It is suitable to address the issues
that Madison’s has with her career using Holland’s Theory.  Madison, who seems to be open-minded when it
comes to considering different career options, is struggling with the important
choice of whether to quit her job as a teacher, to find a new teaching job, or
to change her career entirely (Amundson,
Harris-Bowlsbey, & Niles, 2014). Because of her circumstances,
in addition to Madison appearing to have no impediments in regard to decision
making, Holland’s theory is appropriate for assisting Madison with her problems
(Amundson et al., 2014).

theory says that there are six types of environment and personality
combinations and that people not only prefer environments that most closely
match their certain types, but will also achieve a higher level of productivity
and satisfaction in this given environment (Amundson et al.,
2014).  Madison’s Holland code is SCI (each
letter of the acronym refers to the words social, conventional, and
investigative respectively), meaning that her teaching career is categorized as
a social, conventional, and investigative occupation (Amundson et al., 2014).  It is social because she interacts with and
teaches her students, it is conventional because she marks their tests and
gives them grades based on their performance, and it is also investigative
because she teaches math (Amundson et
al., 2014).

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          Although Holland’s theory places the
focus on a person’s present-day interests and skills, it is still crucial to
take into account the person’s past work experiences in order to better display
the person’s current interests and skills (Amundson et al., 2014).  Madison’s
past teaching experiences are a great example of how one’s past work history
can provide an insight into a person’s interests and skills. In one of her past
working environments, Madison is unhappy because she is working in a school
with a principal who has requirements for the teachers which she finds offensive,
she is the teacher of a lower level math class in which the students are not
keen on learning, and she has long hours in addition to the high expectations
the parents have for her.  It is evident
that this environment is not suitable for Madison.  Madison gets a different teaching job where
she is the only math teacher teaching a variety of math classes, and she is more
pleased with this job as she is challenged more and is given a greater
responsibility.  When she changes her environment
once again, and begins teaching a higher difficulty math course, she is much
more satisfied as the children are eager to learn and the content of the course
was more challenging to teach.

absence of the core construct of congruence between Madison’s personality and
her work environment, with regard to Holland’s theory and Madison’s work
history, is the root from which her problems arise (Sharf, 2002).  Although it is clear that Madison enjoys being
a teacher, the environment with the unmoved students and unideal conditions
take away from her satisfaction proving that it is the core construct of
congruence that is the cause.  The core
construct of consistency does not pose problems as each of her types have a
medium consistency and her previous work experience has incorporated all of her
Holland types, and the cor construct of differentiation is also unable to be
the culprit as Madison is shown to be differentiated to her Holland code (Sharf,
2002).   The core construct of identity
is also not an acceptable explanation for her problems as Madison already has a
strong identity of being a teacher (Sharf, 2002).


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