Vocational maturity and its relationship to Holland's theory of vocational choice

Journal of Vocational Behavior 21, 196-205 (1982)

Vocational Maturity and Its Relationship to Holland’s Theory of Vocational Choice W. R. GUTHRIE AND AL HERMAN University

of Calgary

The major purpose of this study was to determine the relationship of vocational maturity with Holland’s theory of vocational choice. Specifically, Holland’s constructs of consistency, differentiation, and congruency, along with demographic factors of sex and age were examined in relation to vocational maturity. Subjects were students enrolled in high- and midconsistency level programs in two postsecondary institutions. Holland’s Occupational Finder, Canadian Classification and Dictionary of Occupations, and Dictionary of Occupational Titles were used to determine program selection, and the Vocational Preference Inventory and the Career Maturity Inventory Attitude Scale were used to identify personality type and vocational maturity. Congruency and age related significantly to vocational maturity. Significant differences also occurred within both personality and program typologies.

Effective methods of matching people and jobs have held the interest and occupied much time of both theorist and practitioner since Frank Parsons formulated the trait-factor approach to occupational choice. John Holland (1973) extended and clarified this procedure through the development of his theory, which enabled the classification of persons and environments into six types: Realistic (R), Investigative (I), Artistic (A), Social (S), Enterprising (E), and Conventional (C). Using this classification system, person and environment types can be brought together for the best “fit.” Holland’s hexagonal model shows the interrelationship of personality types and of environment types which he calls consistency. Using a twovariable pattern, three levels of personality and environmental consistency (high, middle, and low) are possible. Examples of environmental consistency patterns as established by Holland (1973) include forester, RI (high); bookbinder, RA (middle); policeman, RS (low). Similarly, three levels of personality consistency patterns exist. These are obtained through the use of a test or inventory such as Holland’s Vocational Preference Inventory (VPI) or the Strong-Campbell Interest Inventory (SCII). Congruency exists when a person is in a like environment; for example, an R person in an R environment represents the highest level 1% OOOl-8791/82/050196-10$02.00/O Copyright All rights

@ 1982 by Academic Press, Inc. of reproduction in any form reserved.

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of congruency, while an R person in an S environment represents incongruency. A third construct of Holland’s theory, differentiation, refers to the magnitude of difference between the person’s highest and lowest scores on the six typologies. When a person resembles one single personality type much more than another, s/he would be considered highly differentiated. The undifferentiated person shows little difference in scores on the six typologies. There is some research evidence to indicate that congruency, consistency, and differentiation are related to such factors as vocational satisfaction, vocational stability, and vocational functioning or achievement, with congruency providing the most reliable results (Florence, 1973; Villwock, Schnitzen, & Carbonari, 1976; Walsh, Spokane, & Mitchell, 1976; Mount & Muchinsky, 1978; Spokane, Malett, & Vance, 1978). Upon describing his theory Holland (1973) states, “A person’s Self Directed Search (SDS) or Vocational Preference Inventory (VPI) profile can be used to estimate the level of his vocational development or maturity. In the theory, a high level of maturity equals having a personality pattern characterized by high degrees of consistency and differentiation” (p. 89). Studies investigating the relationship of vocational maturity to the constructs of consistency, differentiation, and congruency have shown mixed findings (Kernen, 1971; Hughes, 1972; Walsh, Howard, O’Brien, Santa-Maria, & Edmondson, 1973; Walsh & Hanle, 1975). These studies have dealt with consistency from the aspect of personality patterns and this study continues in similar manner. It was the purpose of this study to examine the relationship that vocational maturity has with the constructs of consistency (defined in terms of personality types), differentiation, and congruency as described by Holland’s theory. In addition, the variables of sex, age, and personality and environment types were examined to determine their relationship to vocational maturity. METHOD Sample

Environmental consistency was assessed by choosing students from two postsecondary institutions, the Southern Alberta Institute of Technology (SAIT) and the Alberta Vocational Center (AVC), whose departments’ calendar descriptions matched the high- and middle-consistency occupational titles found in Holland’s Occupation Finder. No departments were duplicated between institutions and no low-consistency environments were identified. Care was taken to equate Canadian and American title descriptions by cross-referencing all titles with the Canadian Classification and Dictionary of Occupations (CCDO) and the Dictionary of Occupational Titles (DOT). Departments were selected on the basis of the number of students enrolled and male-female represen-

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tation. From the 12 departments chosen, 721 first-year male and female students were available for testing during orientation week. Table 1 provides a summary of these data. Instrumentation The Attitude Scale of the Career Maturity Inventory (CMI) was used to obtain a measure of vocational maturity. The applicability of the CM1 ranges from sixth grade to college seniors for both males and females. Crites (1978) provides evidence for content, criterion-related, and construct validity. Reliability scores average .74 and are “comparable to those of similar instruments.” Over 500 studies using the CM1 as a testing instrument have been reported. The Vocational Preference Inventory (VPI) was developed by Holland to obtain measures of six personality types and has been improved through seven revisions (Holland, 1975). It reports construct, concurrent, and predictive validity and test-retest reliability of .71 for college students over a 3-month interval. TABLE 1 Classifkation of Subjects by Consistency Level and Environment Type

Environment Realistic

Investigative

Artistic Social

Enterprising

Conventional

Total

Environment consistency Pattern level

Male

Female

Total

RC

H

24

10

34

RE

M

56

30

86

IR

H

38

41

79

IS

M

1

46

47

AS AE

H M

30

40 32

70

SA

SC

H M

23

38 21

39 44

ES

H

41

66

113

EA

M

44

30

74

CE

H

0

41

41

cs

M

7

36

43

290

431

721

19 1

51

Name of program Surveying technology Architectural technology Computer technology Medical lab technology Art Advertising sales 8r Graphic arts Library arts Hotel & restaurant administration Business administration Television stage L radio arts Stenography & General office training Tourism administration

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Procedure

The VP1 and CM1 were administered on a group basis in one 60-min sitting. VP1 scores allowed classification of each student into one of Holland’s six personality types. Ties in typology scores were broken by using the correlations from Holland’s hexagonal model to determine which tied typology was more related to the next higher or lower score. High-, middle-, and low-consistency personality patterns, as described by Holland (1973), were identified. Two levels of congruency were established. The high-congruency subjects were those whose two-letter personality and environment high-point codes matched identically or those whose first letter of the two-letter personality and environment high-point codes matched. Examples would be a CE person in a CE environment and a CI person in a CS environment. The low-congruency subjects were those whose first letter of the two-letter personality high-point code matched the second letter of the environment high-point code or where neither of the two-letter, highpoint personality code matched the environment code. Examples would be a CE person in a SC environment and a CE person in an IR environment. High and low levels of differentiation were established on the basis of subjects falling above or below the mean score. A similar high-low division was established for age. Those 20 years and over were classified as high while those under 20 were classified as low. RESULTS

To analyze the data obtained, three separate analyses of variance were carried out. The first, a five-way ANOVA (using the SPSS statistical package) was run to determine the relationship that vocational maturity has with levels of personality consistency, differentiation, congruency, age, and sex (p. < .05). This allowed determination of not only the significant main effects but also the significant interactional effects of the five independent variables on vocational maturity. The results of 647 of the 721 subjects are given in Table 2. This number resulted because 74 students could not be accurately coded into all the five independent variable codes. Only 28 low-consistency personality patterns were identified. Because this was an insufficient number for use with a five-way ANOVA, these were dropped from this analysis, leaving only the middleand high-consistency groups. The results (Table 3) indicate that for the main effects only congruency and age were found to be significantly related to vocational maturity. In addition, only one second-order interaction, differentiation by congruency, was found to be significant. No significance was found after the two-way interactions. A one-way analysis of variance was carried out using the 28 low-consistency personality types to see if a significant relationship existed among the three levels

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GUTHRIE AND HERMAN TABLE 2 Analysis of Variance for Vocational Maturity by Consistency, Differentiation, Congruency, Age, and Sex Source of Variation

MS

F

Consistency (Ct) Differentiation (D) Congruency (Cg) Age (A) Sex (S) Ct x D ct x cg Ct x A ct x s D x Cg DxA DxS Cg x A cg x s AxS Residual

1.94 1.08 140.47 89.95 24.17 15.78 12.83 23.75 3.30 107.80 37.04 0.33 33.04 9.59 0.78 22.279

0.087 0.048 6.305** 4.037* 1.085 0.708 0.576 1.066 0.148 4.839* 1.663 0.015 1.483 0.430 0.035

* p. < .05. ** p. < .Ol.

of consistency (VP1 classifications) and vocational maturity. None was found. The second and third ANOVAs carried out were one-way using (1) vocational maturity scores with single-letter, high-point personality types as determined by the VP1 and (2) vocational maturity scores with singleletter, high-point environment types as determined by SAIT and AVC program selection. Through these analyses it was possible to determine if significant differences in vocational maturity mean scores existed within (1) the six personality types and (2) the six environment types (p. < .Ol). Results indicated that significant differences do exist within both the personality and environment types. The vocational maturity means and rankings from the analyses are reported in Table 4. Further analysis was conducted using the Scheffe procedure (p. < .lO) to determine where the significant differences occurred within each group. Results indicate that significant differences do exist between the Conventional and Investigative, Artistic types when individuals are categorized by the VPI. When categorized by environment types, however, significant differences occurred between the Investigative and Conventional, Enterprising and Artistic types, as well as between the Social and Artistic types. DISCUSSION

Of the five independent variables only congruency and age related significantly to vocational maturity. Consistency, differentiation, and sex

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TABLE 3 Vocational Maturity Means for Five Independent Variables: Main Effects and Interactions Source of variation Main effects Consistency Differentiation Congruency Age Sex

Vocational maturity mean score Middle Low Low Low Male

38.87 38.88 38.58 38.55 38.75

High High High High Female

38.95 38.95 39.54 39.31 39.04

Two-way interaction effects Consistency and differentiation Middle High

Low 38.70 39.00

High 38.99 38.92

Consistency and congruency Middle High

Low 38.35 39.00

High 38.99 38.92

Consistency and age Middle High

Low 38.65 38.49

High 39.11 39.44

Consistency and sex Middle High

Male 38.55 38.90

Female 39.13 38.98

Differentiation and congruency Low High

Low 38.15 38.85

High 40.04 39.13

Differentiation and age Low High

Low 38.73 38.42

High 39.04 39.50

Differentiation and sex Low High

Male 38.75 38.74

Female 38.98 39.07

Congruency and age Low High

Low 38.36 38.93

High 38.83 40.13

Congruency and sex Low High

Male 38.42 39.22

Female 38.67 39.81

Age and sex Low High

Male 38.34 39.13

Female 38.68 39.45

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TABLE 4 Vocational Maturity Means and Rankings as Determined by VP1 and SAIT, AVC Single-Letter High-Point Coding

I. VP1 Typology 1. Realistic 2. Investigative 3. Social 4. Conventional 5. Enterprising 6. Artistic II. SAIT, AVC Typology 1. Realistic 2. Investigative 3. Social 4. Conventional 5. Enterprising 6. Artistic

n

VM Mean

SD

73 112 103 74 129 199

37.97 39.73 39.01 37.47 38.19 39.76

4.74 5.38 3.86 6.19 4.79 3.91

120 125 80 84 186 120

38.88 40.37 39.75 38.29 38.61 37.41

3.89 3.46 3.93 4.91 5.10 6.24

Rank

showed no significant relationship to vocational maturity. These results were obtained through the use of a direct measure of vocational maturity (CMI) rather than being inferred from such constructs as consistency of choice, vocational satisfaction, and vocational stability. The results for the main effects of congruency support the findings of Walsh and Barrow (1971), Walsh and Osipow (1976), and Walsh and Hanle (1975), all of which conclude that there is a significant relationship between congruent person-environment interactions and vocational maturity. Congruency of person with environment according to Holland (1973, p. 4) provided opportunities for persons to “exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles.” In summary, it means better adjustment. Super (1974) linked the constructs of maturity and adjustment appropriately when he stated, “the degree of maturity attained by an individual determines, in part, his adjustment, for adjustment requires an appropriately developed behavioral repertoire for satisfactory outcomes” (p. 11). Consequently, when working with clients, counselors should recognize that indecision or indecisiveness may be a result of lack of understanding of self in relation to environmental requirement or incompatibility of self and environment, and this may be expressed through the client’s poor adjustment or low vocational maturity. This knowledge may provide direction for the counseling process. The results of the main effects of age are not surprising for those who view vocational maturity as a developmental process. From the early empirical work of O’Hara and Tiedeman (1959) the concept of vocational maturation through age has been documented by many writers, fore-

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mostly Super (1974) and Crites (1974). However, for counselors who use growth of vocational maturity as a criterion for evaluating group counseling programs, a word of caution. Results from short-term programs have not always been significantly positive (Regehr & Herman, 1981). Crites’ (1965) findings that vocational maturity is more positively related to grade than age, and that it is a monotonic but not necessarily a linear function, is a possible explanation for such results. A difference of 1 or even several years may not make a difference in an individual’s vocational maturity score. The one significant second-order interaction was differentiation by congruency. Results indicate that the highest vocational maturity scores were obtained by the high-congruent-low-differentiated students, indicating an inverse relationship exists for the construct of differentiation. As with the studies of Bates, Parker, and McCoy (1970), Frantz and Walsh (1972), Florence (1973), and Villwock et al. (1976), the predictive validity of the differentiation construct comes into question. The nonsignificant results for the constructs of consistency and differentiation do not support Holland’s (1973) contention that “a high level of maturity equals having a personality pattern characterized by high degrees of consistency and differentiation” (p. 89). This study agrees with Hughes (1972) that there seems to be “little support for the theory that consistency will serve as a differentiating construct for future study. Even Holland concedes that “consistency has usually failed to give good results” (p.387). The construct of differentiation has faired no better. Earlier studies found no significant relationship between differentiation and job satisfaction (Bates et al., 1970; Florence, 1973), academic achievement (Frantz & Walsh, 1972; Florence, 1973), or stability of vocational choice (Villwock et al., 1976). This study would add vocational maturity. Some studies reported to date (Vriend, 1968; Walsh & Barrow, 1971; Smith & Herr, 1972) have shown sex differences in relation to vocational maturity, generally with females being more vocationally mature. Upon development of the CMI, Crites (1965) reported few differences between girls and boys and concluded that sex may not be a crucial factor in the development of vocational attitudes. The main effects for sex in this study agreed with Crites’ findings in that no significant differences were found between males and females in relation to vocational maturity. The results of this study also show that significant vocational maturity mean differences exist within both personality (VPI) and environment types. Holland (1973, p. 35) contends that “the degree of influence that an environment exerts for vocational stability follows this descending order: R, C, E, S, A, I.” Similarly, this study concludes that an environment is associated with vocational maturity in the descending order: I, S, R, E, C, A. In addition, this study adds that a personality typology

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is associated with vocational maturity in the following descending order: A, I, S, E, R, C. In considering personality typology differences the study supports Jones, Hansen, and Putnam (1976), who found significant differences for students in grades 8 through 12. This study, using postsecondary students, found far fewer differences, which could indicate greater homogeneity of vocational maturity with age. The between-personality (VPI) and environment group differences are worth noting. Although the artistic students (VP1 classification) have the highest vocational maturity mean score, many did not choose the artistic environment, as indicated by the lowest vocational maturity mean score on the environment ranking. A SAIT/AVC program enrollment breakdown showed that many of the artistic students (VP1 classification) chose to enter artistic related environments; for example, Radio and Television Arts (EAR) or Medical Laboratory Technology (ISA). These findings would agree with Andrews (1975) that more than a single-letter, highpoint code should be considered when analyzing person-environment relationships. REFERENCES Andrews, H. A. Beyond the high point code in testing Holland’s theory. Journal of Vocational Behavior, 1975, 6, 101-108. Bates, G. L., Parker, H. J., & McCoy, J. F. Vocational rehabilitations’ personality and work adjustment: A test of Holland’s theory of vocational choice. Psychological Reports, 1970, 26, 511-516. Crites, J. 0. Measurement of vocational maturity in adolescence. Psychological Monographs, 1%5, 79(2), l-36. Crites, J. 0. The Career Maturity Inventory. In D. E. Super (Ed.), Measuring vocational maturity for counseling and evaluation. Washington, D.C.: American Personnel and Guidance Association, 1974. Crites, J. 0. Career Maturity Inventory: Theory and research hnndbook. Monterey, Calif.: CTBIMcGraw-Hill, 1978. 2nd ed. Florence, J. W. A further investigation of Holland’s theory of vocational psychology. Unpublished doctoral dissertation, University of Tulsa, 1973. Frantz, T. T., & Walsh, E. P. Exploration of Holland’s theory of vocational choice in graduate school environments. Journal of Vocational Behavior, 1972, 2, 223-232. Holland, J. L. Making vocational choices: A theory of careers. Englewood Cliffs, N.J.: Prentice-Hall, 1973. Holland, J. L. Manual for the Vocational Preference Inventory. Palo Alto, Calif.: Consulting Psychologists Press, 1975. 6th ed. Hughes, H. M., Jr. Vocational choice, level and consistency: An investigation of Holland’s theory on an employed sample. Journal of Vocational Behavior, 1972, 2, 377-388. Jones, O., Hansen, J. C., & Putnam, B. A. Relationship of self-concept and vocational maturity to vocational preferences of adolescents. Journal of Vocational Behavior, 1976, 8, 31-40. Kemen, P. J. An investigation of personality characteristics of counselees and non-counselees as related to Holland’s theory. Unpublished doctoral dissertation, University of North Carolina, 1971. Mount, M. K., L Muchinsky, P. M. Person-environment congruence and employee job

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satisfaction: A test of Holland’s theory. Journal of Vocational Behavior, 1978, 13, 84-100. O’Hara, R., & Tiedeman, D. V. Vocational self concept in adolescence. Journal of Counseling Psychology, 1959, 6, 292-301. Regehr, C., & Herman, A. Developing the skills of career decision-making and self-assessment in ninth grade students. The School Counselor, 1981, 28, 335-342. Smith, E., & Herr, E. Sex differences in the maturation of vocational attitudes among adolescents. Vocational Guidance Quarterly, 1972, 20, 177-182. Spokane, A. R., Malett, S. D., & Vance, F. L. Consistent curricular choice and congruence of subsequent changes. Journal of Vocational Behavior, 1978, 13, 45-53. Super, D. E. Measuring vocational maturity for counseling and evaluation. Washington, D.C.: American Personnel and Guidance Association, 1974. Villwock, J. D., Schnitzen, J. P., & Carbonari, J. P. Holland’s personality constructs as predictors of stability of choice. Journal of Vocational Behavior, 1976, 9, 77-85. Vriend, J. The vocational maturity of seniors in two inner-city high schools. Unpublished doctoral dissertation. Wayne State University, Detroit, 1968. Walsh, W. B., & Barrow, C. A. Consistent and inconsistent career preferences and personality. Journal of Vocational Behavior, 1971, 1, 271-278. Walsh, W. B., & Hanle, N. A. Consistent occupational preferences, vocational maturity and academic achievement. Journal of Vocational Behavior, 1975, 7, 89-97. Walsh, W. B., Howard, P. R., O’Brien, W. F., Santa-Maria, M. L., & Edmondson, C. 3. Consistent occupational preferences and satisfaction, self-concept, self-acceptance and vocational maturity. Journal of Vocational Behavior, 1973, 3, 453-463. Walsh, W. B., & Osipow, S. H. Career preferences, self-concept, and vocational maturity. Research in Higher Education, 1976, 1, 287-295. Walsh, W. B., Spokane, A. R., & Mitchell, E. Consistent occupational preferences and academic adjustment. Research in Higher Education, 1976, 4, 123-129. Received: June 24, 1981.