Chapter 3 The General Occupational Themes

The technical manual for the previous version of the Strong assessment (Donnay et al. (2005)) covers essential background information on the General Occupational Themes (GOTs), including information on the theory behind the GOTs and their history, content, and interpretation. Readers are encouraged to make use of this valuable conceptual information, which carries over to the GOTs in the Strong 244 assessment.

Here, we include basic psychometric information for the GOTs on the Strong 244 assessment. There were several changes to the GOTs, but the themes themselves were intended to be consistent with the prior version.

3.1 IRT scoring

A new feature of the Strong 244 assessment is the introduction of scoring based on item response theory (IRT). IRT scoring is used for all GOTs, Basic Interest Scales, and two of the six Personal Style Scales (Risk Taking and Team Orientation). The IRT model used for each of these scales is the graded response model (Samejima (1997)).

3.1.1 Test information curves

The overall aim with the Strong 244 assessment was to produce scales that have the maximum information in the middle of the scale range, as this is where most respondents are likely to score. It was also desirable to have more information at higher scores than at lower scores, as respondents are likely to pay more attention to, and take action on, the scales they score higher on. The six test information curves included in this chapter show that maximum information occurs near the midpoint for each of the GOTs, and generally there is more information at higher levels of theta than at lower levels of theta.

To view the test information curve for the Realistic scale, see Figure 3.1, for Investigative , see Figure 3.2, for Artistic , see Figure 3.3, for Social, see Figure 3.4, for Enterprising, see Figure 3.5, and for Conventional, see Figure 3.6.

Test information curve: Realistic

Figure 3.1: Test information curve: Realistic

Test information curve: Investigative

Figure 3.2: Test information curve: Investigative

Test information curve: Artistic

Figure 3.3: Test information curve: Artistic

Test information curve: Social

Figure 3.4: Test information curve: Social

Test information curve: Enterprising

Figure 3.5: Test information curve: Enterprising

Test information curve: Conventional

Figure 3.6: Test information curve: Conventional

3.2 Standard score interpretive labels

The Strong 244 assessment applies interpretive labels to each GOT and Basic Interest Scale score for ease of interpretation. In previous versions of the Strong assessment, these labels were applied on the basis of same gender norms. For the Strong 244 assessment, all labels are applied on a combined gender basis. As a result, the same score ranges (see Table 3.1) can be applied to all GOT and Basic Interest Scale scores.

Table 3.1: GOT and BIS t-score ranges for interpretive labels
Interest level Score range (inclusive)
Very Little <=34
Little 35-44
Moderate 45-55
High 56-65
Very High >=66

3.3 Reliability

For internal consistency results, see Table 3.2.

Table 3.2: GOTs: Number of items, correlation with 2004 GOTs, internal consistency, and test-retest correlations
GOT Number of items r with 2004 Alpha Retest short Retest long
Realistic 20 0.96 0.89 0.87 0.88
Investigative 16 0.96 0.88 0.84 0.88
Artistic 23 0.98 0.91 0.79 0.73
Social 24 0.98 0.89 0.84 0.78
Enterprising 21 0.98 0.87 0.84 0.85
Conventional 16 0.95 0.84 0.85 0.77

3.4 Validity

3.4.1 Correlations among the GOTs

For correlations among the six GOTs, see Table 3.3.

Table 3.3: GOTs: Correlations
Realistic Investigative Artistic Social Enterprising Conventional
Realistic
Investigative 0.63
Artistic 0.38 0.47
Social 0.23 0.34 0.53
Enterprising 0.43 0.33 0.44 0.53
Conventional 0.51 0.47 0.20 0.32 0.52

3.4.2 Randomization test of hypothesized order relations

The randomization test of hypothesized order relations (RTHOR; Hubert & Arabie (1987)) is commonly used with assessments based on the RIASEC model. The RTHORR package (T. J. G. Tracey & Morris (2021)) computes a consistency index and associated p-value to determine if the pattern of correlations observed matches what we would expect.

For RTHOR results, see Table 3.4.

Table 3.4: GOTs: RTHOR
Predictions Met Tied CI p
72 71 0 0.97 0.02

3.4.3 Correlations between GOTs and preference scales on the MBTI® Step I™ assessment

Correlations between the GOTs and MBTI® Global Step I™ assessment continuous (logit) preference scales are reported in Table 3.5.

Table 3.5: Correlations between GOTs and the MBTI® Global Step I™ assessment
Extraversion–Introversion Sensing–Intuition Thinking–Feeling Judging–Perceiving
Realistic 0.08 -0.02 -0.26 0.11
Investigative 0.08 0.07 -0.20 0.05
Artistic 0.02 0.36 0.05 0.14
Social -0.19 0.03 0.20 -0.11
Enterprising -0.18 0.04 -0.13 0.03
Conventional 0.03 -0.22 -0.18 -0.12

3.4.4 Correlations between GOTs and CPI 260® assessment scales

Correlations between the GOTs and CPI 260® assessment scales are reported in Table 3.6.

Table 3.6: Correlations between GOTs and CPI 260® scales
Realistic Investigative Artistic Social Enterprising Conventional
Dominance 0.18 0.11 0.05 0.18 0.42 0.16
Capacity for Status 0.05 0.15 0.34 0.21 0.32 0.02
Sociability 0.10 0.10 0.17 0.22 0.39 0.10
Social Presence 0.00 0.03 0.22 0.11 0.28 -0.03
Self-acceptance 0.10 0.07 0.11 0.14 0.40 0.08
Independence 0.21 0.13 0.04 0.06 0.33 0.14
Empathy 0.02 0.10 0.34 0.25 0.23 -0.03
Responsibility 0.09 0.22 0.10 0.18 0.04 0.12
Social Conformity 0.11 0.09 -0.08 0.11 0.11 0.18
Self-control 0.17 0.16 -0.10 0.07 -0.08 0.19
Good Impression 0.24 0.20 -0.04 0.17 0.13 0.29
Communality 0.06 0.06 -0.04 0.06 -0.01 0.06
Well-being 0.21 0.15 -0.04 0.10 0.19 0.18
Tolerance 0.06 0.11 0.12 0.13 0.02 0.02
Achievement via Conformance 0.16 0.21 0.04 0.24 0.18 0.25
Achievement via Independence 0.02 0.20 0.26 0.17 0.01 -0.02
Conceptual Fluency 0.17 0.29 0.19 0.15 0.14 0.11
Insightfulness 0.15 0.26 0.12 0.13 0.07 0.12
Flexibility -0.18 -0.05 0.23 0.02 -0.14 -0.26
Sensitivity -0.48 -0.18 0.22 0.11 -0.30 -0.27
Vector 1 -0.03 0.00 -0.12 -0.14 -0.40 -0.05
Vector 2 0.16 0.14 -0.10 0.14 0.16 0.27
Vector 3 0.05 0.11 0.12 0.13 0.04 0.02
Managerial Potential 0.16 0.14 0.05 0.15 0.23 0.15
Work Orientation 0.22 0.23 0.02 0.13 0.09 0.19
Creative Temperament -0.10 0.02 0.29 0.09 0.07 -0.18
Leadership 0.21 0.17 0.07 0.21 0.36 0.20
Amicability 0.15 0.13 -0.02 0.14 0.07 0.17
Law Enforcement Orientation 0.33 0.13 -0.24 0.06 0.24 0.31

3.4.5 Correlations between GOTs and FIRO-B® assessment scales

Correlations between the GOTs and the interpersonal need scales measured by the FIRO-B® assessment are reported in Table 3.7.

Table 3.7: Correlations between GOTs and FIRO-B® interpersonal need areas
Expressed Inclusion Expressed Control Expressed Affection Wanted Inclusion Wanted Control Wanted Affection
Realistic -0.01 0.07 -0.09 -0.04 -0.01 -0.11
Investigative 0.00 0.03 -0.04 -0.01 -0.01 -0.04
Artistic 0.06 -0.01 0.08 0.05 0.03 0.08
Social 0.20 0.02 0.22 0.07 0.05 0.13
Enterprising 0.26 0.27 0.15 0.15 -0.03 0.08
Conventional 0.02 0.05 -0.08 -0.05 0.01 -0.11

3.4.6 Correlations between GOTs and TKI® assessment scales

Correlations between the GOTs and conflict-handling mode scales on the TKI® assessment are reported in Table 3.8.

Table 3.8: Correlations between GOTs and TKI® scales
Accommodating Avoiding Collaborating Competing Compromising
Realistic -0.11 -0.05 0.06 0.07 0.02
Investigative -0.06 -0.05 0.05 0.05 0.01
Artistic 0.06 -0.03 0.04 -0.08 0.03
Social 0.10 -0.05 0.08 -0.13 0.04
Enterprising -0.13 -0.21 0.13 0.12 0.08
Conventional -0.12 -0.04 0.03 0.06 0.05

3.4.7 Group differences

3.4.7.1 Gender

Gender differences on vocational interests have been found consistently for decades, and exist across various interest inventories, including the Strong assessment (M. L. Morris (2016); Su et al. (2009)).

For difference by gender for the six GOTs, see Table 3.9.

Table 3.9: GOTs: Gender differences
GOT Female mean Female SD Male mean Male SD d
Realistic 45.75 9.45 54.25 8.65 -0.94
Investigative 48.47 10.26 51.54 9.50 -0.31
Artistic 50.33 10.39 49.68 9.59 0.07
Social 51.20 10.17 48.82 9.69 0.24
Enterprising 48.78 10.00 51.23 9.86 -0.25
Conventional 48.76 10.39 51.25 9.40 -0.25

3.4.7.2 Ethnicity

For differences by ethnicity for the six GOTs, see Table 3.10.

Table 3.10: GOTs: Ethnicity differences
Ethnicity n Realistic mean Realistic SD Investigative mean Investigative SD Artistic mean Artistic SD Social mean Social SD Enterprising mean Enterprising SD Conventional mean Conventional SD
Asian 4,297 50.5 9.9 51.7 9.9 51.2 9.8 50.6 9.9 51.7 9.8 52.5 10.0
Black 7,139 48.8 10.6 49.0 10.5 49.9 10.3 51.8 10.8 50.9 10.6 51.7 10.9
Hispanic 11,257 49.3 10.4 49.9 10.5 49.4 10.2 50.2 10.6 49.6 10.6 51.2 10.4
Indian 969 52.6 9.4 54.3 9.4 52.2 8.9 52.0 9.1 52.9 9.3 54.1 9.3
Middle Eastern 970 49.8 9.7 50.9 9.9 50.0 10.0 49.7 9.8 51.3 9.7 50.6 9.9
Native American 6,784 48.9 10.5 49.3 10.5 50.2 10.2 52.1 10.7 51.3 10.6 52.1 10.7
Pacific Islander 543 50.3 10.2 50.1 10.4 50.4 9.9 51.2 9.6 50.7 9.9 51.1 10.2
White 69,891 50.3 9.8 50.1 9.8 50.1 10.0 49.6 9.7 49.7 9.8 49.2 9.6

3.4.7.3 Occupation category

For difference by occupation category for the six GOTs, see Table 3.11.

Table 3.11: GOTs: Occupation category differences
Occupation category n Realistic mean Realistic SD Investigative mean Investigative SD Artistic mean Artistic SD Social mean Social SD Enterprising mean Enterprising SD Conventional mean Conventional SD
Architecture and engineering 2,247 56.7 8.1 55.3 8.4 50.0 9.0 47.0 9.1 49.5 9.2 51.6 8.6
Arts, design, entertainment, sports, and media 2,977 49.3 9.3 49.2 10.0 54.8 9.8 48.3 9.6 49.9 9.5 46.9 9.6
Building and grounds cleaning and maintenance 929 53.7 9.3 49.7 10.3 47.8 10.2 47.5 10.4 49.5 10.0 50.6 10.0
Business and financial operations 10,975 50.0 9.5 49.9 9.6 49.8 9.5 49.7 9.3 51.7 9.3 53.1 9.2
Community and social services 5,478 47.1 9.7 47.9 9.6 51.2 9.8 54.0 9.5 48.0 9.3 46.6 10.2
Computer and mathematical occupations 4,216 54.4 8.5 53.7 9.1 50.6 9.3 47.6 9.4 48.9 9.4 53.7 8.4
Construction and extraction occupations 1,605 57.2 7.9 51.5 10.0 47.4 10.1 46.2 10.2 49.9 10.0 50.1 9.9
Education, training, and library occupations 11,888 46.9 9.7 48.4 10.0 51.9 9.8 53.4 9.5 48.1 9.7 47.0 10.2
Farming, fishing, and forestry 420 54.4 9.0 49.6 10.5 44.8 11.2 44.3 11.0 47.4 11.1 47.1 10.7
Food preparation and food service 6,049 48.5 10.3 48.6 10.5 48.6 10.3 48.5 10.3 49.9 10.5 49.1 10.3
Healthcare practitioner and technical occupations 3,790 49.1 9.8 53.3 9.6 50.1 10.3 49.9 10.1 47.4 9.9 48.2 10.1
Healthcare support occupations 3,802 47.3 10.4 50.3 10.3 48.2 10.6 50.5 10.8 47.7 10.7 49.5 10.8
Installation, maintenance, and repair occupations 2,225 57.8 8.2 52.1 9.9 46.9 9.9 46.1 10.4 49.1 10.3 51.1 9.7
Legal 1,659 49.9 9.1 50.3 9.2 52.6 9.4 50.5 9.5 50.0 9.1 49.5 9.4
Life, physical, and social sciences 2,365 49.3 9.2 55.2 10.0 52.4 9.5 50.0 9.3 46.7 9.4 47.4 9.6
Management 9,189 50.9 9.4 50.3 9.1 51.1 9.2 50.7 8.9 52.7 9.0 50.7 9.2
Military specific occupations 1,928 55.3 8.7 51.2 9.9 46.7 9.8 47.8 10.1 48.9 10.0 49.8 10.0
Office and administrative support 8,949 47.2 9.8 48.2 10.1 49.5 10.3 50.2 10.1 49.0 9.7 51.7 9.5
Personal care and personal service 2,511 46.8 10.2 47.9 10.4 48.8 10.6 50.8 10.6 48.8 10.6 47.7 10.6
Production occupations 2,494 55.1 9.2 52.2 9.8 47.7 9.9 47.6 10.4 49.8 10.0 52.6 9.6
Protective services 1,850 53.3 9.4 50.8 9.8 48.8 9.7 49.7 10.4 49.4 10.0 50.8 10.4
Sales and related occupations 9,910 50.0 10.0 49.1 10.0 49.2 10.0 49.4 10.0 54.3 10.5 50.5 9.8
Transportation and materials moving 1,867 54.7 9.0 51.0 9.7 48.5 9.9 48.3 10.1 50.5 9.8 52.0 9.6

3.4.7.4 Academic major

For differences by major category for the six GOTs, see Table 3.12.

Table 3.12: GOTs: Major category differences
Major category n Realistic mean Realistic SD Investigative mean Investigative SD Artistic mean Artistic SD Social mean Social SD Enterprising mean Enterprising SD Conventional mean Conventional SD
Agriculture, Agriculture Operations, and Related Sciences 5,566 47.4 10.7 49.9 11.5 44.4 11.5 44.1 11.2 45.5 11.6 42.6 11.1
Architecture and Related Services 4,116 48.7 10.2 46.0 10.6 50.1 9.9 43.4 10.3 47.7 10.1 45.5 10.2
Area, Ethnic, Cultural, Gender, and Group Studies 1,595 42.3 11.0 44.7 11.1 50.8 10.7 50.1 10.7 45.7 10.6 42.0 10.8
Biological and Biomedical Sciences 33,108 43.5 10.5 58.1 10.1 45.6 11.1 45.9 10.4 43.2 11.0 43.2 10.8
Business, Management, Marketing, and Related Support Services 109,596 44.7 11.0 43.0 10.7 44.3 10.9 45.5 10.5 54.9 10.0 51.2 10.6
Communication, Journalism, and Related Programs 15,571 39.5 10.7 39.3 10.8 49.8 10.5 47.2 10.9 51.2 10.6 41.2 10.4
Communications Technologies/Technicians and Support Services 2,509 42.5 10.8 41.0 11.0 51.2 10.2 44.8 11.1 48.9 10.9 42.7 10.9
Computer and Information Sciences and Support Services 14,091 50.1 9.4 48.8 10.8 46.1 10.8 42.0 10.9 45.8 10.9 52.2 9.4
Education 32,583 40.9 10.9 42.0 11.0 47.7 11.1 55.3 9.8 44.6 11.1 41.6 10.9
Engineering 21,890 52.8 9.4 52.7 10.3 44.7 10.8 42.2 10.5 46.3 10.4 49.1 9.5
Engineering Technologies and Engineering-Related Fields 580 55.3 9.6 49.4 11.0 43.9 11.2 41.8 11.3 47.3 11.3 49.8 10.7
English Language and Literature/Letters 6,769 40.6 10.3 42.8 11.0 55.2 9.5 48.2 10.5 44.7 10.5 40.4 10.5
Family and Consumer Sciences/Human Sciences 4,225 39.6 10.5 41.9 11.2 45.6 10.9 53.8 10.2 44.9 11.2 41.5 11.0
Foreign Languages, Literatures, and Linguistics 3,364 41.8 10.4 45.0 11.2 51.2 10.4 48.8 10.4 45.0 10.7 42.4 10.6
Health Professions and Related Programs 52,354 41.7 11.0 50.2 11.1 44.3 11.4 48.9 10.8 43.5 11.3 42.5 11.2
History 8,272 44.4 10.6 44.2 10.5 49.7 9.9 47.8 10.0 46.0 10.5 42.6 10.3
Homeland Security, Law Enforcement, Firefighting and Related Protective Services 4,234 47.3 10.7 45.1 11.4 42.5 11.0 44.6 11.1 43.6 11.4 43.7 11.3
Legal Professions and Studies 7,778 43.0 11.3 43.9 11.4 46.3 11.0 46.6 11.1 48.4 10.9 45.8 10.9
Library Science 534 43.3 10.6 45.2 10.9 47.3 11.5 45.8 10.6 44.2 10.8 44.7 10.8
Mathematics and Statistics 9,576 44.9 10.4 48.7 11.1 45.6 11.0 47.7 10.9 46.0 10.4 50.1 10.5
Military Science, Leadership and Operational Art 371 53.5 9.7 46.6 11.9 42.9 10.6 41.5 11.7 43.6 12.0 43.8 11.8
Multi/Interdisciplinary Studies 1,495 43.4 10.7 46.6 11.0 50.6 10.2 48.8 10.2 47.9 10.3 43.8 10.2
Natural Resources and Conservation 2,918 48.0 9.8 54.0 10.0 47.6 11.4 44.2 10.8 43.0 10.7 41.6 10.5
Parks, Recreation, Leisure, and Fitness Studies 3,979 45.2 10.9 44.6 10.8 43.1 10.9 45.9 10.6 44.5 11.1 41.4 11.0
Personal and Culinary Services 1,246 45.1 11.5 43.2 11.7 49.0 11.1 44.3 11.9 46.7 11.6 43.3 11.7
Philosophy and Religious Studies 3,249 45.8 10.5 47.5 11.0 53.0 10.2 49.9 10.2 46.2 10.6 43.0 10.6
Physical Sciences 9,885 47.1 10.4 57.3 9.8 46.3 10.9 44.0 10.4 43.1 10.7 45.8 10.2
Psychology 71,076 41.3 10.5 46.6 11.3 50.4 11.0 54.1 9.7 45.4 10.5 41.2 10.4
Public Administration and Social Service Professions 5,947 41.0 11.1 42.4 11.1 46.8 11.2 54.0 10.5 45.9 11.1 42.8 11.1
Social Sciences 33,879 42.9 10.8 45.0 10.9 48.0 10.7 49.2 10.6 48.3 10.9 44.9 10.9
Theology and Religious Vocations 3,290 45.9 10.7 45.5 11.0 52.5 10.6 54.9 9.7 45.9 10.4 42.3 11.0
Transportation and Materials Moving 690 53.7 9.6 47.4 10.9 43.8 10.5 40.8 11.1 45.4 11.2 45.8 11.0
Visual and Performing Arts 11,787 42.2 10.7 42.1 11.6 55.1 9.4 43.2 11.3 44.3 11.0 40.2 11.0

3.5 GOT codes

3.5.1 How GOT codes are computed

The Strong 244 assessment assigns a GOT code to every respondent. This is a change from previous versions of the assessment where it was possible that low interest levels could result in a respondent not getting a GOT code. This pattern was known as a “flat” GOT code. While flat profiles (defined as all or mostly low scores on the GOTs and BISs, zero or one letter GOT code, few occupation similarity scores above 40) still require careful interpretation, respondents will now receive a code for inclusion in their interpretation.

Here, GOT codes are somewhere between one and three letters, representing the themes a respondent displays the most interest in. The first step of assigning GOT codes is to rank the six themes using the following rules:

  • Descending standard scores
  • If tied, break ties in descending order of the mean score of the Basic Interest Scales that are associated with each GOT theme
  • If still tied, break ties in order of RIASEC

To get the code, the top-ranked theme is letter one, regardless of what the standard score for that theme is. If the theme for rank two has a standard score of 50 or above, then it is assigned as letter two. If the theme for rank three has a standard score of 50 or above, then it is assigned as letter three.

For example, if the standard scores are Realistic 44, Investigative 46, Artistic 49, Social 52, Enterprising 57, and Conventional 43, the order of the themes would be ESAIRC, and the GOT code would be ES.

3.5.2 Distribution of GOT code first letter in the GRS

For the frequencies of the GOT code first letter by gender in the GRS, see Table 3.13. The most frequent first letter for females is S, while the most frequent first letter for males is R, reflecting gender differences where females have higher scores than males in Social, and males have higher scores than females in Realistic.

Table 3.13: Table 3.14: GOTs: Distribution of first letters in the GRS by gender
GOT Female n Male n Total N
R 2,946 14,416 17,362
I 7,715 8,151 15,866
A 9,764 5,780 15,544
S 12,423 4,836 17,259
E 5,831 7,606 13,437
C 11,321 9,211 20,532

References

Donnay, D. A. C., Morris, M. L., Schaubhut, N. A., & Thompson, R. C. (2005). Strong interest inventory manual: Research, development, and strategies for interpretation. CPP, Inc.
Hubert, L., & Arabie, P. (1987). Evaluating order hypotheses within proximity matrices. Psychological Bulletin. https://doi.org/10.1037/0033-2909.102.1.172
Morris, M. L. (2016). Vocational interests in the united states: Sex, age, and year effects. Journal of Counseling Psychology. https://doi.org/10.1037/cou0000164
Samejima, F. (1997). Graded response model. In: Van der linden w.j., hambleton r.k. (Eds) handbook of modern item response theory. Springer. https://doi.org/10.1007/978-1-4757-2691-6_5
Su, R., Rounds, J., & Armstrong, P. I. (2009). Men and things, women and people: A meta-analysis of sex differences in interests. Psychological Bulletin. https://doi.org/10.1037/a0017364
Tracey, T. J. G., & Morris, M. L. (2021). RTHORR: Randomization test of hypothesized order relations (RTHOR) and comparisons. https://github.com/michaellynnmorris/RTHORR