John Lewis Holland (October 21, 1919 November 27, 2008) was Professor Emeritus of Sociology at Johns Hopkins

University and an American psychologist. He is best known as the creator of the career development model, Holland Occupational Themes (Holland Codes). Childhood Holland was born on October 21, 1919 in Omaha, Nebraska, one of four children. His father emigrated from England to the U.S. when he was 20 and worked as a laborer until night school at the YMCA led him to become an advertising executive. His mother was an elementary school teacher. Holland eventually studied psychology, French, and math at the Municipal University of Omaha (now the University of Nebraska at Omaha) and graduated in 1942.

JOHN L. HOLLAND Career After graduation, Holland served in the army for three years where as a private he "worked as a classication interviewer, test proctor, paralegal clerk, laborer, squadron clerk, psychological assistant, and Wechsler test administrator [.... this experience] led to his belief that many people exemplify common psychological types, although his training had fostered the belief that people are innitely complex. He was also able to work with and get training from social workers, psychologists, and physiciansexperiences that stimulated his desire to become a psychologist.

JOHN L. HOLLAND He next entered a doctoral program in counseling psychology at the University of Minnesota where he "was an average student and had trouble nding an interesting thesis topic, but he nally settled on a validation of some speculations about art and [....] This topic did not set well with fellow students or faculty despite its straightforward empirical design. Holland eventually got the doctorate and 10 sets of used painting materials. He later worked in counseling centers which involved vocational counseling. The origins of Holland's Occupational Themes "can be traced to an article in theJournal of Applied Psychology in 1958 and a Subsequent article in 1959 that set out his theory of vocational choices [....] The basic premise was that one's occupational preferences were in a sense a veiled expression of underlying character."

JOHN L. HOLLAND

His career spanned work at Western Reserve University, the Veteran's Administration Psychiatric Hospital (1953-56), the National Merit Scholarship Corporation (1957-63), the American College Testing Program (1963-69), and Johns Hopkins University (1969-80) as he developed his theories on career development. Holland died on November 27, 2008, at Union Memorial Hospital.

Holland s theory explains work-related behavior such as, which career choices are likely to lead to job success and satisfaction. It also explains other human actions, like success and satisfaction in school and training programs. Understanding Holland s theory will help you make good choices decisions about which occupations, careers, majors, or training programs best fit you.

Six Personality Types and Model Environment from Hollands Theory 1. REALISTIC

2. INVESTIGATIVE

3.ARTISTIC

Six Personality Types and Model Environment from Hollands Theory

4. SOCIAL

5. ENTEPRISING

6. CONVENTIONAL

Holland's Hexagon

REALISTIC Personality Type

REALISTIC people prefer activities that involve the explicit, ordered, and systematic manipulation of objects, tools, machines, and animals, and avoid educational and interpersonal activities. These behavioral tendencies of Realistic people lead, in turn, to the acquisition of manual, mechanical, agricultural, electrical, and technical competencies and to a deficit in social and educational competencies. Realistic people perceive themselves as practical and conservative, having mechanical, technical, and athletic abilities, and as lacking ability in social skills. They value material rewardsmoney, power, and statusfor tangible accomplishments.

REALISTIC Personality Type

Description of Interest Area You like to work mainly with your hands making, fixing, assembling or building things, using and operating equipment, tools or machines. You often like to work outdoors. Some Key Skills Using and operating tools, equipment and machinery, designing, building, repairing, maintaining, working manually, measuring, working in detail, driving, moving, caring for animals, working with plant Some Occupations with Practical Components Pilot, farmer, horticulturist, builder, engineer, armed services personnel, mechanic, upholsterer, electrician, computer technologist, park ranger, sportsperson Subjects you could study to give you the skills English, Maths, Science, Workshops, Technology, Computing, Business Studies, Agriculture, Horticulture, Physical Education

INVESTIGATIVE Personality Type

INVESTIGATIVE people prefer activities that involve the observational, symbolic, systematic, and creative investigation of physical, biological, and cultural phenomena in order to understand and control such phenomena, and avoid persuasive, social, and repetitive activities. These behavioral tendencies of Investigative people lead, in turn, to the acquisition of scientific and mathematical competencies and to a deficit in persuasive and leadership abilities. Investigative people perceive themselves as cautious, critical, complex, curious, independent, precise, rational, and scholarly, and value the development or acquisition of knowledge.

INVESTIGATIVE Personality Type

Description of Interest Area You like to discover and research ideas, observe, investigate and experiment, ask questions and solve questions.

Some Key Skills Thinking analytically and logically, computing, communicating by writing and speaking, designing, formulating, calculating, diagnosing, experimenting, investigating. Some Occupations with Practical Components research, medical and health occupations, chemist, marine scientist, forestry technician, medical or agricultural laboratory technician, zoologist, dentist, doctor Subjects you could study to give you the skills English, Maths, Science, Workshops, Technology

ARTISTIC Personality Type

ARTISTIC people prefer ambiguous, free, and unsystematized activities that involve the manipulation of physical, verbal, or human materials to create art forms or products, and avoid routine activities and conformity to established rules. These behavioral tendencies of Artistic people lead, in turn, to the acquisition of artistic Competencieslanguage, art, music, drama, writingand to a deficit in clerical and business system competencies. Artistic people perceive themselves as expressive, original, intuitive, nonconforming, introspective, independent, emotional, and sensitive, and value the creative expression of ideas, emotions, or sentiments.

ARTISTIC Personality Type

Description of Interest Area You like to use words, art, music or drama to express yourself, communicate or perform or you like to create or design things.

Some Key Skills Expressing artistically or physically, communicating by speaking, in writing and singing, performing, designing, presenting, planning, composing, playing, dancing Some Occupations with Practical Components Art: artist, illustrator, photographer, signwriter Music: composer, singer, instrument player, dancer Literary: actor, reporter, writer, editor, advertiser Designing: hairdresser, fashion designer Subjects you could study to give you the skills English, Social Studies, Music, Drama, Art, Graphic Design, Computing, Business Studies, Languages,

SOCIAL Personality Type

SOCIAL people prefer activities that involve the manipulation of others to inform, train, develop, cure, or enlighten others, and avoid explicit, ordered, systematic activities involving materials, tools, or machines. These behavioral tendencies of Social People lead, in turn, to the acquisition of human relations competencies (e.g., interpersonal and educational skills) and to a deficit in manual and technical ability. Social people perceive themselves as cooperative, empathetic, generous, helpful, idealistic, responsible, tactful, understanding, and warm, and value fostering the welfare of others and social service.

SOCIAL Personality Type

Description of Interest Area You like to work with people to teach, train and inform, help, treat, heal and cure, serve and greet, or are concerned for the well-being and welfare or others Some Key Skills Communicating by Writing and speaking, caring and supporting, training, meeting, greeting, assisting, teaching, informing, interviewing, coaching Some Occupations with Practical Components Teacher, nurse and nurse aide, counselor, police officer, social worker, salesperson, customer service officer, waiter, secretary

Subjects you could study to give you the skills English, Social Studies, Maths, Science, Health, Physical Education, Art, Computing, Business Studies, Languages

ENTERPRISING Personality Type

ENTERPRISING people prefer activities that involve the manipulation of others to attain organizational goals or economic gain, and avoid scientific, intellectual, and abstruse activities. These behavioral tendencies of Enterprising people lead, in turn, to an acquisition of leadership, interpersonal, speaking, and persuasive competencies and to a deficit in scientific ability. Enterprising people perceive themselves as aggressive, ambitious, domineering, energetic, extroverted, optimistic, popular, self-confident, sociable, and talkative, and value material accomplishment and social status.

INTERPRISING Personality Type

Description of Interest Area You like meeting people, leading, talking, to and influencing others , working in business

Some Key Skills Selling. Promoting, developing ideas, public speaking, managing, organizing, leading, and captaining, computing, planning

Some Occupations with Practical Components Salesperson, lawyer, politician, accountant, business owner, executive or manager, travel agent, music or sport promoter

Subjects you could study to give you the skills English, Maths, Business Studies, Accounting, Economics, Social Studies, Drama, Computing, Text Information Management, Languages

CONVENTIONAL Personality Type

CONVENTIONAL people prefer activities that involve the explicit, ordered, systematic manipulation of datasuch as keeping records, filing and reproducing materials, and organizing written and numerical data according to a prescribed planand avoid ambiguous and unstructured undertakings. These behavioral tendencies of Conventional people lead, in turn, to the acquisition of clerical, computational, and business system competencies and to a deficit in artistic competencies. Conventional people perceive themselves as careful, conforming, orderly, and as having clerical and numerical ability. They value material and financial accomplishment and power in social, business, and political arenas.

CONVENTIONAL Personality Type

Description of Interest Area You like working indoors, and at task that involve organizing and being accurate, following procedures, working with data or numbers, planning works and events. Some Key Skills Computing and keyboarding, recording and keeping records, paying attention to detail, meeting and greeting, doing calculations, handling money, organizing, arranging, working independently Some Occupations with Practical Components Secretary, Receptionist, Office worker, Librarian, Bank clerk, Computer Operator, Stores and Dispatch Clerk Subjects you could study to give you the skills English, Maths, Business Studies, Accounting, Economics, Computing, Text Information Management

REALISTIC Model Environment

REALISTIC environments emphasize Concrete, practical activities and the use of machines, tools, and materials. These behavioral tendencies of Realistic environments lead, in turn, to the acquisition of mechanical and technical competencies and to a deficit in human relations skills. People in Realistic environments are encouraged to perceive themselves as having practical, productive, and concrete values. Realistic environments reward people for the display of conforming behavior and practical accomplishment.

INVESTIGATIVE Model Environment

INVESTIGATIVE environments emphasize analytical or intellectual activities aimed at the creation and use of knowledge. Such environments devote little attention to persuasive, social, and repetitive activities. These behavioral tendencies in Investigative environments lead, in turn, to the acquisition of analytical, scientific, and mathematical competencies and to a deficit in persuasive and leadership abilities. People in Investigative environments are encouraged to perceive themselves as cautious, critical, complex, curious, independent, precise, rational, and scholarly. Investigative environments reward people for skepticism and persistence in problem solving, documentation of new knowledge, and understanding solutions of common problems.

ARTISTIC Model Environment

ARTISTIC environments emphasize ambiguous, free, and unsystematized activities that involve emotionally expressive interactions with others. These environments devote little attention to explicit, systematic, and ordered activities. These behavioral tendencies in Artistic environments lead, in turn, to the acquisition of innovative and creative competencieslanguage, art, music, drama, writingand to a deficit in clerical and business system competencies. People in Artistic environments are encouraged to perceive themselves as having unconventional ideas or manners and possessing aesthetic values. Artistic environments reward people for imagination in literary, artistic, or musical accomplishment

SOCIAL Model Environment

SOCIAL environments emphasize activities that involve the mentoring, treating, healing, or teaching of others. These environments devote little attention to explicit, ordered, systematic activities involving materials, tools, or machines. These behavioral tendencies in Social environments lead, in turn, to the acquisition of interpersonal competencies and to a deficit in manual and technical competencies. People in Social environments are encouraged to perceive themselves as cooperative, empathetic, generous, helpful, idealistic, responsible, tactful, understanding, and having concern for the welfare of others. Social environments reward people for the display of empathy, humanitarianism, sociability, and friendliness.

ENTERPRISING Model Environment

ENTERPRISING environments emphasize activities that involve the manipulation of others to attain organizational goals or economic gain. These environments devote little attention to observational, symbolic, and systematic activities. These behavioral tendencies in Enterprising environments lead, in turn, to an acquisition of leadership, interpersonal, speaking, and persuasive competencies and to a deficit in scientific Competencies. People in Enterprising environments are encouraged to perceive themselves as aggressive, ambitious, domineering, energetic, extroverted, optimistic, popular, self-confident, sociable, and talkative. Enterprising environments reward people for the display of initiative in the pursuit of financial or material accomplishments, dominance, and selfconfidence

CONVENTIONAL Model Environment

CONVENTIONAL environments emphasize activities that involve the explicit, ordered, systematic manipulation of data to meet predictable organizational demands or specified standards. The behavioral tendencies in Conventional environments lead, in turn, to the acquisition of clerical, computational, and business system competencies necessary to meet precise performance standards and to a deficit in artistic competencies. People in Conventional environments are encouraged to perceive themselves as having a conventional outlook and concern for orderliness and routines. Conventional environments reward people for the display of dependability, conformity, and organizational skills.

In Summary, Holland s theory states that:

In our culture, most people are one of six personality types: Realistic, Investigative, Artistic, Social, Enterprising, andConventional. People of the same personality type working together in a job create a work environment that fits their type. For example, when Artistic persons are together on a job, they create a work environment that rewards creative thinking and behavior -- an Artistic environment. There are six basic types of work environments: Realistic,Investigative, Artistic, Social, Enterpri sing, Conventional. .

In Summary, Holland s theory states that:

People search for environments where they can use their skills and abilities and express their values and attitudes. For example, Investigative types search for Investigative environments; Artistic types look for Artistic environments, and so forth. People who choose to work in an environment similar to their personality type are more likely to be successful and satisfied. How you act and feel at work depends to a large extent on your workplace (or school) environment. If you are working with people who have a personality type like yours, you will be able to do many of the things they can do, and you will feel most comfortable with them

Career satisfaction depends on the compatibility between your personality and your work environment.
According to Holland, workers are not passive victims of their environments, but actively seek potentially Compatible work environments. If your personality and the work environment fitthat is, if your personality is congruent with your work environmentyou will most likely enjoy your work, and you will develop and grow in your career.