Nicohwilliam
ezalsmokey
careertests.docxThe following assessments were taken:
· Jung Typology test
· Holland-Type
· MAPP
· Keirsey Temperament Sorter
Humanmetrics Jung Typology Test™
Your Type
ENTJ
Extravert(16%) 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
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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 » |
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· Career choices for your type
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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:
· SCI
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
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Work Environment: Social Cooperative environments, supporting, helping, healing/nurturing: |
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Job Title (Holland Code) |
RCC Program Options (links to graduation guide) |
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· AAOT |
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· AAOT: Communication Interest |
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Middle School Teachers, Except Special and Career/Technical Education SA |
· AAOT |
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· AAOT |
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· AAOT |
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· AAOT |
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Adult Basic and Secondary Education and Literacy Teachers and Instructors SAE |
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Nannies SAE |
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Secondary School Teachers, Except Special and Career/Technical Education SAE |
· AAOT |
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Art Therapists SAI |
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· AAOT |
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Music Therapists SAI |
· AAOT · OTM |
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· Cert: Early Childhood Education |
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· AAOT |
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· AAOT: Health/Exercise Science/Physical Education Interest |
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· AAOT |
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Education Administrators, Preschool and Childcare Center/Program SEC |
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· AS: Business Transfer to SOU · AS: Business Management-Entrepreneurship/SBM Transfer to OT |
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Probation Officers and Correctional Treatment Specialists SEC |
· AAOT · Reserve Officer Law Enforcement Academy |
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· AS: Business Transfer to SOU · AS: Business Management-Entrepreneurship/SBM Transfer to OT |
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· AGS: Biology Interest |
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Criminal Justice and Law Enforcement Teachers, Postsecondary SI |
· Reserve Officer Law Enforcement Academy |
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Hospitalists SI |
· AGS: Pre-Professional Medicine |
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· AAOT |
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· AGS: Physics Interest |
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· AAOT |
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· AAOT |
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· AGS: Biology Interest |
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· AS: Computer Science Transfer to SOU · AS: Software Engineering Technology Transfer to OT · AS: Computer and Embedded Systems Engineering Transfer to OT |
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· Community Health Worker Training |
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· AAOT |
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· AGS: Chemistry Interest |
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Chiropractors SIR |
· AGS: Biology Interest |
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· Engineering Interest |
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Low Vision Therapists, Orientation and Mobility Specialists, and Vision Rehabilitation Therapists SIR |
· AAOT |
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· AAOT |
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· AAOT |
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· AGS: Pre-Professional Medicine |
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Park Naturalists SRA |
· AAOT |
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· AGS: Pre-Dental Hygiene Interest |
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· AAOT |
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· AGS: Biology Interest |
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· AAOT: Health/Exercise Science/Physical Education Interest |
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· AAOT |
Select a Work Environment / Work Personality: Realistic | Investigative | Artistic | Social | Enterprising | Conventional
For more information about the list of occupations, visit www.onetonline.org/explore/interests and www.bls.gov/ooh .
The following is a Sample MAPP Assessment prepared for
Free Sample of Narrative Section For Kelly
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 MAPP, Copyright 1995-2023
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
Narrative Interpretation
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 (Those tasks you want to perform)
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 (How you prefer to perform tasks)
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 (How you relate to things, in priority order)
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 (How you relate to the usage of language)
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- -------- --- ---------- --- ------- -------- ------ --------- ------- -------- --- -------- --- -------- ------- -------- -- --- -- ------------ -- -- -- - ----------- -- ------------ --------- --- ----- -------- ---- -------- -- -- ---------- ------ ----- ------ ------ ------ -- -------- -- --------- ----- --- --- ------- --- ----- ------------- ----- ---- ---- ------- ---------- ------------
Your Top Career Areas
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 |
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-------- --------- --------- ------------ ------- |
1 |
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-------- -------- ------- ------- ------- |
1 |
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------------ ----------- --- ---- ---- -- ------ |
1 |
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------------ --------- ----- --------- ----------- |
1 |
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----- ----------- ----- ------- ----- ---------- |
1 |
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-------------------- --------- ------- ----------- |
1 |
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--------- --------- --------- ---------- ---------- |
1 |
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------- ---------- ---- ------------ --------- |
1 |
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----------- --------- -------- -------- ------ |
2 |
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----------- ------- ----- --- ----- -- -------- |
2 |
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Beautician/Barber (Stylist): cosmetic services, styling |
2 |
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Switchboard Service: relay incoming office calls |
2 |
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Stenographic: shorthand, typing, word processing |
2 |
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Nursing, X-Ray; technical care for patients |
2 |
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Information Processing: gather, verify, send, file |
2 |
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Interview/Inform: gather, dispense information |
2 |
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Classify, File: clerical detail, forms, filing |
2 |
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Legal and Related: practice of law; judges, lawyers |
2 |
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Computing and Related Recording: numerical problems |
2 |
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Purchase and Sales: merchandising; stores, markets |
2 |
Worker Trait Code System
WORKER TRAIT SCORES
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.
