TPC-Journal-V1-Issue2

118 The Professional Counselor \ Volume 1, Issue 2 Assessing Academic Performance Early in his career, Holland (1957) began to discuss the impact of college on students and how varied personality traits and beliefs other than aptitude were associated with success. Gottfredson (1999) noted that Holland’s early research demonstrated that much of the output from the college experience was related to what students brought into that experience. According to Gottfredson, Holland promoted the idea that college selection practices relying heavily on measures of academic potential resulted in much lost talent, e.g., selection of the top 10% of high school students based only on grades would exclude about 86% of high school class presidents (Enterprising types). The idea that noncognitive traits (e.g., RIASEC personality types) would be important in assessing academic performance is a noteworthy contribution of Holland’s theorizing and research. Academic success is sometimes measured in terms of persistence on the part of the student or retention on the part of the institution. Other immediate outcome measures might include the grade point average, student satisfaction, awards received, or engagement in program activities, while longer term outcomes might include professional accomplishments, contributions, and recognitions. It should be noted that while all academic programs require cognitive skill and ability, some programs further emphasize interests and abilities related to the RIASEC areas identified in Table 1. These could include creativity, leadership, community service, and the like. According to RIASEC theory, students in an environment that is highly congruent or matches with their personality will persist in that environment and achieve awards and recognition from the environment. In the process of educational counseling, students should have opportunities to clarify what it means to be in, or move to or out of, an environment that either matches their type or provides an opportunity to develop desired skills and interests. Their achievements and satisfaction would theoretically be related to the quality of the match between their personality and the environmental characteristics. Connecting Education to Career and Life Holland’s RIASEC theory provides a relatively simple, effective scheme for thinking about people (e.g., personalities, traits, interests, values, behaviors, attitudes) and their options (e.g., educational programs, occupations, work organizations, leisure activities). Conceptualizing people and options in these six areas can improve personal and career decision making. Several examples of this strategy are apparent. For example, when students conduct information interviews they might structure questions and make observations about the degree to which the various RIASEC codes are prevalent in the life of the interviewee or characterize the organizational setting. In considering job offers, students might use the RIASEC schema to assess the quality of the fit between their personality and the culture of the organization, or more particularly, the personality of their immediate supervisor. The UMaps project at the University of Maryland is a good example of applying RIASEC theory to life/ career options (Jacoby, Rue, & Allen, 1984). The UMaps program operated out of the Office of Commuter Affairs in the Division of Student Affairs and was designed to help students become aware of diverse campus opportunities, options, and resources related to RIASEC types. Using both large posters displayed on bulletin boards and brochures distributed by advisors, each of the six RIASEC UMaps had a standard layout including areas of study (with office locations and phone numbers), sample career possibilities, internship and volunteer options, and student organizations and activities related to each type. Each map also had a brief description of the RIASEC type and a brief self-assessment related to interests and skills.