extrinsic rewards may extend the job
tenure and improve the job performance of
alienated workers.
The Case of RF
RF, an American Indian, graduated from high school
(only one-third of the members of his tribe graduated)
and attended a vocational-technical school to learn a
trade as a machinist. He was hired immediately by a
nearby manufacturing company, a hire that did not meet
with the approval of the all-white work group. For
fourteen months, RF arrived at work in a timely fashion,
which was unexpected by both the other workers and his
supervisor. He was also a superior machinist.
RF was shunned by the other workers. He arrived at
work alone, took breaks alone, ate lunch alone, and left
without anyone saying goodbye. After more than a year,
not one member of his work group except his supervisor
had spoken to him. On the morning that he was greeted
by two of the members of his work group, he picked up
his lunch box, informed his supervisor that he was
quitting, and left the building. He never returned.

Status and Use of Brown’s Values-
Based Theory.
Brown’s first attempt at developing a values-based
theory appeared in 1996. That theory attempted to
account for the complexity of all life roles, admittedly a
difficult task. His latest theory (first published in 2002)
is a more modest attempt to account for occupational
choice, satisfaction, and success and is thus more in
line with the other theories in this section. Because of
the newness of the theory, it is difficult to anticipate
what its impact might be. Hopefully the theory will
stimulate more thinking about the importance of cultural
values and the need to consider cultural differences
when examining the occupational choice-making
process. A detailed example of an approach to career
counseling using Brown’s theory is presented in
Chapter 8 .
5864000000000000000001234.html#P700049586400000000000
0000001234
Student Learning Exercise 3.2
Theories based on modern (logical positivism) versus
postmodern theories have little in common. Circle the M
or the P to indicate which of the following ideas are
drawn from each position.
M P 1. Behavior is linear.
M P 2. It is not possible to establish cause-and-
effect relationships.

M P 3. Meaningful research must be conducted
using qualitative approaches.
M P 4. It is important to understand the laws of
human behavior.
M P 5. It is impossible to understand an
individual’s behavior outside of the context in
which it occurs.
M P 6. The theories in this chapter fall into
which tradition?
Answers:
1. M
2. P
3. P
4. M
5. P
�. M
Summary
Three trait-and-factor theories were discussed in this
chapter. At the conclusion of each theory, some of the
applications of the theory were presented and the
current status of the theory outlined. One factor that
limits the application of two of the theories, Holland and
TWA, is the social value held by the client or group. Only
Brown’s (2002a) theory recognizes the importance of
collective social and other important non-European
values. However, Holland’s constructs seem to be useful
with members of minority groups in this country.

Chapter Quiz
T F 1. TWA theorists René Dawis and John
Holland (among others) both place values as the
primary factor in occupational choice.
T F 2. Values in the TWA formulation and in
Brown’s values-based theory are defined in the
same way.
T F 3. The importance of congruence between a
person and the work environment was first
identified by Frank Parsons.
T F 4. Groups of people who hold collateral
social values believe that the welfare of the group
should be placed ahead of that of the individual.
T F 5. John Holland, René Dawis, and Duane
Brown all acknowledge the importance of cultural
values in occupational adjustment.
T F 6. Congruence and correspondence have
somewhat different meanings.
T F 7. Satisfaction is the personal dimension of
work adjustment. Satisfactoriness denotes the
work environment’s endorsement of the work
done.
T F 8. Alienation from the work role is likely to
occur whenever harassment occurs, but extrinsic
motivation may extend the tenure of the alienated
worker.
T F 9. John Holland’s theory of vocational
personalities and work environments has been
incorporated into material used by the military

and the U.S. Department of Labor.
T F 10. The theory of work adjustment is most
like Holland’s theory than any of the others
presented in this chapter.
(1) F
(2) F
(3) T
(4) T
(5) F
(6) T
(7) F
(8) T
(9) T
(10) T
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