Effective Career Counselling: Relationship Between Work Personality, Learning Style and Client Intervention Preferences

Randy B. Penney; Mildred Cahill

doi:10.82396/cjcd.v1i1.2963

Authors

Randy B. Penney John Howard Society of Newfoundland
Mildred Cahill Memorial University of Newfoundland

DOI:

https://doi.org/10.82396/cjcd.v1i1.2963

Keywords:

career counselling, effectivness, work personality, learning style, intervention, client

Abstract

Determining client preference regarding the structure and approach to the career counselling intervention could be expected to benefit the counselling relationship, especially when working with clients who are resistant to typical intervention approaches. A process is proposed that seeks to provide offenders with a choice between two approaches to group career counselling, one that is action-oriented and a second that is grounded in self-reflection. This study focused on the development of an assessment tool that included work personality and learning style in the process of determining the individual’s preference for career counselling. This instrument, the Career Counselling Preferences Questionnaire (CCPQ), along with Holland’s Self-Directed Search (SDS-E) and Kolb’s Learning Style Inventory (LSI) was administered to 60 inmates, parolees, and probationers to investigate these inter-correlations and to determine the validity of the CCPQ in assessing preferences for counselling structure. Four Holland types, Artistic, Investigative, Social and Enterprising, were found to be positively correlated with a “thinking” approach to career intervention. The Social type was found to be additionally correlated with a “doing” approach. The Realistic Holland type, accounting for the largest portion of the sample, was found to be not significantly correlated with either approach, as was the Conventional type.

References

Andrews, D. A., Zinger, I., Hoge, R. D., Bonta, J., Gendreau, P., & Cullen, F. J (1990). Does correctional treatment work? A clinically relevant and psychologically informed metaanalysis. Criminology, 28, 369-404.

Bonta, J. (1997). Offender Rehabilitation: From Research to Practice. Ottawa: Public Works and Government Services Canada.

Boyd, C.J. and Cramer, S.H. (1995). Relationship between Holland highpoint code and client preferences for selected vocational counselling strategies. Journal of Career Development, 21(3), 213-221.

Ciechalski, J. (1998). Review of The Self Directed Search, Form E-1990 Revision. In J.C. Impara & B.S. Plake (Eds.), 13th Mental Measurements Yearbook. (pp. 893-

. Lincoln, NA: University of Nebraska.

Diamond, E. (1998). Review of The SelfDirected Search, Form E-1990 Revision. In J.C. Impara & B.S. Plake (Eds.), 13th Mental Measurements Yearbook. (pp. 894-

. Lincoln, NA: University of Nebraska.

Dunn, R. (1996). How to Implement and Supervise a Learning Style Program. Alexandria, VA: Association for Supervision and Curriculum Development.

Dunn, R. and Griggs, S.A. (1995). Multiculturalism and Learning Style: Teaching and Counselling Adolescents. Westport, Conn.: Praeger.

Galassi, J.P., Crace, R.K., Martin, G.A., James, R.M., and Wallace, R.L. (1992). Journal of Counselling Psychology, 39(1), 46-55.

Gregg, N. (1989). Review of the Learning-Style Inventory. In J.C. Conoley & J.J. Kramer (Eds.), 10th Mental Measurements Yearbook. (441-442). Lincoln, NA: University

of Nebraska.

Gregorc, A. (1979). Learning styles: their nature and effects, Reston, VA: National Association of Secondary School Principals, pp.19-26.

Hewitt, R.L. (1995). The nature of adult learning and effective training guidelines. In R.R. Sims and S.J. Sims (Eds.) The Importance of Learning Styles. (pp. 162-178)

Westport, Conn.: Greenwood Press.

Hickcox, L.J. (1995). Learning styles: a survey of adult learning style inventory models. In R.R. Sims and S.J. Sims (Eds.) The Importance of Learning Styles. (pp.25-47)

Westport, Conn.: Greenwood Press.

Highhouse, S. & Doverspike.(1987). The validity of the LSI 1985 as a predictor of cognitive style and occupational preferences. Educational and Psychological Measurement, 47, 749-753.

Holland, J. (1966). The Psychology of Vocational Choice. Waltham, MS: Blaisdell Publishing Company.

Holland, J. (1973). Making Vocational Choices: a theory of careers. Englewood Cliffs, NJ: Prentice-Hall.

Holland, J.L. (1985). Making Vocational Choices. A theory of vocational personalities and work environments (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Holland, J. (1991). The Self-Directed Search Professional Manual-1985 Ed. Canadian Edition. USA: Psychological Assessment Resources, Inc.

Jung, C. (1921). Psychological Types. Princeton, NJ: Princeton University Press.

Kagan, J. (1965). Impulsive and reflective children: significance of conceptual tempo. In J.D. Krumboltz (ed.) Learning and the Educational Process. Pp.131-161. Chicago, IL: Rand McNally.

Keefe, J.W. (1987). Learning Style Theory and Practice. Reston, VA: National Association of Secondary School Principals.

Kolb, D.A. (1984). Experiential Learning: Experience as a Source of Learning and Development. Englewood Cliffs, N.J.: Prentice Hall.

Kolb, D.A. (1999). Learning Style Inventory, version 3. Boston: Hay/McBer.

Messick, S. & Assoc. (1976). Individuality in Learning. San Francisco, CA: Jossey-Bass.

Murphy, L., Impara, J. & Plake, B. (Eds.) (1999). Tests in Print 5, V.1. Lincoln, NA: Buros Institute of Mental Measurement, University of Nebraska-Lincoln.

Myers, I. (1962) Introduction to Typel. Palo Alto, CA: Consulting Psychologists Press.

Niles, S.G. (1993). The relationship between Holland types preferences for career counselling. Journal of Career Development, 19(3), 209- 220.

Peavy, V. (1996). Constructivist Career Counselling and Assessment. Guidance and Counselling. Ontario Institute for Studies in Education, 11(3), 8-14.

Peavy, V. (1992). A constructivist Model of Training for Career Counselors. Journal of Career Development, Vol. 18(3), 215-228.

Reiff, J.C. (1992). Learning Styles. Washington, D.C.: National Education Association.

Riverin-Simard, D. (1999). Key Roles inthe Revolution of Work. Ottawa: Canadian Career Development Foundation.

Rosenberg, H.G. and Smith, S.S. (1985). Six strategies for career counselling. Journal of College Placement, 45, 42-46.

Sims, S.J. and Sims, R.R. (1995). Learning and Learning Styles: A Review and Look to the Future. In R.R. Sims and S.J. Sims (Eds.) The Importance of Learning Styles. (pp. 193-210) Westport, Conn.: Greenwood Press.

Witkin, H. (1976). Cognitive style in academic performance in teacher-student relations. In S. Messick and Associates (eds.) Individuality in Learning, pp.38-72. San Francisco, CA: Jossey-Bass.