Chapter 2

               As I read the text this week, I found myself saying things like: “That makes sense” and “I wish I would have known that sooner” quite frequently.  To be honest, I didn’t think I would enjoy reading this text very much based on my assumptions of the content of career development.  I have been pleasantly surprised and have been fascinated with reading about the theories.  I’ve already begun to try to apply some things to my career choices and that of others around me. 

               So far, I like Holland’s theory best.  I like the idea of matching a personality to a career through a code and somewhat magically following a road map to find success and happiness.  It seems so logical and too simple, yet appealing at the same time.  On page 34, Brown states that “the goal of career exploration and counseling using Holland’s theory is to help client groups identify occupations that include workers in them with the same personality characteristics as their own (Brown, 2012).”  I don’t think I’ve ever taken the time to investigate career choices based on the co-workers that I likely will encounter, but after looking back at the different positions I’ve held throughout my career thus far, it is pretty easy for me to recognize that the co-workers that challenged me most were those that had very different personalities than my own.  I see this in my classroom all the time too.  Students generally like to work with people who are like them.  Those who like to explore, investigate, and experiment with the world around them typically find less enjoyment with people who are off task (social) or dominant and impulsive (enterprising) than with others like themselves (Brown, 2012).  Those who enjoy creating things through music, art, and drama, often feel more free and understood with like-minded people versus conventional, unoriginal peers (Brown, 2012).

               Holland’s theory emphasizes personality, which by his definition (1997) includes “inherited characteristics, activities to which an individual is exposed, and the interests that grow from those exposures (Brown, 2012, p. 30).”  Though it is not always the case, many family members within and between generations share similar personalities, exposures, and interests.  It makes sense then, that the time shared engaging in common activities of interest would lead to compatibility with similar careers.  Creating family trees and/or genograms while in school could be a fascinating way to make connections among family members.  I think students at any level would really enjoy creating this type of project and it could shed light on areas of their family or personalities that they never considered before seeing how the careers connect within their family.  I think it is a great idea to link a family tree or genogram with history or other subjects that could be linked to career development (Gibson, 2005).  It could also align with multiple goals to involve and communicate with parents and guardians by encouraging discussions at home and providing opportunities to share what was learned through the project. 

Brown, D. (2012). Trait-and-Factor and Developmental Theories of Career Choice and Development and their Applications. In Career Information, Career Counseling, and Career Development (10th ed., pp. 2-23). New York: Pearson Education, Inc.

Gibson, D. M. (2005). The Use of Genograms in Career Counseling with Elementary, Middle, and High School Students. The Career Development Quarterly, 53, 353-362.