please see attachment
please see attachment for assessment results; APA format; cite relevant sources
Part I : After completing your assessment please write a 2-3 page reflection paper about your results. Here are some questions to get you started:
1.
a.
a. Were the results accurate?
b. What did you learn about yourself from the results?
c. What do the results mean for your future career path?
d. How do your results fit with the work of a counselor?
Part II: When providing career counseling, the counselor helps the client explore potential career options. For this assignment you will use a Holland code and the O*Net database to determine a specific career to research. This assignment is the same process you could use with a client in real life.
For this part of your project, please write a paper that explores a career with the Holland code that is
opposite your own. For example, if your assessment results showed that you are a RAS, you would find a career that a SCR would hold. To locate the opposite code, please see the Holland diagram in the textbook (2-1c). Please choose only one career to research and discuss. Note that the order of the letters in the Holland code are important and should not be switched.
The paper should include information on training, prerequisite skills, education, common routes of entry into the field, such as apprenticeships or internships, typical incomes, and prospects for employment. Please include the occupational codes for this career as they are given on O*Net and the
Dictionary of Occupational Titles. Make sure to paraphrase well and cite all information you include.
Your reference list should include at least five sources, including the
Dictionary of Occupational Titles, O*Net, and the Bureau of Labor Statistics. This should be formatted in paragraph form as a proper APA 7 style paper. The paper should be a minimum of 5 pages long. The page requirement does not include the title or reference pages.
Textbook Info: please see textbook info below
Career Counseling: A Holistic Approach
Authors: Vernon G. Zunker
Publisher: Cengage Learning
Publication Date: 2015-01-01
2-1cJohn Holland’s Typology
According to John Holland (1992), individuals are attracted to a given career because of their particular personalities and numerous variables that constitute their backgrounds. First, career choice is an expression of, or an extension of, personality into the world of work, followed by subsequent identification with specific occupational stereotypes. Congruence of one’s view of self with an occupational preference establishes what Holland refers to as the
modal personal style. Central to Holland’s theory is the concept that one chooses a career to satisfy one’s preferred modal personal orientation. If the individual has developed a strong dominant orientation, satisfaction is probable in a corresponding occupational environment. If, however, the orientation is one of indecision, the likelihood of satisfaction diminishes. The strength or dominance of the developed modal personal orientation as compared with career environments will be critical to the individual’s selection of a preferred lifestyle. Again, the key concept behind Holland’s environmental models and environmental influences is that individuals are attracted to a particular role demand of an occupational environment that meets their personal needs and provides them with satisfaction.
A socially oriented individual, for example, prefers to work in an environment that provides interaction with others, such as a teaching position. On the other hand, a mechanically inclined individual would seek out an environment where his or her trade could be quietly practiced and where socializing is minimal. Occupational homogeneity, therefore, provides the best route to self-fulfillment and a consistent career pattern. Thus individuals who do not experience occupational homogeneity will have inconsistent and divergent career patterns. Holland therefore stressed the
importance of self-knowledge in the search for vocational satisfaction and stability. From this frame of reference, Holland proposed six kinds of modal occupational environments and six matching modal personal orientations. These are summarized in
Table 2.1
, which also offers representative examples of occupations and themes associated with each personal style.
Table 2.1
Holland’s Modal Personal Styles and Occupational Environments
|
Personal styles |
Themes |
Occupational environments |
|
May lack social skills; prefers concrete vs. abstract work tasks; may seem frank, materialistic, and inflexible; usually has mechanical abilities |
Realistic |
Skilled trades such as plumber, electrician, and machine operator; technician skills such as airplane mechanic, photographer, draftsperson, and some service occupations |
|
Very task-oriented; is interested in math and science; may be described as independent, analytical, and intellectual; may be reserved and defers leadership to others |
Investigative |
Scientific such as chemist, physicist, and mathematician; technician such as laboratory technician, computer programmer, and electronics worker |
|
Prefers self-expression through the arts; may be described as imaginative, introspective, and independent; values aesthetics and creation of art forms |
Artistic |
Artistic such as sculptor, artist, and designer; musical such as music teacher, orchestra leader, and musician; literary such as editor, writer, and critic |
|
Prefers social interaction and has good communication skills; is concerned with social problems, and is community service oriented; has interest in educational activities |
Social |
Educational such as teacher, educational administrator, and college professor; social welfare such as social worker, sociologist, rehabilitation counselor, and professional nurse |
|
Prefers leadership roles; may be described as domineering, ambitious, and persuasive; makes use of good verbal skills |
Enterprising |
Managerial such as personnel, production, and sales manager; various sales positions, such as life insurance, real estate, and car salesperson |
|
May be described as practical, well-controlled, sociable, and rather conservative; prefers structured tasks such as systematizing and manipulation of data and word processing |
Conventional |
Office and clerical worker such as timekeeper, file clerk, teller, accountant, keypunch operator, secretary, bookkeeper, receptionist, and credit manager |
Source: Adapted from Holland (1985a,b, 1992, 1996).
Holland proposed that personality types can be arranged in a coded system (RIASEC theory) following his modal-personal-orientation themes such as R (realistic occupation); I (investigative); A (artistic); S (social); E (enterprising); and C (conventional). In this way, personality types can be arranged according to dominant combinations. For example, a code of CRI would mean that an individual is very much like people in conventional occupations, and somewhat like those in realistic and investigative occupations. Counselors and clients can use Holland’s Occupational Classification (HOC) system to identify corresponding Dictionary of Occupational Titles (DOT) numbers for cross-reference purposes. The four basic assumptions underlying Holland’s (1992) theory are as follows:
1. In our culture, most persons can be categorized as one of six types: realistic, investigative, artistic, social, enterprising, or conventional. (p. 2)
2. There are six kinds of environments: realistic, investigative, artistic, social, enterprising, or conventional. (p. 3)
3. People search for environments that will let them exercise their skills and abilities, express their attitudes and values, and take on agreeable problems and roles. (p. 4)
4. A person’s behavior is determined by an interaction between his personality and the characteristics of his environment. (p. 4)
The relationships between Holland’s personality types are illustrated in
Figure 2.1
. The hexagonal model provides a visual presentation of the inner relationship of personality styles and occupational environment coefficients of correlation. For example, adjacent categories on the hexagon (e.g., realistic and investigative) are most alike, whereas opposites (e.g., artistic and conventional) are most unlike. Those of intermediate distance (e.g., realistic and enterprising) are somewhat unlike.
Figure 2.1Holland’s Model of Personality Types and Occupational Environments
Source: From “An Empirical Occupational Classification Derived from a Theory of Personality and Intended for Practice and Research,” by J.L. Holland, D.R. Whitney, N.S. Cole, and J.M. Richards, Jr., ACT Research Report No. 29, The American College Testing Program, 1969.
Holland’s hexagonal model introduces five key concepts. The first,
consistency
, relates to personality as well as to environment. He suggests that some personality and environmental types share some common elements; for instance, artistic and social types have more in common than do investigative and enterprising types. What he is suggesting is that the closer the types are on the hexagon, the more consistent the individual will be. Therefore, high consistency is seen when an individual expresses a preference for adjoining codes such as ESA or RIC. Less consistency would be indicated by codes RAE or CAS.
The second concept is
differentiation
. Individuals who fit a pure personality type will express little resemblance to other types. Conversely, those individuals who fit several personality types have poorly defined personality styles and are considered undifferentiated or poorly defined.
Identity
, the third concept, describes those individuals who have a clear and stable picture of their goals, interests, and talents. In the case of environments, identity refers to the degree to which a workplace has clarity, stability, and integration of goals, tasks, and rewards. Thus individuals who have many occupational goals have low identity.
The fourth concept,
congruence, occurs when an individual’s personality type matches the environment. Social personality types, for example, prefer environments that provide social interaction, concerns with social problems, and interest in educational activities. In reviewing the major studies investigating this concept, Spokane (1985) and Dumenci (1995) concluded that research did support the theory that congruence is highly related to academic performance and persistence, job satisfaction, and stability of choice.
Finally, Holland’s model provides a
calculus (the fifth concept) for his theory. Holland proposed that the theoretical relationships between types of occupational environments lend themselves to empirical research techniques. In essence, further research will provide counselors and clients with a better understanding of Holland’s theory as changes in work environments occur.
Holland emphasized the importance of self-knowledge as well as occupational knowledge because he believed critical career judgments are drawn partially from an individual’s occupational information. The importance of identification with an occupational environment underscores the significance of occupational knowledge in the career choice process. Knowledge of both occupational environment and corresponding modal personal orientations is, according to Holland, critical to appropriate career decision making.
In the process of career decision making, Holland postulated that the hierarchy or level of attainment in a career is determined primarily by individual self-evaluations. Intelligence is considered less important than personality and interest. Furthermore, the factor of intelligence is subsumed in the classification of personality types; for example, individuals who resemble the investigative type of modal personal orientation are generally intelligent and naturally have skills such as analytical and abstract reasoning.
According to Holland, the stability of career choice depends primarily on the dominance of personal orientation. Putting it another way, individuals are products of an environment that greatly influences their personal orientations and eventual career choices. Personality development, however, is a primary consideration in Holland’s career typology theory of vocational behavior.
Holland’s theory is primarily descriptive, with little emphasis on explaining the causes and the timing of the development of hierarchies of the personal modal styles. He concentrated on the factors that influence career choice rather than on the developmental process that leads to career choice. Holland’s early theory was developed from observations made on a population of National Merit Scholarship finalists. He later expanded the database to include a wider sample of the general population. His research has been extensive and longitudinal. Holland (1987a) compared his theories with developmental positions:
I find experience for a learning theory perspective to be more persuasive [than developmental views]. In my scheme, different types are the outcomes of different learning histories. Stability of type is a common occurrence because careers [types] tend to snowball over the life course. The reciprocal interaction of person and successive jobs usually leads to a series of success and satisfaction cycles. (p. 26)
The RIASEC model has been tested with a wide range of ethnically diverse individuals, including those from different socioeconomic backgrounds, and with international groups. The results are mixed, that is, some studies support Holland’s theory and others indicate less support (Rounds & Tracey, 1996; Ryan, Tracey, & Rounds, 1996). There does appear to be enough positive evidence, however, to use instruments that are based on Holland’s codes with caution when testing culturally diverse populations (Gelso & Fretz, 2001).
Holland’s theory emphasizes the accuracy of self-knowledge and the career information necessary for career decision making. The theory has had a tremendous impact on interest assessment and career counseling procedures; a number of contemporary interest inventories present results using the Holland classification format. Its implications for counseling are apparent; a major counseling objective would be to develop strategies to enhance knowledge of self, occupational requirements, and differing occupational environments. According to Hartung and Niles (2000), Holland’s “practical experiences have influenced his emphasis of applying abstract concepts to counseling practice” (p. 7).
In sum, Holland’s theory has proved to be of more practical usefulness than any of the other theories discussed in this text. In addition, most of his propositions have been clearly defined, and they lend themselves to empirical evaluations. The impact of his scholarly approach to RIASEC theory has had and will continue to exert tremendous influence on career development research and procedures (Spokane, Luchetta, & Richwine, 2002).
Empirical Support for Holland’s Theory
Extensive testing of Holland’s theory suggests that his constructs are valid, and in fact the body of evidence is extremely large—almost overwhelming. Reviews of research are by Spokane (1996), Osipow and Fitzgerald (1996), Holland, Fritzsche, and Powell (1994), Holland, Powell, and Fritzsche (1994), and Weinrach and Srebalus (1990). Examples of other research topics include the interplay between personality and interests by Gottfredson, Jones, and Holland (1993) and Carson and Mowesian (1993); the studies of the hexagon by Rounds and Tracey (1993); and person-environment congruence and interaction by Spokane (1985) and Meir, Esformes, and Friedland (1994). The best current statements about exploring careers with a typology are by Holland (1996) and, comparing the NEO five-factor model with Holland’s typology, by Hogan and Blake (1999). According to Reardon and associates (2000), there are more than 500 studies on Holland’s typology. The original documents should be read for more details of current research projects. An update and discussion of Holland’s theory can be found in Spokane, Luchetta, and Richwine (2002).
Summary of Practical Applications
Applying Holland’s theory in career counseling requires a working knowledge of several inventories and diagnostic measures. Some of these instruments will only be introduced here, as more information is given about them in
chapter 6
.
1. The
Vocational Preference Inventory (Holland, 1985b) has undergone several revisions.
2.
My Vocational Situation (Holland, Daiger, & Power, 1980) and
Vocational Identity Scale (Holland, Johnston, & Asama, 1993) provide information about goals, interests, and talents.
3.
The Position Classification Inventory (Gottfredson & Holland, 1991) is a job analysis measure of RIASEC environmental codes.
4. The
Career Attitudes and Strategies Inventory (Gottfredson & Holland, 1994) measures work environment variables.
5. The
Self-Directed Search (SDS) (Form R) (Holland, 1994a) is one of the most widely used interest inventories; it has more than 20 foreign language versions, can be administered by a computer that includes computer-based reports, and is available on the Internet. It has gone through several revisions and is continually studied for effectiveness. Accompanying the assessment booklet are several companion materials:
The Occupations Finder (Rosen, Holmberg, & Holland, 1994b); the
Dictionary of Educational Opportunities (Rosen, Holmberg, & Holland, 1994a); the
You and Your Career Booklet (Holland, 1994b); a
Leisure Activities Finder (Holmberg, Rosen, & Holland, 1990); and a
Dictionary of Holland Occupational Codes (Gottfredson & Holland, 1989). The
Self-Directed Search and Related Holland Materials: A Practitioner’s Guide by Reardon and Lenz (1998) is a most helpful tool when using the SDS.
Figure 2.2
presents the steps for using the SDS assessment booklet and The Occupations Finder.
Figure 2.2Steps in using the SDS
Source: Adapted from John Hollands SDS report, PAR, Inc.
image3
image1
image2
The following assessments were taken:
·
Jung Typology test
·
Holland-Type
·
MAPP
·
Keirsey Temperament Sorter
Humanmetrics Jung Typology Test™
Your Type
2 >ENTJ
Extravert( 1 6%) iNtuitive(9%) Thinking(1%) Judging(16%) · You have slight preference of Extraversion over Introversion (16%) · You have slight preference of Intuition over Sensing (9%) · You have marginal or no preference of Thinking over Feeling (1%) · You have slight preference of Judging over Perceiving (16%)
How Do You Want to Leverage The Type?
Self-development
ENTJ Type Description
ENTJs have a natural tendency to marshall and direct. This may be expressed with the charm and finesse of a world leader or with… Read full description »
ENTJ Careers
· · · ·
Click to view »
Your results for the Holland Code Quiz are as follows:
· Realistic : 5 *lowest · Investigative : 10 · Artistic : 9 · Social: 15 *highest · Enterprising : 9 · Conventional : 14 Your Holland Codes are as follows:
·
Select each link to view your codes. For more jobs,
go to the bottom
of the page to explore your results at
O*NET
.
Bookmark Results
Bookmark Results
Work Environment: Social
Cooperative environments, supporting, helping, healing/nurturing:
Job Title (Holland Code)
RCC Program Options (links to graduation guide)
Educational, Guidance, School, and Vocational Counselors ·
Recreation and Fitness Studies Teachers, Postsecondary · · Art, Drama, and Music Teachers, Postsecondary
·
Communications Teachers, Postsecondary · AAOT: Communication Interest
Kindergarten Teachers, Except Special Education ·
Middle School Teachers, Except Special and Career/Technical Education ·
Preschool Teachers, Except Special Education ·
Recreational Therapists ·
Special Education Teachers, Middle School · Elementary School Teachers, Except Special Education ·
Training and Development Specialists · Adult Basic and Secondary Education and Literacy Teachers and Instructors ·
Nannies · ·
Secondary School Teachers, Except Special and Career/Technical Education · Art Therapists ·
English Language and Literature Teachers, Postsecondary ·
Foreign Language and Literature Teachers, Postsecondary ·
History Teachers, Postsecondary ·
Marriage and Family Therapists ·
Music Therapists ·
Substance Abuse and Behavioral Disorder Counselors · · · Teacher Assistants · · Medical Assistants · Arbitrators, Mediators, and Conciliators ·
Child, Family, and School Social Workers ·
Emergency Management Directors ·
Health Educators · AAOT: Health/Exercise Science/Physical Education Interest · Recreation Workers · Education Administrators, Preschool and Childcare Center/Program ·
Equal Opportunity Representatives and Officers · · · AS: Business Management-Entrepreneurship/SBM Transfer to OT
Probation Officers and Correctional Treatment Specialists · Reserve Officer Law Enforcement Academy Business Teachers, Postsecondary · · · AS: Business Management-Entrepreneurship/SBM Transfer to OT Psychiatric Technicians · Advanced Practice Psychiatric Nurses ·
Biological Science Teachers, Postsecondary · AGS: Biology Interest
Criminal Justice and Law Enforcement Teachers, Postsecondary · Reserve Officer Law Enforcement Academy
Healthcare Social Workers ·
Hospitalists · AGS: Pre-Professional Medicine
Nurse Midwives ·
Nursing Instructors and Teachers, Postsecondary ·
Occupational Therapists · ·
Physics Teachers, Postsecondary · AGS: Physics Interest
Rehabilitation Counselors ·
Special Education Teachers, Secondary School · Counseling Psychologists ·
Environmental Science Teachers, Postsecondary ·
Genetic Counselors · AGS: Biology Interest
Mathematical Science Teachers, Postsecondary ·
Mental Health and Substance Abuse Social Workers · ·
Mental Health Counselors ·
Psychology Teachers, Postsecondary ·
Sociology Teachers, Postsecondary ·
Speech-Language Pathologists · Computer Science Teachers, Postsecondary · · · · ·
Registered Nurses · Community Health Workers · Community Health Worker Training
Instructional Coordinators · Acute Care Nurses ·
Chemistry Teachers, Postsecondary · AGS: Chemistry Interest
Chiropractors · AGS: Biology Interest
Critical Care Nurses ·
Emergency Medical Technicians and Paramedics ·
Engineering Teachers, Postsecondary · Engineering Interest
Low Vision Therapists, Orientation and Mobility Specialists, and Vision Rehabilitation Therapists ·
Nurse Practitioners ·
Physical Therapists ·
Physician Assistants · ·
Preventive Medicine Physicians · AGS: Pre-Professional Medicine
Respiratory Therapists · Licensed Practical and Licensed Vocational Nurses ·
Massage Therapists · Park Naturalists · · Dental Hygienists · AGS: Pre-Dental Hygiene Interest
Radiation Therapists · · Coaches and Scouts ·
Farm and Home Management Advisors · AGS: Biology Interest
Fitness Trainers and Aerobics Instructors · AAOT: Health/Exercise Science/Physical Education Interest Orthotists and Prosthetists · · Select a Work Environment / Work Personality: For more information about the list of occupations, visit
www.onetonline.org/explore/interests
and
www.bls.gov/ooh
.
This FREE MAPP™ appraisal is a sampling of your narrative results, Kelly. Your responses to the MAPP™ assessment are truly unique. We have processed and interpreted them to reveal your true motivations. Note: The following appraisal contains dashes “— —- —-” to represent the content available about you in our more comprehensive career packages. www.Assessment.com Dear Kelly, Thank you for taking the MAPP test, the first and most comprehensive online career test for consumers. You join 8.5 million other people in nearly every country in the world who has taken this powerful assessment tool. But YOU are totally unique! Did you know that there are literally more potential results for the MAPP assessment than there are people in the world? There are more than a trillion different possible results for the MAPP test. That is one of many reasons why the MAPP test is also used by over 3,500 career counselors, outplacement firms and school psychologists. We noticed you have only received your partial test results. You could gain so many more insights and see all the careers that you are best suited for by upgrading to one of our more complete packages . Our most popular package is the Career Seeker Package, which enables you to match yourself to over 1000 types of jobs that are presorted just for you, plus a graphical interpretation of your results.
The Assessment.com Team The narrative section below is abridged in this FREE MAPP™ appraisal. All of the MAPP packages include a comprehensive narrative section for each of the nine Worker Trait Code sections. This FREE appraisal limits the content so you can determine which appraisal is right for you. Your career decisions should not be determined solely on this FREE appraisal. INTEREST IN JOB CONTENTS
The Interest section identifies the ideal job content for you by identifying your motivations and preferences, called Worker Traits. These traits are listed in order of priority. Typically, what one wants to do is that which he/she is most likely to do and do it often enough (including training for it) to transform the raw interest into real skills, and then, to stay on that job. The Interest section of your MAPP report outlines your preferences toward work in relation to people, creativity, social activities, routine, tools, equipment and more. The Interest section is the first glance of your top motivators. Each section thereafter will inter-relate and you will begin seeing themes about the types of tasks and work that you prefer.
Kelly is most likely emotionally and sentimentally attached to the familiar, thus typically prefers routine, organized, and methodical procedures in all life activities. This indicates a resistance to, and quite possibly negative feelings toward, sudden or unannounced major changes. This is true even if provided more time, or exposure to the possibility or need of the change, Kelly would accept or even desire such changes. When attachment to the familiar is strong, it is appropriately called the “homestead” trait, best described in the old cliche “Happiness is sleeping on your own pillow”. Such routine activities can be mental, administrative, machine-paced, sensory/physical, etc. The paragraph above is an interpretation of your top trait in the “INTEREST IN JOB CONTENTS (Those tasks you want to perform) ” section. The content in red below is a bonus section added to give you an idea of how much additional narrative information you would receive by
purchasing any of our packages
.
Kelly is motivated to work on projects that are planned, scheduled, and completed. This indicates a preference to comple– – ——- —— —- —– — ———– — ———- — ———– — — —— — ——— — – ——- — —— ——– —— ——— —- — —- —- — ———– ——- — — —- ——- —- —- — — ——— —- ——– — —- — —- —– — — ———- Kelly is moderately motivated to manage others on a social or organizational basis as part of overall vocational respons——— — ———– —— —- ———– — — — ——— — ———- ——– — —– —– — ——– —- ———– —- – ——– — —— ———- — — – —– — —- ——- ———— —— — ——- —— — ——– ——- —— ———– — —- ———- —– — ————— Kelly is interested in ideas, concepts, and meaning as part of perceptual and mental activities. Intellectual, theoretic– —— ——– ———- — ——– —- —– ———- — — — —- – ——– — ——— Kelly enjoys social or vocational interaction with others but is not dependent on direct contact and association. If som- —- —————- — ———- ——- ———– —– —- ——- — — — —- ——- — —- — —— —— — — —- ——- —- ———– — — —– — —– ———– ——— ——– — ———- — — —- ——— — ——- ———– Kelly enjoys associating and interacting with people but likes independence as well. So the activity, rather than people- — —- —- —— — ——– ——- —– —— ——– — — ——- — ———— —– ——— ———— — ———– —– ——— ——- —– —- ————- —— —– ———- Motivational levels are highest for Kelly when in the limelight where recognition is earned, deserved, or given. However- —– — — —- —– ——– — — ——- —– — ———– ——– — — ———- — — ———– ———— ———– — – ———- ———- ——- Kelly is motivated very little by physically working with things and objects as a primary or important part of work or r———- —– ———- —– – —— ——— —————- —— —- ——– — —- ——— —- —— — — ———- – ———— ——- — —– Kelly is generally not interested in or motivated by scientific research of a technical nature or in technical systems, ———- ——— — ———– —- ——– ——– —- —– ———— —— —– ———- — ———- —— ——— ———- — ——– — ———— ———- Kelly’s preferences are oriented toward fact, reality, and tangible processes. Perceptions, thinking, and expression are — ——- — ———— ——– —— ——- ——– ———– —- ——– ——– ———– ————– ————— ——— ———— —— —————- ———- — ——- ———– — ———— TEMPERAMENT FOR THE JOB
This Temperament section identifies the motivation and talent an individual possesses in twelve Worker Trait Areas and coincides with the Interest section. The Temperament and Interest sections say the same thing from a different perspective. Your highest motivators will be displayed first. In this section you will learn things such as; do you prefer lots of change and variety on the job, are you persuasive, do you prefer to work in teams or independently, are you a naturally driven to evaluate and analyze, and more.
Kelly has excellent perception, retention, and literal recall of detail. Although these are considered abilities, they greatly effect motivations and preferences. This combination can be useful in such activities as clerical, computational, administrative, literary, technical, operational, supervisory, and/or managerial activities. It has less vocational importance if some usually related traits are not equally motivated. Therefore, it is important to study all traits to see how this combination fits with or complements related preferences and/or motivations. (Note: This awareness of detail may be accompanied by awareness of essential detail that is related to ‘essence’ rather than to fact or data.) The paragraph above is an interpretation of your top trait in the “TEMPERAMENT FOR THE JOB (How you prefer to perform tasks) ” section. The content in red below is a bonus section added to give you an idea of how much additional narrative information you would receive by
purchasing any of our packages Kelly has a strong preference to work under the management or supervision of others who are competent and knowledgeable — —– —- — ———- —- —- — ——– – ———- — —– —- — — ———– —— —– ————– ————- ————– ———— ——- ——- ———– — ——- — —- —- — ——- — ——— —– — —- — ——- ———– — ——- — ——- — — ———— — ————- ———- — – ——– ——— ———– — ———— Kelly’s preferences tend to be naturally empathetic, sympathetic, generous, and helpful Kelly is probably always ready — —– – ——- —- — ——- —— — ———– — — — – —- — ———- — ——— ———– — — ——— — ——– — — —- ——— —- —– ——– —– — – ——- ———- ——- —– ——– — ——- ——– — ——- —— —— ——— — —— — ——- ———— —– — — — —— ——– Kelly enjoys and benefits from being organizationally interactive with others in work or recreational activities. This s— — ———- —– — ——— – ———- —— ———– — ——– —– —- — ———— —— ———— — ————– ———– —- —— —– — — — – ————— — ————— —— — —- ——– ———– ————- — — —– —- ——- —– — ———– —- ———- ——— ———– Kelly is tolerant of routine sensory/physical activity that is tied to and timed by machine operation. It usually involv– ———– ——— —- ———- ——— ——- —- —- —— ———- — ——– —- —- — —– — — —— —- ——– ———– — ——– —- — – ——— ——– —– ——— —- ———– — —— — — — – —– —- — — ——– —– Kelly accepts and exercises responsibility for organizational management but may not necessarily seek out that role for —– ——– — — ———- — ——- — —- — ——– —- — ———– — ——— ——— —— — ———- ———– — ——- — — —- ——— —– —— —- — ——- — ——— — —– ——- —- — – —- —— — —– —— —– —– — —- — — —- — ———- — ————- —————– — ————– —- ———- —– —- — Kelly willingly accepts responsibility for exercising motivated talents. These may include leadership and/or management ——- —- ———- ——- —————- — ——- —- — — ———- —— ——– —— —- ——– ——- ———– ———– — —— ———– ———- — ——– ——- —— — — ——- — ——– —————- — —- ——– Most likely, Kelly is logical and analytical and is motivated to make sense of perceptions by identifying how things log—— — ——— —- ———- —- —- —- ———– ——— ———- — ——– —— ————- ———— —- — — ———— ———– ——- ——– — – ———- ——– Kelly readily adapts to change and may even be stimulated by it or motivated because of it. But it is not so important t— — —— ———– — ———— — —- ——- ———– — — ———- — —- ——- ——– — ————- ——– — — — ——- —- —— ———– — —– ——- —- — — — — ———– ——- — ——- ——- Kelly highly prefers a given, known, managed, and supported organizational position and role, in which and from which, t- ———— —– — ——— — — ————- —- — — ——– ——- —– Kelly is not motivated to persuade and is probably ill-equipped to do so; instead, Kelly can most likely be intimidated — ——- — — —— ———– Perception, thinking, logic, decisions, and actions of Kelly are more than likely based in fact, resulting from personal ———– ———- — — ——- — ——— ———— ——- ——- ——- — ———– — ———– —- —— ——- — ———– — ———- ———– ———– — —– — — ——— ——– —— ——– ——– —— ———– ——- ———– ——— — —————- APTITUDE FOR THE JOB (Expression of performing tasks)
This is a highly generalized section in which the narrative deliberately focuses on the combination of motivations and preferences as they relate to personal talents or skills. It lets the individual look into a vocational mirror and see his/her own talents and then decide for themselves where they fit and function the best with regard to motivation and preference. It is another context in which to see if priorities are mental, sensory, or physical: “To thine own self be true.”
More than likely, all kinds and uses of numbers naturally make sense to Kelly and a preference to work with numbers exists. (NOTE: Mathematical talent is as much a natural gift as artistic or musical talent, even though few people, acknowledge that fact. But it is readily acknowledged as a natural gift by those that have it as well as by those who don’t.) Kelly probably laughs, and understands exactly what is meant when Charles Schultz’s Charlie Brown said, “How can you do new math with an old-math mind?”) Kelly’s preferences lean heavily toward the conceptual, theoretical, analytical, and computational in the awareness, use and application of math. As such, math is an important vocational asset whether it is vocational specialization or vocational application. The paragraph above is an interpretation of your top trait in the “APTITUDE FOR THE JOB (Expression of performing tasks) ” section. The content in red below is a bonus section added to give you an idea of how much additional narrative information you would receive by
purchasing any of our packages Kelly most likely relies on a natural ability to retain and recall great detail. That is detail which registers, as accu—— — ——— —- ——— ——- —– ——— ——- — ——– —- ——- —— — ———- ————- — ———— — —– ——— — — — ——– — — ——- ——– ——– —— ———- —— — ———– —- — — —- ———- — ——– ——- ————- — ——– —— ———- — —- ——— — —- ———– Kelly’s preferences toward ‘literary and/or communicative’ are, or could become, the basis for sufficient motivation to — ———— ———- ——– — — ————– — ——- — ———– —- — —– — ——- — — ————- — — —– — ——- — —– —– — — ————— — ——— — ———- —— — —– —- — — — ——– ——— — ——- —- ———– — — — — —- — —– ———– ——— ——- —– ———— ————— —- Regardless of if Kelly has the ability and/or skills or even the aptitude to handle and manipulate small objects rapidly — ———- —- —- — ———— ———– — —- —- — —— — —- —- —- ——- ——– — —– — — – ———— —— — —– — —– —- ——- — ——- ——— — —- ——— — —- — — ——- — —– — — ——– —– — ———- — — —— — —— ——- — ——- ————– —- —— ———- ——– ——– — ——– — ———- ——— Kelly is aware of details for their own sake, and sees the linkage and relationship associating that detail with somethi– ——- ——– — ——— ——— —— — —- — – —– — — ——– — — —- — —- — — —– ——– — — —- — —- —— ——— — – ——– ——– — —– —— —– — ——— — —– — —- ——— ———- —- —- — — —– —- — – ———- ———- ————- — ———- ———– ——- — —- —- — — —– — ——– Intellectual and/or analytical work, most likely represent somewhat important types of mental activities. A review of th- —– —— —- ——– ——- ——— — ————– ——— ———– ———– —— ————- ———– ———- — —- —— —– —- ——– — — —– —— ——– —- — —- —– ———- — ——- — —- Kelly is not motivated for what is called `workbench’ activity where a person manually (primarily arms, hands, fingers) ——— ———- —– — — —- ——- — ———– — —- ——— — —– — ——— — — —– ——- — —– —- — ——— —- — —— — —————- ——– — —- —– — — ——– — — ———- — ——- ——– ———— — — — — — ———- —– —— ———- — ———- — — ——— — ——– — ——— — —– — ——– —– ——- —— — ——- ——– —— — ——— — —- — ———- — ——— More than likely, Kelly does not have highly developed, consistently reliable sensory/physical motivations either learne- — ———- —– — —— ———- — ———- ——- —— —- —– — —- —– —- —– — — – —— — — — —- ——– — — —– — —- ——- — —- — —————- ——– — ———– — —- ——– —– ——- — ——– — —————- —— —- —– — — —– — ———- —- — ——- — ——— The motivations and preferences influencing Kelly’s mind tend to not be oriented toward placing importance or emphasis o- —————- ——— ——- — ———- —- — — ———– — — — — — —– ———- —- —- —— ——– — ———- ———– — ———– —- — —- ——- —– ———– ———– — — ——– —- —– — – —- ———- — —————- ———– Kelly has few artistic preferences, and where preferences are lowest, artistic talent has probably not been developed to — —— ——– —— —– ——– —— — — — ——– ——- — ——— — — ——- — ———– — —— ——- —- ————- Kelly’s preferences revolve around reality, tangible evidence, practical utility, and talent and/or abilities gained thr—- ———– — — ——- —– — — —- —- —— — – ——- — — —- — — – —— — —— —- —- —— ——- — ——- —- — —- — —- —– ——- — —– — —— — — —- —- — —– — —- — — —- — —– PEOPLE (How you relate to people, in priority order)
In this section, seven people factors cover important activities related to the interaction of a person with other persons. These are very important for individuals motivated and perhaps even naturally talented or specifically trained for associating and interacting with people. They may also be important traits for certain “people intensive” jobs. Low motivational ratings in this section may also be quite positive and valuable, if occupations necessitate or require that an individual function apart from others, manage his/her own activities, or be satisfied with work in isolation.
Kelly feels both privilege and responsibility to use communication (including persuasion) to voluntarily provide beneficial information to others. This includes strongly motivated benevolent and literary traits. Self-satisfaction comes almost exclusively from the subjective realization that the information, voluntarily given, has been helpful to other persons. Kelly is further motivated to learn and understand the other person(s) needs wishes and listening preferences. Non-persuasive service communication can become persuasive and persistent when expressed in the interest of someone needing Kelly to stand up for them. The paragraph above is an interpretation of your top trait in the “PEOPLE (How you relate to people, in priority order) ” section. The content in red below is a bonus section added to give you an idea of how much additional narrative information you would receive by
purchasing any of our packages Ellen is empathetically and sympathetically aware of the hurts, needs, problems, and wishes of others and is motivated t- —- ——– ——— —– — ———– — ———– — — ———- ——– — — ——– —– — —— — —– — —- —- —– ——- — ———- ——– —- ———- ——— — —- —— ——- —— — — —- — —– — —— — — —- — —— —- ———- Kelly can be motivated in some situations to assume the responsibilities for planning, assigning, directing, supervising- — ———- —- ———- — ——- ———– —- —— ——- ——- ——- — ———– —- —– —– ———– ———— —— — ——– — — —— — —————- —- ——- ——- ———- ———– ——— ——- — ——- ——– ——- — ———– —- ———- Kelly does prefer considering people both philosophically, and psychologically. This natural motivation towards an inter— — —— —— – ——— ——- ——– — — ——— — ——- — ——- — —- ——– — ———- — —— ———— —– ——- — — —— — ——- ——– ——– —- — ———- — ——- — — ——— — — —- ———— —— —– — —– —- —— — ———— ————— ———- ———– ————– —— ———- — ———- ———- —- — — — —– —— — — ———– —- —- ——— —– — ——– ——— — — — — — —- ——— — —– Kelly is motivated to educate, which means to share knowledge that will be useful for the persons taught. Instructing ca- — — —- —— ——— ——— ———— — ————– — — —- ——- ——- ———— — ——- — —– — —- —— —- —– — ——— — — — ——— — —- — —— — ——– — — — —– ——- — — — ——— — ——– ——- Kelly is ready, willing, and perhaps even able (or trainable) to persuasively influence others with the intent or hope t- ——– —- — —– —- —- — —– ——- —- —– — ———- ———- —– — ——– — ——– — —- – —— — ——- — – ———- —— ——– ———- — ———– —- —– —— — —– ———- — —– —- —- — ——— ———– —- Kelly is moderately motivated by being “on stage” in order to pleasantly influence others toward a particular viewpoint, ———- — ——– —– ——– — ——– — —- ———— —— — —– ———- — ———- ——- —– — ———– —- – ———— —– — — —- —— — — — ———- ——— — — —– — —- ———- ——— —— —- —— —– — ——– — ————– —— ———— — —— — — ——— — —– ———- — —————– — ———- — —- —— ———– —— —- ——— — ——– Kelly does not prefer to have the responsibility for, or involvement in, negotiating activities: is not motivated or com——– — — — —————- ———— — ———– ———– —- ——- —– —– —— ——— —- —— — — —– — —— ——– — ——- — —- ——– ————– THINGS
Working with things, manipulation of materials and processes, and cognizance of operational and mechanical forces or objects, highlights this Worker Trait Code section. None of the factors in this section are directly related to people nor call for exclusive talents whether or not they exist within the individual. However, these factors do call for the interaction and interplay between mental, sensory, physical, and mechanical skills and/or abilities as possessed by the individual. If the individual has a natural mechanical savvy, and likes to work with his/her hands, this becomes a highly important and relevant Worker Trait Code section.
Kelly is motivated and probably equipped for tending operational/clerical activities. If the required skills are not present, Kelly’s motivational level clearly indicates a support for successful training. This means monitoring ongoing operational processes through observation of recording instruments that show what is currently happening. It usually involves more than just observing and recording what is observed. It often requires setting limits (such as temperature or flow controls), turning flow valves or switches on and off on a scheduled or situational basis. It includes responsibility for quickly noting when something is not happening, as it should and then taking immediate, appropriate action including shutting down the process or alerting technical or management personnel. This tending position does not imply or suggest just clerical observation and posting. The paragraph above is an interpretation of your top trait in the “THINGS (How you relate to things, in priority order) ” section. The content in red below is a bonus section added to give you an idea of how much additional narrative information you would receive by
purchasing any of our packages Kelly is moderately motivated to be responsible for technical, operational control of tolerances and quality; for attain—- — ——- ——— — ————– — ——– —— —- — – —- ——— ———- — ———- —– ———– ———— — —— ——- —– ———- —- ——– — —— —- — ——— ——- — ——- Given the full description of any activity requiring a sensory/physical aptitude for feeding materials into machines or ———- ——— —- ——– ———– — ——— ——- ———– — —– ——– —– — – ——– ———— —— —- ——– — ——- ———- —- ——– —- ———– — — ——— — —— —– —— —– ——- — ——— — — — —- —– —– —— ——— — — —- —– —– —— ———- — —— —- —– —— — —- —————- ———— — —- — ——- —- —- —- — ——– —— — — — ——— — — — ——— — ——– —– — “Being stuck to a machine all day” is not Kelly’s definition for a satisfying vocation, occupation, or job. There is lit— ———- — ————- ——— —— ———- — ——– ———- ——- ———— — —— ———- — —— —- — ——- —- — ——— Manual labor is not an activity where Kelly is in any way motivated. Routine, elementary, sensory/physical activity is n– ———- ——– — ——– — ———– — ——- ———— — ———- Engineering activities, regarding mechanics, systems, etc., do not fit Kelly’s vocational interests. For one or more of a variety of possible reasons, Kelly does not prefer working with heavy equipment operation. Kelly is not motivated toward processing activities, no matter what is being processed or who is doing the processing. T—- — — ——- ———- — —- —- — ——— DATA (How you relate to data, in priority order)
The data section identifies preferences, motivations and priorities for certain kinds of mental activities. If interests and preferences are primarily intellectual, academic, scholarly, scientific, mathematical, or professional, this may be the most important section of the Worker Trait Code System for the person appraised. If his/her preferences are not primarily mental, this section may have little value. If these factors are important for this profile, then factors in the reasoning, math, and language sections will also be both relevant and important.
Kelly is highly motivated for routine, factual, mathematical problems related to operational, procedural, or administrative activities. This includes good logic, analysis, and attention to detail. (NOTE: Business math may be motivated strongly enough to be the heart of professional or vocational activity, as a CPA or corporate accountant, for instance). The paragraph above is an interpretation of your top trait in the “DATA (How you relate to data, in priority order) ” section. The content in red below is a bonus section added to give you an idea of how much additional narrative information you would receive by
purchasing any of our packages Compiling means more than simply gathering large volumes of data sheets and stuffing them in a filing cabinet. It means —- —– — ——— — —– ——— ——— —— ——— — ——– —- — ——— — —- —– — ——— — —— —- —— —- — ——- — – ———– ——— ——– ——– —— — ——— ———— ——- ———- — ————- —- —– ——— – ———— ———- — —– —– — — – ——— ———— —– — — ——— —– — — — —- —– —- ———- —- ——- — —– — —— ——— —– —— —- ——– — ——— — ———- — — — ——— ———- — ——— —— —- —— High motivational levels in the copy trait means more than laying a paper face down in a copy machine and pushing button– — ——— — ——— — ——- ——- — ——- —– —— ———- ———— — ——– ——- — ——- —– ————- — ——— — ——- — ——— — ——- ——– — —- — — ——— — — ———- — ——– —- ———— —— ——— — —– — ——– ———– ————– —– ——— ———– — ——- ———- — —– — — ———— ——– — ——- ——— ——– — —- —– — ——- ——– — ———- —- ———- —– —– —- —— —— ———- —- ——- — —- — — ———– ——— —— — ——— Kelly is motivated to coordinate (i.e., manage, manipulate, administer, etc.) that which is at hand to achieve planned, —– — ——— ———– —- —– —- —– ——- — — ——— ———– ———— — ————- —- ——– ———- ———- — ——– —- — — —– ———– — — ———- — ——— —– ——- Kelly prefers an emphasis on utility when called upon to recognize and identify or classify important factors related to — ——– ——– ———– — ———- — ——— —— —- — — ——— —– — ——— ——— ———– ——- ———— ———- ———– — ————– ———- Kelly has analytical, research, and innovative preferences. Establishing an objective for new breakthroughs, innovative ——— — ——— ————- ——– ——– —— ——— — — ——— — ——— —– —- ———- —- — —— ——– —- —- —– —— —— — —– ———– — ———— — ——- —- —– — —- —— —- — — —– — —- ——— — ——– — ———- — —– —— Kelly’s mental preferences are a factual, realistic, logical handling of that which is directly related to knowledge and ———– —– —– —— —- —— – —— — — — — — —- — —- — —— ——– ——– ——– —— ——- — ———- — — – ——— — — —— ——— — —— —– — ——— — — —– — —— ———- ——– ——- ———— —– — —————- ——— ——– —- — — ——- —– — — ——— — ——– — — —– — — — ——– — — ——— — ———- —- —— — — —— ——- — —— ——— —– —– — —— — — ——- — ——- ———— REASONING (How you relate to reasoning, in priority order)
This Reasoning section is closely linked with the Data section. The Data section identifies an individual’s priorities or preferences (high and low) for ways of thinking, while the Reasoning section focuses on where, why, and how this thinking will most likely be applied. Just like the linkage between the Interest and Temperament sections, Data and Reasoning are coupled very tightly as well.
Kelly prefers routine tasks that are explained, demonstrated, and supervised in a familiar environment: Key motivational responsibilities may include dependability, a steady work record, thorough and clean performance, and trustworthiness relative to the property of others. (NOTE: Many maintenance positions are in this category, as are some temporary or seasonal jobs). The paragraph above is an interpretation of your top trait in the “REASONING (How you relate to reasoning, in priority order) ” section. The content in red below is a bonus section added to give you an idea of how much additional narrative information you would receive by
purchasing any of our packages Kelly is naturally motivated to use and apply rational formulas, rules, systems, and/or procedures to deal with concrete ——— —– —- ——- ———— — ———- —— ——– —- — — ——- ———– — ————– ——– —- ——- — ——– —— —- — ——– —– — —————– — —– — – ——- ———- — — —— ——— — —– — ———- — ——- —- – —- — ——- — —— —- — — ——- ——– —— —– ——– —- — —– ——- ———– — – —- —– – ——- ——- – —– —— —- —— — —— —- —— ———- —— —- —– ——– —— ———– —- ———– – —– — ——— — —– —— —– — —– —– —– — —– —– —- — — — ——— Kelly prefers, perhaps even mentally needs, and most likely enjoys occupational activity which is exclusively methodical- ——— — ——– ———- —– —- — ——– — — ——– —- — ——- —— ———- —— — ————– — — —– —– — — —- ——– —– — —- —- ———– ———– – —— ——— ——– —– —- —– —————- ——- — – ——– ———- —– —- ——– — — ——– ————— —— —————- ——– —- — —- —- — ——- —– — —- —— — ———– — —– —- — ——– —- — —- — ——– —— —— —– —- — — —- —- — —— — — — —- — —– —- ———– — —— — — ——- —- — —— — —- ———— —- — —- ————- ———- —– —- — —- —- ——- —- —- — ——- — — — —– ———- — —- —- — — —- —— —- —————————– ——- —— —– —- — —- — — ——— — —- ——- —- ——— ———- — — ——- ——- —— —— ———– —- — — —- — —- —- — —- —– —- – ———- Kelly’s motivational levels support activities where an interest in and understanding of operational aspects of systems, ———– —— ———– — ——— —– — — ———- ——- ———- —— — — — —— —– — ————- — ——– — ———— — ———— — ——- ———- —— ———– — ——- — —- —– — ——- — ————- — ——— — ———- —— — — —- —- —— —- —– — ———– — ——— —- —– – ——— — ——- —- — —– ———- —— —- —– — ——- ——– ——- —– ——– — — ——– ——— — ———– ——– — — ——– —– — ——— —- — —– ——- ————– The preferences in Kelly’s mind tend to be oriented toward systems engineering: identifying, analyzing, and solving chal—— —— ——– — ———- —– ———— —— ———- ——– — ——– ———- ——- —– ———— ———– ———– ——– — ——– ———- — ——- — ——- ———– —- —— — ——— —– —– — – ——– ———— —– — —- —- ——- ———– — —— — — —– —— — — —- —— — —– ———— ——- —— — — —— —- ——– —– —- — —– — ———– ——— —— ———— —— — —— Kelly prefers to work with facts and tangibles. Intangibles, abstract ideas, theories, and hypotheses do not stimulate a– ———- —— — ——— —— ———- — ——— — — —– — —— —- —– — — – —— — — — ——— — — ————— MATHEMATICAL CAPACITY (How you relate to the applied usage of math)
Math is a natural talent like art or music and requires a certain natural preference. In most instances, you have it or you don’t; you like it or you don’t. If the individual has talent for math, this section shows where the greatest vocational interest and motivation occurs, and that is where he/she has probably developed the most talent or could. Low ratings for some or all of these factors imply that math, or possibly that specific application of math, is not a motivational factor to this individual.
(NOTE: The Worker Trait Factor called computational should be called business math because it means everyday calculations related to over-the-counter or on-site business calculations or transactions. Representative of this is commercial transactions such as buying groceries at a store, lunch at a restaurant, or a plane ticket at an airport. It is primarily composed of addition, subtraction, multiplication, division and recording results). Given this, Kelly is highly motivated where activities call for computational math. The paragraph above is an interpretation of your top trait in the “MATHEMATICAL CAPACITY (How you relate to the applied usage of math) ” section. The content in red below is a bonus section added to give you an idea of how much additional narrative information you would receive by
purchasing any of our packages Kelly’s motivations fully support either natural talents or trained abilities with regard to excellent perception of det— — — ——- — ———- —— — ——- ——- ——- — —- ——- —— —- ——- — ——— ————- — ———- ——– — ——- —— —— — ——— — ———— ———— ——— ——– ———– — —– —– — —— ——- — —- — ——– ———– ——— —- —– — ———- —— ——- — ——- ——— ——– ———— ———- ——- ————– — ————- ———– ———- —- ———– —- Because of Kelly’s unique motivations for working with math, it can probably be said that she is deliberate enough, co———- ——- ——- ——- — ——- —— —— — — —- — —- ——— ——– — —— — —- — —- — —– ——– — —- ——— —— ——- —- — —- — — — —- ——– — —— —— ——- – —– —— — ——- — —– ——- — — ———- ———– ——- — — – ——- — —- ——– — —- —— ———- —- —— — —- — — —— ——– — —- —— —— Statistical, investigative use of mathematics plays a major role in what motivates Kelly. This kind of math is valuable — —- —– — ———– ———– ———– ——– ———- ———– ——— —- ———– ——– ———- — ———– — ——- — — ——— ——— — ——— ——— — —- —– — —– ——– — ———- — ———— —- —— ——— — —– ———— Kelly is motivated and probably equipped to work with, use, and apply math at management levels for tracking, analyzing, — ——- ——– ———- — ———— —- — —- — – ———- ———- ———– Kelly prefers to consider math extending more toward theory, abstract concepts, experimental applications, etc. Because — — ——– ———— —– — —- ———– ——— — — — —— —- — —– — ———- — – ——- ——– — —- — —– — ——— ——– — ——- – ——– —– —- ——- —— ———- —— —– ———– LANGUAGE CAPACITY
Four language traits are included in the narrative to cover basic activities that utilize words. They aren’t very specific, but there are related factors for literary, journalistic, and communicative activities in the Interest, Temperament, Data, People, Aptitude and Reasoning sections. If a high motivational and/or preference level exists for one or more factors in this section, scan those other sections to discover preferences the individual has for those activities. Not all jobs call for orators or authors, while some jobs require such skills.
Kelly has a unique motivation to carefully, thoroughly read simple explanatory or instructional statements (like the directions on the label of a soup can) and fully/accurately know what was said. (NOTE: This is not a widely shared trait. Unless the subject attracts the reader’s attention in the first place, reading of elementary instructions is just scanning, and some information is probably overlooked, ignored, or bypassed. Kelly should regard this unique asset as vocationally important. The paragraph above is an interpretation of your top trait in the “LANGUAGE CAPACITY (How you relate to the usage of language) ” section. The content in red below is a bonus section added to give you an idea of how much additional narrative information you would receive by
purchasing any of our packages Motivational levels for Kelly support activities including word processing in its widest application: administrative, se———- ——– ——- ———— ———- ———– ——– ———- ———— — ———— —- ———– —- ——- —— —— ——– —— ——— ———— ——- ————— ———— — —————— ——— — —— — ——— — ——- – ———— —— — ———- ——– — ——– Kelly is motivated to describe, explain, teach, illustrate, and interpret. This is a journalistic trait dedicated to inf— ——- ——- ———– ———— ———- ——– — ———- —— — ——– — —– ———- — — ——— — —— — —— —— — —- ——- ——– ——- ———– ——– — —- —— Kelly has creative writing and communicating preferences that are important vocational motivators. Mental preferences ar- ——– — ———- — ——- ——– —— ——— ——- ——– — ——– — ——– ——- ——– — — — ———— — — — – ———– — ———— ——— — —– ——– —- ——– — — ———- —— —– —— —— —— — ——– — ——— —– — — ——- — —– ————- —– —- —- ——- ———- ———— In this sample section MAPP presents the top 20 career areas that match your motivations. When you are searching careers or being considered for jobs, this list of top careers should be given serious consideration. All MAPP Packages present your top 10 career areas as well as more job matching capabilities. Career Area Level Rating Value ——– ——— ——— ———— ——- ——– ——– ——- ——- ——- 1 1 ———— ——— —– ——— ———– 1 —– ———– —– ——- —– ———- 1 ——————– ——— ——- ———– 1 ——— ——— ——— ———- ———- 1 ——- ———- —- ———— ——— 1 ———– ——- —– — —– — ——– 2 Beautician/Barber (Stylist): cosmetic services, styling 2 Switchboard Service: relay incoming office calls 2 Stenographic: shorthand, typing, word processing 2 Nursing, X-Ray; technical care for patients 2 Information Processing: gather, verify, send, file 2 Interview/Inform: gather, dispense information 2 Classify, File: clerical detail, forms, filing 2 Legal and Related: practice of law; judges, lawyers 2 Computing and Related Recording: numerical problems 2 Purchase and Sales: merchandising; stores, markets 2
Below you will see a sample of one full Worker Trait section.All nine Worker Trait sections are displayed in the same format within the Career Seeker and Executive MAPP Packages.
The content of your narrative section is determined by your highest motivations listed in your Worker Trait sections. This is based on a scale of 1 to 5, one being the highest motivator and five being traits you prefer to avoid.You will want to concentrate on your top motivators for the most job satisfaction.
The letters and numbers to the left are reference codes so you can read the graph below.The more shaded the graph, the more motivated you are in these areas.In your personal report you will be able to see at a glance if you have strong preferences in one area over another by looking at the shaded graphs. The graphs are helpful for visual learners. Others prefer to read the same information in the list below and yet others learn best by reading written material and will refer to the narrative interpretation of this same information.
Thank you for taking the Keirsey Assessment.
Guardian Your result is the same temperament type.
Career choices for your type
Communication skills
Learning style
Famous ENTJs
SCI
S
AAOT: Psychology Interest
S
AS: Health and Physical Education Transfer to SOU
AAOT: Health/Exercise Science/Physical Education Interest
SA
AAOT
SA
SA
AS: Elementary Education Transfer to SOU
SA
AAOT
SA
AAS: Early Childhood Education
SA
AAOT
SA
AAOT
SAC
AS: Elementary Education Transfer to SOU
SAC
AAOT
SAE
AAOT: English/Literature Interest
SAE
Cert: Early Childhood Education
AAS: Early Childhood Education
SAE
AAOT
SAI
AAOT: Art Interest
SAI
AAOT: English/Literature Interest
SAI
AAOT
SAI
AAOT: History Interest
SAI
AAOT: Psychology Interest
SAI
·
AAOT
OTM
SAI
AAS: Human Services
AS: Human Services Transfer to SOU
AAOT: Psychology Interest
SC
·
Cert: Early Childhood Education
AAS: Early Childhood Education
AS: Elementary Education Transfer to SOU
SCR
Cert: Medical Assistant
SE
AAOT
SE
AAOT: Sociology/Social Work Interest
SE
Oregon Transfer Module (Transfer)
SE
AS: Health and Physical Education Transfer to SOU
SEA
AAOT
SEC
·
AAS: Early Childhood Education
AS: Early Childhood Development Transfer to SOU
SEC
ASOT: Business
AS: Business Transfer to SOU
SEC
·
AAOT
SEI
ASOT: Business
AS: Business Transfer to SOU
SER
AAS: Human Services
SI
AAS: Nursing
SI
SI
SI
AAOT: Sociology/Social Work Interest
SI
SI
AAS: Nursing
SI
AAS: Nursing
SI
AGS Transfer
AAOT
SI
SI
AAOT: Psychology Interest
SI
AAOT
SIA
AAOT: Psychology Interest
SIA
AAOT
SIA
SIA
AAOT: Mathematics Interest
SIA
AS: Human Services Transfer to SOU
AAOT: Sociology/Social Work Interest
SIA
AAOT: Psychology Interest
SIA
AAOT: Psychology Interest
SIA
AAOT: Sociology/Social Work Interest
SIA
AGS Transfer
SIC
ASOT: Computer Science
AS: Computer Science Transfer to SOU
AS: Software Engineering Technology Transfer to OT
AS: Computer and Embedded Systems Engineering Transfer to OT
AS: Information Technology Transfer to OT
SIC
AAS: Nursing
SIE
SIE
AAOT
SIR
AAS: Nursing
SIR
SIR
SIR
AAS: Nursing
SIR
AAS: Paramedicine
SIR
SIR
·
AGS Transfer
AAOT
SIR
AAS: Nursing
SIR
·
AAOT
AGS Transfer
SIR
AGS Transfer
AAOT
SIR
SIR
AGS Transfer
SR
Cert: Practical Nursing
SR
Cert: Massage Therapy
SRA
AGS Transfer
AAOT
SRC
SRC
AAOT
AGS Transfer
SRE
AS: Health and Physical Education Transfer to SOU
SRE
SRE
·
AS: Health and Physical Education Transfer to SOU
SRI
AGS Transfer
AAOT
Realistic |
Investigative |
Artistic | Social |
Enterprising |
Conventional
The following is a Sample MAPP Assessment prepared for
Free Sample
of Narrative Section
For
Kelly
MAPP, Copyright 1995-2023
Narrative Interpretation
(Those tasks you want to perform)
(How you prefer to perform tasks)
.
.
.
(How you relate to things, in priority order)
.
.
.
.
(How you relate to the usage of language)
.
Your Top Career Areas
1
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2
Worker Trait Code System
WORKER TRAIT SCORES
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Citation
Outline
