RIASEC Model Research Articles

Key Personality Traits for Business Administration Efficiency Using Holland's RIASEC Model and FIKR Profiling Assessment

This study investigates aligning personality traits with business administration roles to enhance efficiency and organizational success, applying Holland's RIASEC (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional) model with the FIKR (Facet, Insight, Knowledge, and Resilience) Profiling Assessment Tool. Using data from 180 respondents, six personality dimensions—Realistic, Investigative, Artistic, Social, Enterprising, and Conventional—were analyzed to evaluate suitability for business administration roles. Key findings reveal a high prevalence of Enterprising and Conventional traits, highlighting strong leadership potential and organizational skills, while Social traits positively influenced team dynamics and client management, emphasizing their role in interpersonal relations. Theoretically, this research advances the understanding of personality-based role alignment, showing how specific traits support core business administration functions and contribute to role effectiveness. These insights allow organizations to refine hiring practices, optimize role assignments, and improve workforce development by aligning employees with roles that match their personality profiles, ultimately supporting enhanced business performance and long-term organizational success. Received: 10 September 2024 | Revised: 6 November 2024 | Accepted: 25 November 2024 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Chee Kong Yap: Conceptualization, Formal analysis, Writing - Review & Editing, Visualization. Chee Seng Leow: Methodology, Validation, Resources, Supervision, Funding acquisition. Wing Sum Vincent Leong: Software, Investigation, Data Curation, Writing - Original Draft, Project administration.

Reinforcing Learning Management System With OBE-Based Learning Analytics and RIASEC Integration

The emergence of the COVID-19 pandemic brought unparalleled disruptions in people's way of living. Most transactions are done online to practice social distancing. Face-to-face classes were suspended, forcing educational institutions to migrate into flexible learning modalities. Hence, higher education institutions universally utilize learning management systems (LMS) to manage online classes. During this period, outcomes based education’s (OBE) performance was challenging to analyze. This prompted the researchers to explore the integration of OBE learning analytics and RIASEC model into existing LMS to enhance educational outcomes. OBE focuses on achieving student learning outcomes, while the RIASEC model categorizes career interests into six personality types: realistic, investigative, artistic, social, enterprising, and conventional. By combining these frameworks, educators can provide a more personalized learning experience. The integration allows for the continuous monitoring of learners’ performance, improves instructional strategies to meet individual needs, and career aspirations. This paper reviews current literature on the benefits and challenges of implementing OBE-based learning analytics and RIASEC in LMS, demonstrating how this approach can enhance student engagement, improve learning outcomes, and align educational activities with career goals. The findings suggest that this integrated approach holds significant promise for advancing personalized education and preparing learners for successful careers.

Contemporary Chinese vocational interest scale in the digital age: development and validation

Holland’s Realistic, Investigative, Artistic, Social, Enterprising, and Conventional (RIASEC) model has been widely used for career counseling, vocational assessment, and educational choice. However, vocational interest types can be affected by culture, and the fourth industrial revolution has led to the emergence of many new occupations, rendering many occupational titles and work tasks in Holland’s RIASEC model outdated. The present study proposed nine interest types in contemporary China: Artistic (A), Natural (N), Enterprising (E), Conventional (C), Technological (T), Investigative (I), Powerful (P), Social (S), and Operational (O), and developed a vocational interest scale with nine subscales. We generated items by drawing from a literature review, occupational categories, and expert reviews, used exploratory factor analysis (EFA, N = 628, Mage = 12.75 years; 47% girls) to reduce the number of items, and confirmatory factor analysis (CFA, N = 627, Mage = 12.76 years; 48% girls) to validate the factor structure. This study clarified vocational interest types in contemporary China, developed and validated a vocational interest scale for the digital age, and provided a measurement tool for educational choice and career counseling.

Holland's RIASEC Model: Career and Job Development Assessment for Personnel Administration Staff

Individual assessment research with the RIASEC model based on Holland was conducted on employees with the aim of mapping the competencies that must be developed by an employee and knowing employee interests. This research uses descriptive research methods through case studies and the sample in this study is an employee with the position of Personnel Administration Staff at PT.X company. This study conducted an assessment of two positions, namely the current position as Personnel and an alternative position, namely Compensation & Benefit Staff. In addition to conducting assessments on both positions and the RIASEC test to map the subject's interests, the author also categorizes the two positions based on the world of work map theory. The results of the individual assessment will provide an overview of the employee's potential and suitability with his/her career interests. The assessment results show that the subject is more recommended for the Personnel Administration Staff position because the subject's personality type tends to like routine, order and administrative work (conventional type).Penelitian asesmen individu dengan model RIASEC berdasarkan Holland dilakukan terhadap karyawan dengan tujuan untuk memetakan kompetensi yang harus dikembangkan oleh seorang karyawan serta mengetahui minat karyawan. Penelitian ini menggunakan metode penelitian deskriptif melalui studi kasus dan sampel dalam penelitian ini adalah seorang karyawan dengan jabatan Personnel Administration Staff pada perusahaan PT.X. Penelitian ini melakukan asesmen pada dua jabatan yaitu jabatan saat ini sebagai Personnel dan jabatan alternatif yaitu Staff Compensation & Benefit. Selain melakukan asesmen pada kedua jabatan dan tes RIASEC untuk memetakan minat subyek, penulis juga melakukan kategorisasi pada kedua jabatan berdasarkan teori world of work map. Hasil asesmen individu akan memberikan gambaran potensi karyawan dan kesesuaian dengan minat karier yang dimilikinya. Hasil asesmen menunjukkan subyek lebih direkomendasikan ke dalam posisi Personnel Administration Staff dikarenakan tipe kepribadian subyek cenderung menyukasi rutinitas, keteraturan dan pekerjaan yang administratif (tipe conventional).

Evaluating hydrologist specialist suitability applying the Holland’s RIASEC model using FIKR (facet, insight, knowledge, and resilience) profiling assessment tool

This study applies Holland's RIASEC model using FIKR (facet, insight, knowledge, and resilience) profiling assessment tool to evaluate the suitability of individuals for hydrologist specialist roles by focusing on the Investigative (I) and Realistic (R) traits, which are crucial for success in this field. The research analyzed data from 250 respondents to identify those with the highest alignment for hydrology careers, particularly regarding their analytical and practical abilities. The study found that only one individual possessed the ideal combination of high I and R scores with a lower Conventional (C) score, indicating strong potential for success in Hydrology. Additionally, 24 other individuals demonstrated high I and R traits but also exhibited high C scores, suggesting they may be better suited for roles that require a balance between investigative tasks and structured environments. These findings underscore the need for a comprehensive assessment of multiple RIASEC traits, a crucial strategy for ensuring proper career alignment and job satisfaction in environmental science roles.

Personality Traits Systematically Explain the Semantic Arrangement of Occupational Preferences

Abstract: Understanding occupational preferences through Big Five personality traits offers a crucial insight into the socio-psychological profiles of working individuals, extending beyond mere occupational behaviors. Previous research, however, has not conclusively shown that the broad, situation-general Big Five traits can systematically account for occupational preferences as outlined by the existing RIASEC model. The RIASEC framework’s reliance on theory-driven, preselected occupational scenarios may hinder this explanation. In this study, we initially employed data-driven, exploratory methods to identify and validate occupational preference factors from thousands of participants’ responses to a wide array of occupational titles. Subsequently, we explored the connections between the Big Five traits and these newly identified preference factors. Our analysis revealed a coherent and systematic relationship between data-driven occupational preferences and the Big Five traits, formulating the Hexagonal Openness–Extraversion–Agreeableness model of occupational personality traits. This model facilitates a broader understanding of individuals’ work-related personalities from a comprehensive social-psychological viewpoint.

Refonte de la version québécoise de l’Échelle artistique de l’inventaire typologique de caractéristiques personnelles (EA-ITCP-72R)

In order to facilitate the evaluation of professional orientation, John L. Holland developed vocational theory according to a hexagonal model postulating that professional personality and work environments are subdivided into six distinct types in Western societies. In addition to their interests, the personality of the individual, that is to say their personal characteristics, contributes to a better understanding of the vocational choice. The main objective of this study concerns the redesign of the Quebec version of the Artistic Scale of the Typological Inventory of Personal Characteristics (EA-ITCP-72-R). For this study, 308 Franco-Quebec participants were recruited. The EA-ITCP-72-R includes 12 personal characteristics. Exploratory factor analysis also supports that the Artistic Scale of the Holland's RIASEC model is not unidimensional and can be subdivided into three dimensions. The internal consistency indices of each dimension are also adequate. To conclude, being based on Holland's vocational theory, the EA-ITCP-72-R makes it possible to determine the vocational profile in relation to the professional personality of the Artistic type. In addition, the presence of dimensions makes it possible to refine the profile in order to illustrate the individuality of the respondent with greater precision and to ensure the greatest adequacy with the type of job sought.

18REST-2: A Revised Measure of the RIASEC Model for Large-Scale Assessment With Students

This study aims to revise 18REST, a short RIASEC-based measure about vocational interests, developed for large-scale assessment in education. Using a large sample of 63,128 Brazilian students from 5th, 9th, and 12th grade, a revised version with partly new items was proposed, i.e., 18REST-2. 18REST-2 RIASEC scales showed a circular order in 12th grade. Younger students exhibited lower coherence and differentiation in their interests than students in more advanced grades. Gender differences in vocational interests were more pronounced in 9th and 12th grades. Overall, the study established validity and reliability evidence for the 18REST-2 scales for general vocational interest surveys and provided valuable insights into gender and developmental differences in vocational interests in an educational context.

Assessing the RIASEC Model’s Impact on Critical Thinking in Industry 4.0

The advent of Industrial Revolution 4.0 (IR 4.0) necessitates not only technologies advancements in manufacturing but also the development of essential human competencies, such as critical thinking, which beyond the capabilities of automated systems. This study draws the inspiration from the Holland theory to examine the influence of RIASEC model on critical thinking competency within the context of IR 4.0. Survey data were gathered from 98 bachelor students enrolled in work-based learning (WBL) programs at polytechnics in Malaysia, with focus on individuals from low-income backgrounds. This study employing a quantitative method and purposive sampling was utilized for sample selection. Partial Least Square Structural Equation Modelling (PLS-SEM) via Smart PLS 3.0 software was employed to analyze both measurement and structural models. The findings indicate a positive relationship between four RIASEC model and critical thinking competency. The study concludes with discussion on the implications and limitations of the findings, along with suggestions for future research direction related to the RIASEC model’s impact on IR 4.0 competency.

Unveiling IR 4.0 Competency: Assessing Creativity Through RIASEC Personality Typology in Low- Income Populations

The Revolution Industry 4.0 (IR4.0) has brought significant changes to the lives of individuals, particularly those from low-income populations even though with high academic qualifications. However, the advent of this revolution present opportunities for individuals who possess the appropriate competencies. In this era, creativity stands out as vital competency for individual staying relevant and thriving amidst rapid changes in world of work. Inspired by RIASEC model by Holland’s theory, this study motivated to examine its influence on creativity among low-income populations. The survey data was collected form 98 undergraduate students participating in the Work Based Learning Program at a Malaysian Polytechnic, specifically targeting those form low-income group. Utilizing a quantitative approach, the study employed purposive sampling techniques. Furthermore, Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS 3.0 software was utilized to assess both measurement and structural models. The study’s findings reveal a positive correlation between Enterprising personality type and creativity competency. These findings could enrich the literature in competency, human resource and human psychology areas and also literature for the RIASEC model by Holland theory. Future research might consider expanding the sample to include students from other higher institutions beyond those from low-income backgrounds.

Interests and personality matter in the choice of teacher education program

In this paper, we examined whether it is possible to predict German teacher students’ study specialization (i.e., type of school) from data on their personality (in terms of the Big Five) and vocational interests (in terms of the RIASEC model) using multinomial logistic regression. Gender and intelligence were included as control variables. Two studies are reported. The first study (N = 1,145 teacher students) took place at a German university, while Study 2 used data from the German National Education Panel Study (NEPS; data from N = 944 teacher students). In both studies, it was found that the model fit increased significantly after adding personality and vocational interests as predictors (compared with a baseline model containing only gender and intelligence as predictors). Findings show that the model of vocational interests and the Big Five personality model can be used to differentiate between teacher students with different specializations. In the long run, results like these could be used in the field of counseling to help clients who are determined to become a teacher but unsure about which specialization might be most appropriate for them.

Structural Validity of Eureka Interest Inventory among Indonesian High School Student: An Analysis on Holland's RIASEC Model

Structural Validity of Eureka Interest Inventory among Indonesian High School Student: An Analysis on Holland's RIASEC Model

Holland’s RIASEC Model: Asesmen Pengembangan Karier dan Kerja pada Pegawai PT Y

Individual assessment research with the RIASEC model based on Holland's theory was conducted on employees who received less work ratings from management. The RIASEC model uses Holland's career choice theory which aims to mapping based on individual interests. The subject on this research is one employee. This research conducted on two job title, which are Junior Engineer Distribution Operational and Alternative Department Junior Engineer for App Control. Besides conducting individual assessments to find out the potential of the Subject in both positions and the RIASEC test to relieve Subject interest, the author also categories the two positions based on the World of Work Map theory. The result of the study shows that subject is more suitable for alternative positions because of the compatibility of subject's interests

Measuring SETPOINT vocational interest dimensions: The development and validation of three short scales

Vocational interest research has seen a resurgence in the applied psychology literature, given evidence showing its predictive validity for key work outcomes. There is a need for integrative, reliable, and valid measures to advance research in this space. While the RIASEC model of vocational interests (Holland, 1997) has been the most widely used and studied typology for the assessment of six broad interest types, more recent work with the SETPOINT model (Su et al., 2019) suggests that eight interest dimensions provide better fit to interest data and demonstrates stronger criterion-related validity evidence. However, to date, no short scales are available for measuring the broad SETPOINT dimensions. We developed three short scales with 8, 24, and 41 items, respectively, that capture the eight dimensions of the SETPOINT model in an integrative manner. Using a sample of 972 full-time working adults assessed across two-time points over five weeks, we validated these three short scales following robust psychometric analyses. These scales are shown to have good psychometric properties. The development and validation of the three short scales help close the operational gap for the SETPOINT model and further facilitate the study of interests and use of interest measures in academic and applied settings.

The German O*NET Interest Profiler Short Form

Abstract. Holland’s RIASEC model is the dominant framework to conceptualize vocational interests. It describes vocational interests with six broad domains: realistic, investigative, artistic, social, enterprising, and conventional. The O*NET Interest Profiler Short Form is a freely accessible inventory measuring vocational interests according to Holland’s model with 60 items. With this manuscript, we provide a translation of the inventory into German and evaluate the scores’ psychometric qualities, construct-related and criterion-related validity. We used data from an age-diverse ( N = 276) and high-school sample ( N = 672). Internal consistency estimates of the scale scores were adequate. Randomization tests and multidimensional scaling showed that the scores’ structural properties mirrored the RIASEC theoretical model. Scale scores were sensitive to gender differences and could predict participants’ actual and ideal occupations with reasonable hit rates. Overall, the German O*NET Interest Profiler Short Form seems apt for usage in career counseling and research settings.

Personality is no stranger to occupational choice among hospitality graduates

The hospitality industry is currently facing a labor shortage crisis, preventing hotels from operating effectively. This study focuses on understanding the career decisions of hospitality graduates to examine whether occupational choice can be predicted from personality traits. The current occupations of 523 hospitality graduates were coded in light of the RIASEC model and its six dimensions (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional) were regressed on personality results collected during graduates' studies. We found that extraverted individuals chose occupations scoring high in the Enterprising and Social dimensions of the RIASEC model, and they also have occupations scoring lower in the Investigative dimension. People scoring higher in Openness to experience have occupations scoring lower in the Realistic dimension. Conscientious individuals have occupations scoring higher in the Conventional domain. Results demonstrate that personality traits do indeed predict occupational choice, reinforcing the significant role of person-environment fit in shaping hospitality graduates’ occupational choices.

Personality and Person-Work Environment Fit: A Study Based on the RIASEC Model.

This study identifies if there are differences in the personality scores of professionals with varying degrees of congruence, considering each dimension of the RIASEC model. Method: A cross-sectional survey study. Participants responded to three measures: Vocational Interests Scale (VIS); Occupational Classification Inventory (OCI-R) for estimating congruence; and The Next Big Five Inventory (BFI-2) for estimating personality. Results: Congruence was associated with at least one personality dimension in the Realistic, Investigative, Artistic, and Conventional types. In addition, we identified significant differences between the personality scores of professionals according to the degree of congruence in the Realistic, Investigative, Artistic, and Enterprising types.

Examining the congruence hypothesis in vocational interest research: the case of teacher students

According to the congruence hypothesis, job and study satisfaction will be higher when individual interests and the respective environment (both conceptualised according to Holland’s RIASEC model) are congruent. As our target group were teacher students, all participants who did not intend to become a teacher or did not meet other inclusion criteria (e.g., no missing data on relevant variables) were removed from the sample, resulting in a final sample of N = 1171. Teacher students completed questionnaires on their vocational interests and their satisfaction with course content. To obtain an assessment of the environment (study majors), N = 166 lecturers were asked to rate their courses with respect to Holland’s RIASEC model. As previous findings have indicated that conclusions are influenced by the congruence measure that is used, we applied two different approaches. First, we computed the profile correlation between the individual interest profile and the environmental profile for each individual to measure congruence. Profile correlation scores were then correlated with satisfaction with course content scores. This correlation was significant (r = .21, p < .001), offering support for the congruence hypothesis. Second, Response Surface Analysis (RSA) was used to predict satisfaction with course content scores from the individual interest and environmental assessment variables and their interaction separately for each interest dimension. Results showed that the relationships between these three constructs were complex, but evidence for the congruence hypothesis could not be found. This makes this study the first study to investigate this hypothesis using RSA methodology.

Impact of Interest Congruence on Study Outcomes.

Grounding on Holland’s RIASEC model of vocational interests and the respective assumptions on person-environment fit (congruence), this paper focuses on how congruence is related to study outcomes, especially students’ persistence, performance, and satisfaction. The paper distinguishes the measure of congruence with respect to social congruence (SOC) (interest fit with the study mates) and aspirational congruence (ASP) (interest fit with the occupation aspired) and also distinguishes the effects of congruence for gender and six different study areas including Science, Technology, Engineering, Mathematics (STEM), medicine, economics, education, and languages. The paper analyses 10,226 university freshmen of the German National Educational Panel Study (NEPS) and follows them longitudinally with respect to their study outcomes. The results show that students’ persistence was more related to SOC than to ASP, especially for male students. Furthermore, SOC was particularly important for students in STEM areas. Regarding performance, however, ASP was more important. Here, we notably found correlations for STEM subjects with a balanced proportion of female students. Regarding satisfaction, mainly marginal correlations could be found. The results indicate conceptual differences between social and aspirational congruence as well as specific effects for gender and study area. While research might take this into account by specifically developing their models for different study areas, career counseling may reflect on the different significance of the interest-based person-environment fit for different study areas. Initiatives for raising young people’s participation in STEM should therefore specifically focus on students that have high chances to develop interest profiles that are congruent to STEM rather than students who show profiles which already indicate a low congruence.

The Big Six interests of STEM and non-STEM students inside and outside of teacher education

Vocational interests are an important factor in the decision to become a teacher. Based on Holland’s (1997) RIASEC model and large-scale data, the current study examines how far pre-service teachers (n = 2977) show different vocational interests in comparison to students not aspiring the teacher profession (n = 4766). Furthermore, it is investigated whether pre-service teachers in STEM and non-STEM fields differ regarding favorable interest constructs (e.g., person-environment fit). Pre-service teachers show higher Social and Enterprising interests than non-teaching students while within teacher education, especially males in STEM fields show unfavorable interest profiles. Conclusions are drawn regarding suitable support offers.