VI. Validity of the theory for school
I hope not to have the theory of Holland in this section to simplify a lot. For further reading I recommend in particular the section 3 in Holland 1997: The Environmental Models, p. 34-46.
Hollands theory is a way to hand to inform themselves about their own job-relevant personality quickly. Of course, it is inappropriate to follow a blind test result and to drop all the other different considerations. However, it contributes as empirically well-supported procedure for the broadest possible Vocational orientation. Thus, for example, in the alternative view to be taken or made an assertion of the previous orientation.
It indeed is a useful complement to the professional field investigations, how can you create in BiZ visits, but also in practical and in other research. The RIASEC typology complements also test skills assessment process, what skills and abilities.
Another asset of the theory is, in my estimation is that it emphasizes the important role of the working environment (See V. http://stubotagebuch.blogspot.com/2010/11/hollands-theorie-teil-5. html ).
The type of school environment resulting from the Fact that school is dominated by the type of the teacher or the teacher. In numerical terms fall as secretaries (Code: CSA) and caretaker (Code: RSC) is not insignificant and have no effect on the expression of the work environment.
Let's look at the various teachers at:
teaching GYM / Naturwiss. Subjects: ISR
teaching GYM / language subjects: SAI
teaching GYM / Economics Subjects: SEI
teaching Junior High School: SAE
Teacher's College: SIR
(Interestingly I think the person-environment relation of teacher to be with science subjects, the investigative type. is quite far from the social. Here there is a tension. On the other hand, the proximity of the teacher (Sxx, even xSx) for entrepreneurial type ("E") to differ. The code of the politician ESA.)
From this, we can close the school environment in a social work environment (cf. II http://stubotagebuch.blogspot.com/2010/10/hollands-theorie the observations on the social environment -part-2.html ). In our school, this phenomenon is amplified by the deacons of the school such as the foundations of Bodelschwinghschen Bethel.
acts as the working environment of the school to students, career and study guidance for other types of profession as that of social stress may be full. It seems worth considering that this might result from the work environment of school difficulties in the initiation of vocational orientation, for example for trades such as in the context of secondary school. See the codes following occupations with the teacher, therefore, the resulting school environment:
RAC: confectioner
RAE: Hardware of building
RCA: Steinmetz
RCE: Roofing
RCE: carpenter
RCI: Locksmith
REC: Schornsteinfegerin.
The social and realistic environment, are not without tension. This affects the reputation of placements, but also on the planning of placement visits, etc. This is where different worlds. - On the other hand, seems me the relationship of social and business type rather problematic, because her neighborhood and therefore consistent. This points rather to a good starting point for cooperation between schools and industry.
Moreover, it would also be essential to consider the position of students, due to harmonize their personal example of her realistic character, or the tendency to not necessarily work with a social environment like school. Here, the Council could be useful, not too long in the school system to stop, but after about the FOR under the formula "types flourish in congruent environments" (Holland 1997, p. 35) in operation to find happiness.
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