Member Center Home PageAbout MAPPTake a TestLog Out of the Member CenterRetrieve your resultsHelpContact Assessment.com

 

 

 

Career Motivational Appraisal

Motivational Appraisal of Personal Potential
For

Andrew T Visagie

Your MAPP™ results are based on your responses to the MAPP™ assessment and are truly unique. We’ve processed and interpreted them to reveal your true motivations, your top vocational areas, learning styles, and your work preferences.

This document is a self-discovery tool used in career and educational planning. It is not a psychological assessment. If you have any questions contact International Assessment Network.

 

International Assessment Network
7400 Metro Blvd Suite #350
Edina, MN 55439 U.S.A.
Phone: 952-921-9368
www.Assessment.com
MAPP, Copyright 1995-2005

 

 

 

TABLE OF CONTENTS

  1. NARRATIVE INTERPRETATION

    1. INTEREST IN JOB CONTENT
    2. TEMPERAMENT FOR THE JOB
    3. APTITUDE FOR THE JOB
    4. PEOPLE
    5. THINGS
    6. DATA
    7. REASONING
    8. MATHEMATICAL CAPACITY
    9. LANGUAGE CAPACITY


  2. WORKER TRAIT CODE SYSTEM

    1. INTEREST IN JOB CONTENT
    2. TEMPERAMENT FOR THE JOB
    3. APTITUDE FOR THE JOB
    4. PEOPLE
    5. THINGS
    6. DATA
    7. REASONING
    8. MATHEMATICAL CAPACITY
    9. LANGUAGE CAPACITY


  3. VOCATIONAL ANALYSIS

    1. MAJOR VOCATIONAL AREAS
    2. FINE ARTS
    3. BUSINESS RELATIONS
    4. CLERICAL
    5. COUNSELING, GUIDANCE, SOCIAL WORK
    6. CRAFTS (Skilled Trades)
    7. EDUCATION AND TRAINING
    8. ELEMENTAL WORK
    9. ENGINEERING
    10. ENTERTAINMENT
    11. FARMING, FISHING, FORESTRY - OUTDOOR, REMOTE
    12. INVESTIGATE, INSPECT, TEST - LAB/FIELD SERVICE
    13. LAW AND ENFORCEMENT
    14. MACHINE WORK
    15. MATH AND SCIENCE
    16. MEDICINE AND HEALTH
    17. MERCHANDISING
    18. PERSONAL SERVICE
    19. TRANSPORTATION, PUBLIC
    20. WRITING


  4. TOP TEN VOCATIONAL AREAS

 

 

NARRATIVE INTERPRETATION

INTEREST IN JOB CONTENT
(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.

Andrew prefers to associate with others socially, organizationally, and recreationally. In addition to assuring company with others, association is an important arena and environment for interacting with people in a variety of ways: leadership, managing, supervising, communicating, serving, caring, etc. Other traits have to be considered to determine how and why Andrew is motivated to associate and interact with others.

Preferences for Andrew fully support being perceptually, subconsciously, and consciously aware of fantasy, symbols, symbolic relationships, abstract ideas, options, and choice of options as they relate to creative or innovative activities. Perception triggers ideas in Andrew's mind, a process that just happens - a process often called intuition. It is not a conscious effort to logically "come up with" creative ideas; instead, the process is best identified with the statement that "a thought struck me." A quote by Carl Jung probably makes complete sense to Andrew: "Art is innate in the artist, like an instinct that seizes and makes a tool out of the human being. The thing in the final analysis that wills something in him is not he, the personal man, but the aim of the art."

Andrew is conscious of existence, meaning, purpose, potential and destiny of humankind, people, and self. Andrew is motivated by a self-felt, self-accepted calling to the cause of good, growth, and gain in the lives of others. Influential communication of ideas is a primary way of achieving those objectives. Perception and thinking tend to be holistic and conceptual; i.e., seeing the big picture. It is important to see which of the other traits are interactive with this trait because there can be many interesting combinations. This is a major trait in cultural, intellectual, academic, and creative activities. It includes ideas, concepts, theory, ethics, and values.

Andrew is motivated to manage people and their activities. Such management can be exercised with a variety of talents Andrew may possess and for a variety of reasons. The primary reasons may be: 1) to exercise executive, managerial, or supervisory responsibility and authority, 2) to have the management position, role and recognition, 3) to not be in a subordinate, supervised position or role. Because emphasis is on the management of people, this is seen by Andrew as a service role where the managing is in the interest of those being managed. Whether Andrew is motivated and equipped to manage on a "take charge" or "given charge" basis (an important difference) can be determined by the motivational strength and involvement of other related traits.

Andrew is motivated to assertively or aggressively gain personal recognition, status, prestige, and worth in the process of social, organizational, and/or vocational interaction with others. Andrew looks for opportunity, challenge, and risk if and when odds are strongly favorable. But Andrew does not prefer challenge or risk if they might result in loss of status, role, or ownership. In many vocational activities, recognition is a primary motivator and, therefore, an important asset. Andrew probably understands what Mark Twain meant when he said, "I can write for two weeks on one compliment."

Andrew has a curiosity and awareness about the nature and utility of things. Analysis and experimentation are part of vocational and recreational activities. But those are probably not specialized or professional activities. Instead, they are a part of a mix of functional preferences. Preferences that are technically oriented cause Andrew to think systematically and to be motivated where challenging activities are developmental or experimental.

Andrew is motivated to work on projects that are planned, scheduled, and completed. This indicates a preference to complete a project rather than leave it unfinished. But completion or achievement may be offset by switching to a project of higher priority and/or interest, with the hope that the uncompleted project may be done another day. What is not completed will probably be kept in mind until it is completed.

Andrew prefers to be with people and will most likely avoid activities that are done apart from others. Andrew considers "one-among-others" togetherness as an essential environment for personal, work, and/or recreational activities.

Andrew is motivated very little by physically working with things and objects as a primary or important part of work or recreation. Other activities carry a higher priority. Sensory/physical traits have probably not been developed well enough to be considered a motivational feature of work.

Andrew prefers and may even require change and variety. Sameness and routine cause loss of interest, drive, and energy. Andrew probably sees a truth in the saying "a change is as good as a rest." This individual enjoys vocation, recreation, and/or vacations that include lots of change and variety, new challenges and experiences as well as new contacts and acquaintances.

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.

Andrew prefers and needs change and variety. Change is motivating, stimulating, and energizing. Andrew looks for new options, challenges, assignments, acquaintances, relationships, and even new careers in new places. Andrew tires of sameness, repetition, and routine even in activities that were interesting at the start. Once things become routine for Andrew, this becomes a motivation to move on to more interesting things.

Andrew is strongly motivated to be organizationally active with others. Andrew senses and accepts a certain degree of self-assumed responsibility for the good, growth, and gain of others.

Andrew is most likely benevolent, voluntarily giving of self to help others, especially regarding current pain, hurts, stress, needs, and problems. This means empathetic, sympathetic, intentional, personal involvement in the personal lives of others to give help, sacrificially if necessary, and to subjectively gain personal satisfaction from providing personal service. (NOTE: emphasis is on the word "personal." This is a heart trait and is totally self-motivated and voluntary. It is one of the most strongly motivated traits in determining vocational dedication. The word "others" is important in the context of benevolence) Andrew is probably more benevolent toward persons not intimately, formally, or organizationally related. (NOTE: Benevolence expects those in close relationships to join in the giving rather than being a priority recipient.) Nonetheless, Andrew probably exhibits benevolence toward all persons. But benevolence does have priorities about eligibility of persons for help.

Andrew is strongly motivated to: 1) have direct access to the listener, 2) intentionally, assertively (maybe aggressively), orally communicate to the listener, 3) cause the listener to hear and understand what is said, 4) cause the listener to willingly or otherwise accept what was said, and 5) cause the listener to act on what was said if that was the intent. Persuasion suggests confrontation of wills and may include intimidation, intentional or otherwise, overt or covert. It is important to look at other traits to identify the motivation, purpose, style and objective of this persuasive trait. Andrew is going to persuade; the only questions are: when, how, and for what purpose.

Andrew subjectively exercises responsibility for social, vocational, or recreational perceptions, thinking, options, choices, decisions, and actions. This is an important, broad scoped, in-depth factor that includes social, leadership, management, and mental activities. Responsibilities which fit Andrew's preferences are identified by many other traits. The purpose of this factor is to emphasize that Andrew accepts, assumes, and acts responsibly (and probably assertively) relative to the exercise of talents and skills, and those talents and skills might apply to various forms of leadership. Perception, thinking, and action tend to be in the context of the "big picture". Thinking is holistic, conceptual, exploratory, and analytical.

Mind and mental activity are very central to Andrew's vocational activities. (NOTE: "Intuition is very different from thought, from feeling and from sensation, by the major characteristic of insight. Intuition comes from the Latin meaning, literally, `in to you'. Intuitive insight results from `identification with,' rather than `looking at' the object of attention. It is `being a part of.' Intuiting is a process, not of perception, but of experience. There is no need for interpretation in intuition. Intuitive relationship implies contact. So one does not perceive; one experiences." ~~Quote from Robert Ashby) Andrew has a preference or perhaps the talent or ability for experiencing abstract ideas, creativity, concepts, theory, assessment, and choice of options. New ideas and creativity must have an important place in vocation.

Andrew prefers and actually seeks organizational management responsibility. Emphasis is on firm, take charge management to get things done through utilizing the talents and abilities of others. Skills are primary. Andrew is not interested in the activity in order to socialize, empathize, sympathize, or manage on a psychological, personality, emotional, or ego basis. It is management with balance between the big picture and pieces of the picture. This management is fairly administered, as long as performance, quality, and results are the measuring criteria.

Most likely, Andrew is logical and analytical and is motivated to make sense of perceptions by identifying how things logically fit together. This motivation fits well with scientific, research, management and literary and/or computational preferences. This mix of motivational preferences usually function in a conceptual context.

Andrew sees self as talented, self-sufficient, and goal-oriented. Most likely, Andrew regards work activity and goals as more important than association, interaction, or involvement with people. If vocation calls for working with others, or managing the skills and or abilities of others as part of achieving work objectives, Andrew is motivated and equipped to do that. When others are selected for existing, deliverable skills and/or abilities; then performance is expected. But independent, self-directed, self-achieved activity is preferred.

Andrew does not prefer or need to be managed by others. It is important to study related Worker Traits to determine whether Andrew is motivated to manage, influence, persuade, or work independently. Persons who don't wish to be managed sometimes do not perform or adjust well when closely monitored or supervised. They resent being dominated, managed, or controlled by others.

Andrew does not prefer being tied to or tied down by timed, repetitious sensory/physical activity. Such work quickly becomes boring, frustrating, and stressful. In such work, Andrew seeks and needs frequent breaks and other change and/or variety. Performance and quality of work tend to fade as repetitive activity continues.

Andrew does not generally see, retain, and/or recall verbatim detail and, instead, shows an awareness of concepts, patterns, general ideas, etc. Andrew "Gets the drift" of what is seen, read, or heard. Recall is in general and in relative terms and not in specifics. Numbers are sometimes transposed. Words are read as form or pattern rather than by specific letters. Although this concept is built around ability, addressed here is how these abilities generally affect current preferences and specific motivations pertaining to the situation.

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."

Andrew's preferences and motivations are derived from understanding the deeper or 'real' meaning of ideas and words and uses them effectively in written or oral communication. Literary in this factor means intentional search for ideas expressed by the minds of others for one's own use, assimilation, learning, etc. The source can be books, other publications, historical documents, research information, drama, movies, television, the "information highway" or internet, etc. Emphasis is on communication: picking up information from minds of others or communication aimed toward the minds of others. Journalism and writing are major activities. Literary activity is not exclusively intellectual, academic, or cultural. It may be an end in itself as in a bookworm for instance. And literary activity is not always accompanied by communicative activity, written or oral. On the other hand, communicative activity need not be literary in the classic sense. And one need not be persuasive to be communicative, but it helps. When the trait is highly motivated, as it is here, it suggests both literary and communicative abilities that are or could become a usable skill or a developed talent. By now you can see that only a review of all traits will clearly show the specific content of Andrew's literary and/or communicative preferences and motivations.

Andrew's preferences fully support holistic, conceptual perception, and thinking relative to the basic nature, utility, potential, or strategic possibility of what is being observed or considered. This includes intuition, insight, creativity, curiosity, experimentation, and innovation in various degrees. Ideas are at the heart of this talent. The basic orientation is perceptual and mental seeing.

Andrew's preferences, more often than not, are motivated by such things as sensing and seeing aesthetics, essence, philosophical and psychological meaning, and effect of color. Andrew probably doesn't consider the saying, "Beauty is more than skin deep" as a cliche. Further, Andrew considers pattern, texture, and spatial measure: size, shape, distance, dimension, perspective, relationship, etc. with the same regard. This includes abstract dimensions and patterns, graphics, layouts, etc. (NOTE: That higher artistic sense is the source of abstract art, animated films, computer graphics, fractal geometry, new clothing designs and styles, modern architecture, etc.) Andrew would probably make a permanent mental note of the quote from Carl Jung, "The artist is essentially the instrument, and he stands below his work, for which reason we should never expect from him an interpretation of his own work. He achieved his highest with his composition."

Philosophical, cultural, scientific, literary, managerial, and/or computational work, more than likely, represent very important types of mental activities for Andrew. Being capable in those activities, Andrew's mind is naturally receptive to consider abstract ideas, theory, concepts, inquiry, exploration, analysis, logic, systems, and procedures. Factors in this aptitude section, plus the data and reasoning sections show the degree of motivation and talent Andrew has for each of those mental activities. High rating for this trait indicates an intellectual orientation that is functional in, or has potential for, academic, scientific, research, literary, executive, or consulting activities.

Andrew is aware of details for their own sake, and sees the linkage and relationship associating that detail with something larger, unitary, and complete. Therefore detail is seen as a piece of the picture. If not seen as part of the known picture, it is seen as most likely important for a probable picture. In other words, Andrew is motivated to build or fill something meaningful with what is at hand. This is a practical, objective, manipulative, or managerial orientation related to what must be or could be managed.

Andrew's motivations and preferences adequately relate to the activities of the mind and its immediate response to use available talent as a first response. (Note: This is a 'general' definition that identifies how well and quickly the mind decides what to do physically and how to do it). Where the motivation for the activity is only moderately present, it is unlikely that it will have primary vocational emphasis or motivation. Truly motivated activities for Andrew can be either physical or mental depending on other factors (addressed in other traits within this assessment).

Andrew has a moderate level of motivation when considering activities where attributes include: sensory/physical coordination, dexterity, timing, rhythm and ability to perform simultaneous function - called "eye-hand-foot coordination" by the Dictionary of Occupational Titles. Andrew's motivational level is effected by whatever ability the mind can adequately and immediately link physical reaction, perception and/or senses. Most likely there is not a 'second nature' response in most instances where an immediate response is required by the mind.

In activities where Andrew's motivational levels are highest is where awareness of specific detail is most likely. Otherwise, preferences lean towards other considerations not necessarily oriented toward details. Andrew probably knows the saying 'There is a place for everything . . .', but everything doesn't always (or very often) get to that assigned place. If involved too much or too long where a preference for detail is required, Andrew can actually experience a certain, (what can only be considered a mental form of) claustrophobia that may have adverse effects on mental activity.

Andrew is not motivated for what is called `workbench' activity where a person manually (primarily arms, hands, fingers) processes materials. There can be many reasons for disinterest in that activity: 1) Andrew is motivated to do other things, 2) Andrew does not naturally have the talent for sensory/physical activity of that kind, 3) the activity is too monotonous for Andrew's activity preferences, or 4) it is too non-social where social activities are preferred. It is important to identify the reason(s) so Andrew can function where natural talent or already existing skills and abilities as well as motivation are greater.

Andrew has clear preferences that do not include handling minute manipulation of detail for extended periods of time. If asked, splicing telephone wires at a switchboard installation or knitting a sweater to enter in a county fair competition, Andrew would likely indicate that these are not a preferred career or avocation.

Math may be about the same as a foreign language for Andrew. At least, it is foreign to Andrew's mental preferences in one-way or another. Mathematical problems seem to become bigger problems if Andrew tries to solve them. Mental gears seem to get jammed in the middle of a math problem, and success in the form of a solution is without internal reward or satisfaction.

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.

Highly motivated persuasion means that Andrew intends to assertively, even aggressively, make direct personal contact with others, orally project a message with the deliberate intent and attempt to cause the listener or listeners to hear what is said, accept what is said, and act on what was said, so that Andrew can close the deal. If it is for commission (i.e., in the seller's interest), it will be a hard-sell even though it might come across as a soft-sell. If it has philosophical or benevolent objectives, it will be a soft-sell. But if Andrew is defending and/or championing the cause of the underdog or the less fortunate, then it will seem as if some modern-day Don Quixote and/or Joan of Arc are doing the persuading. (Note: As a single trait, persuasion is the most deliberately assertive, often aggressive, psychological expression/effort of an individual.)

Andrew's motivations are heightened significantly by persuasive, gregarious, auditory-musical, visual-artistic, and communicative traits to entertain others with intent to convince them toward a particular idea, viewpoint, direction, objective, or product. In this motivational context, entertainment is more than pleasing people. It has promotional and marketing objectives. Some preferred activities include: marketing, sales, public relations, television commercials, lobbying, political campaigns, promotional consulting, sports announcing, etc. Motivations may also be driven at the prospect of efforts to get ahead in various areas of entertainment and/or acting, i.e., to advance one's own career. Persuasion is the primary preferred trait. A high level of motivation exists because there is an element of risk involved where the effort has a goal tied to the end of the act.

Philosophical, literary, scientific, managerial and/or persuasive traits may be involved in Andrew's motivation and drive to educate, train, or influence others. The main preference is to share knowledge and information that will be useful. So, conveying information to others assumes that educating self precedes educating others. Andrew is motivated by learning, seeing the big picture, recognizing how pieces fit the picture, and prefers passing information on to others. Because so many traits might be involved in instructing activities, it is important to scan the other traits to see which traits are important.

This high drive to negotiate is intellectual more than psychological, assertive more than aggressive, logical more than emotional, strategically winning the contest more than persuasively winning a skirmish. Andrew is strongly motivated to represent one position in a confrontation of different views and objectives and is motivated and determined to apply logic, strategies, and communicative skills to cause agreement, compromise, concession, or submission by opposing positions or views. Persuasion is probably involved; at least it is an asset, but it is not essential. Intimidation may be involved, but it is considered a poor tool for achieving objectives. Strategic thinking is preferred as the key element and is also represented in the reasoning section (Factor 1).

"Mentor: a trusted counselor or guide." Andrew is interested in and consciously prefers to consider the existence, meaning, purpose, potential, and destiny of mankind, people, persons, and self; with self-felt, self-accepted responsibility to influence and/or cause good, growth, and gain in the lives of all concerned. Andrew has intuition and philosophical curiosity that causes an awareness of personality, intentions, emotions, ethics, values, and moods of other persons, and of self. By itself, this is not benevolence. If Andrew is highly motivated for benevolent activities, this trait is compulsively central to personal and vocational activities. If there is a lack of personal motivation, then the preference for consideration tends to be more philosophical or academic in nature, but still service oriented.

Andrew's personal motivations support the willing acceptance of responsibility for planning, assigning, and supervising work activities of others in operational or administrative activities. Preferences focus on daily scheduling, procedures, expediting, motivating, solving problems as they arise, and meeting functional objectives. This sort of preference considers the prime responsibility as developing the will to work with employees and motivating them to higher levels of attainment and performance.

Andrew is motivated to voluntarily communicate to others with the intent or hope that the information will be in their interest and for their benefit. At this motivational level, it is probable that Andrew is more strongly motivated in benevolent and literary traits rather than just this persuasive trait. The persuasive trait here might have a lower motivational level, however, the sense of service responsibility will cause certain willingness, even duty, to communicate persuasively if warranted.

Rather than a motivation for putting others first, Andrew's preferences revolve around self as a first priority. Andrew is motivated by self-interest, status, and recognition. Andrew does not like to lose, so all options and choices are evaluated on the basis of the chance of gain versus the chance of loss before a decision or commitment is made. Stress and frustration are experienced when things aren't going Andrew's way. Pleasure, enthusiasm, and energy are experienced when things are going Andrew's way. Association and relationships are chosen, maintained, or abandoned on the basis of self-interest.

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.

Andrew has moderate mental/sensory/physical preferences for handling material processing. This may or may not involve machines or machine operation. It basically means motivation to manage (i.e., functionally manipulate) things at hand from one place to another, from one process to another, from one material state to a new one because of the process. This can be machine work or craft work or even supervising ("bossing") the work of people.

Andrew has motivational levels that support operating heavy, mobile equipment such as trucks, earth-movers, cranes, etc. (NOTE: Sensory/physical skills are involved and important: e.g., coordination, dexterity, timing, spatial awareness: size, shape, distance, dimension, perspective, relationship; depth perception). Because motivational levels are only moderate for equipment operation, Andrew identifies more with the required talent or abilities rather than with the equipment; i.e., "it's another job". Nonetheless, persons whose natural preferences support a natural mechanical savvy are always interested in tools, appliances, machines, or equipment. Moderately motivated, this operator trait is probably not occupationally specialized.

Manual labor is not an activity where Andrew is in any way motivated. Routine, elementary, sensory/physical activity is not preferred; instead, it probably is experienced as boring, frustrating, and stressful.

"Being stuck to a machine all day" is not Andrew's definition for a satisfying vocation, occupation, or job. There is little preference for understanding machines, little preference for steadily monitoring machine performance, and little motivation for coping with the routine that is required.

Engineering activities, regarding mechanics, systems, etc., do not fit Andrew's vocational interests.

Andrew's motivations are not compatible with assembly line activity where one is locked into operational processes by station, function, and timing. Such activity would most likely be boring, tiring, frustrating, and stressful for Andrew in a short time.

Andrew is most likely not motivated to engage in activities requiring close, constant attention to precise standards, exact measurements, close tolerances, detection of minor defects, and long concentration on the process. Instead, there is a demonstrated preference for change, variety, and activities with less concentration and specialized focus.

Andrew's preferences and motivations in vocational activity are not oriented toward routine, alert monitoring, recording, and reporting of operational or machine processes. Such activity is too clerical for Andrew's preferences.

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.

"Synthesize: putting two or more things together to form a whole; the combination of separate elements of thought into a whole; the operation by which divided parts are united" (Webster). Andrew is motivated by seeing the big picture so much so that (s)he, attempts to see all parts of the picture in that larger context, then sees all parts relative to each other, but still within that larger context. Perception and thinking are therefore holistic and conceptual. Philosophical and intuitive processes are involved. Scientific, managerial, and/or literary preferences may also be involved. Other mental factors in this section are subordinate, secondary, or complementary to this primary motivational attribute. This is an overview and scanning activity that includes ideas, concepts, theory, fiction, hypothesis and assessment. (Note that words in the last sentence are unrelated to logic that Webster defines as "the science of the operations of the understanding subservient to the estimation of evidence.") For Andrew, preferences for this sort of synthesis will allow it to get no further toward logic than estimating.

Andrew is strongly motivated to coordinate: to take actions, to manipulate that which is at hand in order to "get the show on the road." Because of the strong motivational levels for this, it is very important to determine whether Andrew has first seen the big picture, pulled in important pieces of the picture, made plans, and developed strategies before taking action. If "Coordination" is the top priority, it becomes a "General Patton Syndrome" which is to begin the charge, then identify the objective, and hope that someone follows with the supplies. If there are equal motivational levels in this trait as in other mental traits, it still means enthusiasm and drive to take action, but it is balanced with other related functions. This trait represents preferences that are goal oriented!

Andrew has analytical, research, and innovative preferences. Establishing an objective for new breakthroughs, innovative pathways, and achieving developmental progress motivate mental activity. It is important to determine where this analytical part of mental activity fits with other mental traits and their preferences or motivations. It assures that Andrew is most likely open to new ideas and also motivated to identify the usefulness of those ideas.

Andrew prefers an emphasis on utility when called upon to recognize and identify or classify important factors related to the context, content, operations, and objectives of projects. (NOTE: This is an important trait for research, technical activities, systems engineering, operations management, and administrative activity).

Andrew's motivational levels support being conscious of the importance of information and evidence relative to the "whole story" of a subject or topic. This support extends into perception that there is a natural sorting process of separating what is important from what is trivial. And Andrew is most likely to be deliberate, methodical, and thorough in compiling, labeling, and storing information for later use.

Andrew does not prefer mailroom activities; i.e., duplicating and processing forms, bulletins, envelopes, etc. Detail and routine are most likely avoided as are activities related to them.

Routine, factual, mathematical problem solving does not represent any vocational preferences for Andrew. Therefore, possibly math is not a willing or well-developed skill, and Andrew would probably prefer it typically not be a significant part of vocational responsibilities or activities. Study of all traits, particularly those related to mathematical capacity, will identify why this is not a particularly motivational activity.

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.

Andrew is strongly motivated to apply thinking to the big picture through holistic ideas, concepts, options, and strategies. This does not mean, suggest, or imply that thinking is kept only in a holistic context but it does mean that the first and constant priority or preference for consideration and focus are on the big picture. (Example: Andrew more likely prefers to be an executive rather than a manager, and more inclined to be a manager rather than a supervisor.) Considering how pieces of the picture are brought in to the big picture stimulates motivation for the activity.

Andrew applies scientific/technical/logical thinking (to the fullest extent this ability exists) to identify, analyze, and solve challenges and/or problems; to collect data, establish facts, connect abstract and concrete variables, draw valid conclusions, determine appropriate action, devise strategies and systems to achieve objectives. (NOTE: This is engineering in the industrial and technical sense). Andrew probably relates to the following quote as it illustrates this trait: "What marks the mind of the strategist is an intellectual elasticity or flexibility that enables him to come up with realistic responses to changing conditions...In strategic thinking, one first seeks a clear understanding of the particular character of each element of a situation and then makes the fullest possible use of human brainpower to restructure the elements in the most advantageous way." (Keniche Ohmae, The Mind of the Strategist)

Problems and problem-solving responsibilities do not motivate Andrew. Management responsibilities for problem solving are more than likely avoided. Andrew assumes or hopes that things will occur without problems. When problems arise, they may be experienced as frustrating and stressful.

Andrew literally may get 'system claustrophobia' if he/she has prolonged involvement in running, monitoring, or maintaining systems. The experience will most likely be regarded as boring, frustrating, and quite stressful. It could eventually lead to the proverbial question of which will have the first breakdown the system or Andrew. This of course indicates no motivation or natural preference with regard to systems.

Methodical, meticulous, routine activities do not motivate, are not acceptable, or tolerable for Andrew. Change, variety, options, challenge, and opportunity to move up based on merit represent more preferred activities.

Andrew is not motivated to participate where simple, routine, basic tasks are primary.

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.

Andrew is motivated and probably equipped to work with, use, and apply math at management levels for tracking, analyzing, and proving business activities and performance. This is part of a management generalist preference.

Andrew prefers to consider math extending more toward theory, abstract concepts, experimental applications, etc. Because of the moderate motivational level for this theoretical activity, it is not likely that it would be satisfying as a primary vocation or have too heavy an emphasis. However, it remains a valuable asset that extends normal capability beyond usual activities.

Andrew's preferences tend to be methodically curious, exploratory, analytical and systematic, with math as an important tool for such activity. However, math is not an end in itself but used more as a tool as just stated. Andrew prefers to consider proof as a primary basis for thought.

Andrew is not motivated by routine, basic mathematic-oriented activities and prefers not to work with math nor depend on math skills in occupational activities.

Andrew does not prefer activities requiring verbatim perception, recording, and/or processing of details, especially where numbers are involved.

Andrew may simply lack interest or the motivation to express self vocationally through the use of basic math skills while possibly quite capable. This is most likely demonstrated by consistent inaccuracy when making basic arithmetic calculations.

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.

Andrew is highly motivated to consider creative writing and communicating at professional levels. Preferences are holistic, conceptual, imaginative, and creative. "Ideas trigger more ideas" can probably be said about Andrew. High motivational levels for this worker trait indicate an interactive combination of literary and philosophical traits. As Dean W. R. Inge said, "Literature flourishes best when it is half a trade and half an art." That probably makes a great deal of sense to Andrew. Motivation at this level indicate preferences that probably include writing fiction, poetry, scripts for movies or television, advertising copy, marketing copy, teaching creative writing, etc.

Andrew is motivated to describe, explain, teach, illustrate, and interpret. This is a journalistic trait dedicated to inform people. Social, leadership, influential, technical, service, and functional traits are involved as well. Therefore, it is necessary to review all worker traits to more closely identify Andrew's preferences relative to this trait.

For Andrew technical information management is not a motivational factor. There is seemingly too much detail, routine, and paper work to maintain interest beyond a brief period of time.

Andrew does not pay particularly close attention to non-motivational information, data, or detail such as elementary and basic instructions. The natural preference may be to simply use common sense or to experiment in order to figure it out.

WORKER TRAIT CODE SYSTEM

WORKER TRAIT SCORES

The Worker Trait Code System has been in use for over 30 years and has proven to be an outstanding vocational tool for identifying jobs, classifying job requirements, and understanding human motivation. The Worker Trait Code System has been modified from a proposal by the US Department of Labor's 1965 version of the Dictionary of Occupational Titles. The Worker Trait Code has seventy-two factors sorted into nine categories. The code's purpose is to identify "those abilities, personal traits, and individual characteristics required of a worker in order to achieve successful job performance." The architect of MAPP used this same criteria to define job positions and provide a method for individuals to identify their motivations and to improve their odds at success in "worker trait" terms. The Worker Trait Codes of the Position Profile and the Personal Profile can be simply and electronically matched in order to ensure the right person is working in the right job. The Worker Trait Code Report contains the percentiles which determine the level of motivation the trait has for the person. The higher the percentile or the lower the level number, the greater chance the person has to succeed or compete with the general population in the trait area or activity. For example, a score of 88% (Level 1) indicates that only 12% of the general population is more motivated and interested in vocationally expressing this task. Traits in Level 1 are compulsive; Level 2 is highly motivated; Level 3 is moderately motivated.

INTEREST IN JOB CONTENT
(Those tasks you want to perform)

IN_2 - Direct business contact and interaction with others  1
IN_8 - Abstract, innovative, creative activities  1
IN_6 - Concerned with people, communication of ideas  1
IN_4 - Management of social or organizational activities  1
IN_5 - Work for personal gain, recognition, status  1
IN_7 - Technical, scientific interests and skills  3
IN_0 - Output drive: production, goals, efficiency  4
IN_9 - Nonsocial procedures, operations or functions  5
IN_1 - Physical work with materials, tools, equipment  5
IN_3 - Routine, organized, methodical procedures  5

TEMPERAMENT FOR THE JOB
(How you prefer to perform tasks)

TE_1 - Change and variety: accept, utilize, cause change  1
TE_5 - Organizational involvement, teamwork, roles  1
TE_X - Provide service dedicated to interest of others  2
TE_7 - Aggressively influence, persuade, get agreement  2
TE_8 - Handle responsibilities, choices, decisions  2
TE_9 - Intuition, creativity: ideas, concepts, options  2
TE_4 - Plan, control, direct activities of others  2
TE_0 - Evaluation: logical study, analysis  3
TE_6 - Independent, self-planned, self-performed activity  4
TE_3 - Work under management or supervision by others  5
TE_2 - Routine activity set by schedule or operations  5
TE_Y - Work with detail, data, records, inventory  5

APTITUDE FOR THE JOB
(Expression of performing tasks)

AP_V - Literary and/or Communicative orientation  1
AP_S - Mental/Sensory awareness of "the big picture"  1
AP_C - See and sense colors, shades, patterns, textures  2
AP_G - Intellectual and/or Analytical orientation  2
AP_P - Sensory/Mental awareness of "pieces of the picture"  3
AP_K - Mental/Sensory coordination of physical action  3
AP_E - Simultaneous skills in complex physical tasks  4
AP_Q - Sensory/Mental awareness of detail per se  5
AP_M - Manual dexterity in routine "workbench" activities  5
AP_F - Mental/Sensory skills in handling fine detail  5
AP_N - Computational or analytical use of numbers  5

PEOPLE
(How you relate to people, in priority order)

PE_5 - Persuade: assertively influence, convince others  1
PE_4 - Entertain: to deliberately influence others  1
PE_2 - Instruct: teach, train, influence, demonstrate  1
PE_1 - Negotiate: confront, communicate to achieve goal  2
PE_0 - Mentor: size up people, personalities, motives  2
PE_3 - Supervise: plan, manage work activity of others  2
PE_6 - Service communication: voluntarily inform others  3
PE_7 - Social service directly benefiting others  4

THINGS
(How you relate to things, in priority order)

TH_4 - Manipulate: physically manage material processes  3
TH_3 - Drive/Operate: mobile and heavy equipment; controls  4
TH_7 - Handling: basic, routine manual labor  4
TH_2 - Operate/control: on-site machine operation  4
TH_0 - Engineering, technical planning, installation  4
TH_6 - Feeding/offbearing: manual labor timed by machines  4
TH_1 - Precision/quality: technical, mechanical standards  5
TH_5 - Tending: monitoring/adjusting gauges, switches, controls  5

DATA
(How you relate to data, in priority order)

DA_0 - Synthesize: holistic, conceptual, strategic thinking  2
DA_1 - Coordinate: plan, implement, manage procedures  2
DA_2 - Analyze: investigate, research, experiment  3
DA_6 - Compare: recognize important factors for use  3
DA_3 - Compile: gather, classify, store information  4
DA_5 - Copy: duplicate, transcribe, record, send  5
DA_4 - Compute: solve routine mathematical problems  5

REASONING
(How you relate to reasoning, in priority order)

RE_6 - Holistic concepts, meanings, options, strategies  1
RE_5 - Apply ideas and strategies to real problems/tasks  2
RE_4 - Solving on-going problems in familiar areas  4
RE_3 - Operational systems, procedures, maintenance  5
RE_2 - Methodical and thorough in routine procedures  5
RE_1 - Follow specific directions for basic, routine tasks  5

MATHEMATICAL CAPACITY
(How you relate to the applied usage of math)

MA_4 - Analytical, accounting, auditing use of math  3
MA_6 - Research: innovative, experimental use of math  3
MA_5 - Statistical, investigative mathematics  3
MA_3 - Computational: solving routine math problems  5
MA_1 - Counting/Posting: inventory, data processing  5
MA_2 - Elemental: add, subtract, multiply, divide  5

LANGUAGE CAPACITY
(How you relate to the usage of language)

LA_6 - Creative literary, communicative ability  1
LA_4 - Systematic, logical explanation and education  1
LA_2 - Record, transmit, post, file information  5
LA_1 - Read, understand, follow basic instructions  5

VOCATIONAL ANALYSIS

The Vocational Analysis provides nineteen major vocation areas for consideration, based on major vocational categories suggested by the US Department of Labor in sorting its Dictionary of Occupational Titles. These areas are ranked from highest to lowest potential. The ranking is obtained by comparing the individual's score to the general population. Each major vocational area further contains specific occupational titles which are also ranked to identify occupational potential. You may see an occupational title with a high rating while the vocational heading has a low rating, or vice versa. Strong vocational and occupational ratings in the same group indicate the greatest potential for success. However, each occupational statement should be reviewed individually.

MAJOR VOCATIONAL AREAS

Merchandising: Selling, Demonstrating 751
Entertainment, Promotion 751
Counseling, Guidance 721
Law and Enforcement 701
Education and Training 682
Business Relations 662
Investigating, Testing 632
Fine Arts: art, music, drama 612
Medicine and Health 592
Writing and Journalism 582
Farming, Fishing, Forestry 414
Engineering 394
Mathematics and Science 364
Transportation: Trucks, Bus, Taxi, etc. 324
Personal Services 304
Machine Work 275
Crafts 275
Elemental Work 145
Clerical 135

Fine Arts

Instructive, Fine Arts: drama, art, music 771
Decorating and Art Work: design, arrange, consult 701
Photography: aesthetics, form, color, perspective 553
Art Work: creative expression, ideas; paint, draw 364
Artistic Restoration: detail, precision; restore 215

Business Relations

Interview/Inform: gather, dispense information 721
Corresponding: prepare, edit, send communications 711
Consulting, Business Services: evaluate, influence 701
Business Training: teach, demonstrate, communicate 682
Contract Negotiations: confront, persuade, close 662
Corporate Leadership: executive, managerial 553
Title and Contracts: find, examine, confirm 384
Accounting, Auditing: analyze, compare, report 384
Managerial: organize, coordinate departmental work 374
Supervisory: responsible for work done by others 364
Information Processing: gather, verify, send, file 354
Managerial/Supervisory - Service: coordinate 165

Clerical

Secretarial: clerical; minor executive assignments 572
Facilities Services: utilize equipment and people 255
Typesetting, Reproducing with Machines: detail, form 255
Typing, Related Recording: routine data processing 235
Sort, Inspect, Measure: quality, tolerance, value 215
Schedule, Dispatch, Expedite: coordinate activities 205
Switchboard Service: relay incoming office calls 195
Inspecting, Stock Checking: inventory, verify, store 195
Routine Checking and Recording: processing totals 185
Classify, File: clerical detail, forms, filing 155
Computing and Related Recording: numerical problems 155
Stenographic: shorthand, typing, word processing 135
Cashiering: receive money for goods or services 115
Paying, Receiving: cash transactions (tellers) 105

Counseling, guidance, Social Work

Research, Social Science, Psychological 682
Guidance, Counseling: personal, work, school, spiritual 642

Crafts (Skilled Trades)

Craft Management: plan, oversee craft activities 692
Manipulating: sensory/physical/mechanical work 414
Trade Supervision: direct onsite craft activities of others 334
Craftsmanship: build, process, repair, inspect 245
Precision Working: rigid standards, tolerances 215
Costuming, Tailoring, Dressmaking: artistic textile crafts 215
Cooking and Related: plan, prepare, serve foods; timing 195

Education And Training

High School, College, University; teach/counsel 781
Training Services: human resource development 751
Kindergarten, Elementary Education: teach, nurture 721
Supervisory and instructive: teach/manage service classes 692
Physical Education: sports; coach, develop skills 682
Vocational Education: teach/demonstrate; apprentice 582
Animal Training: obedience, performance, show 582
Instructive: hobbies, crafts, games, recreation 553
Industrial Training: systems, processes, machines 404
Flight and Related: teach aircraft flight/operation 344

Elemental Work

Feeding/Offbearing: manual labor, machine-timed 354
Handling: routine nonmachine tasks, basic work 344
Signaling: alert observation; guide/warn public 285

Engineering

Sales Engineering regarding Technical Markets and Customers 701
Human Engineering: identify, develop/apply human skills 652
Engineering, Scientific, Technical Coordination 602
Technical Writing: logic, terminology, explanation 582
Industrial Engineering: plan, direct, install, erect 414
Surveying, Prospecting: explore, locate, map 374
Engineering Research and Design: conceive, experiment 334
Systems Engineering: research, design, develop, apply 324
Drafting and Related: graphic layout/diagrams/detail 215

Entertainment

Creative Entertainment: imagination; spontaneous 761
Dramatics: interpret, portray roles 751
Radio, TV Announcing: poise, vocabulary, delivery 751
Musical, Creative: compose, arrange, improvise 731
Specialty Entertainment: please others to make sales 711
Musical, Instrumental: professional potential 692
Musical, Vocal: singing, choral, solo; public 672
Recreation/Amusement: challenge, risk; competitive 632
Rhythmics: dancing, ballet; precision of movement 612
Modeling: artistic display; fashions, apparel 602
Amusement/Entertainment: physical, gymnastics, sports 592

Farming, Fishing, Forestry - Outdoor, Remote

Technical/Scientific Support: lab/field service 354
Farming, Fishing, Forestry: outdoor craftsmanship 245

Investigate, Inspect, Test - Lab/Field Service

Investigate/Protect: monitor, enforce regarding regulations 622
Material Analysis/Physical Science: test regarding specs 344
Appraise/Investigate: assess, evaluate, measure 344
Transport, Test Drive: operator, pilot, engineer 334

Law and Enforcement

Legal and Related: practice of law; judges, lawyers 721
Protecting: Monitor, defend persons and property 523

Machine Work

Driving/Operating: heavy equipment control and operation 374
Operating/Controlling: stationary machine operation 304
Setup, All around Machine Work: install, technical 275
Setup/Adjust: tuning machines to performance standards 185
Tending: observing operations, instruments, gauges 165

Math And Science

Health Physics: safety engineering, occupational 741
Scientific Research: probe, analyze, experiment 483
Math regarding Physical Sciences: collect, analyze data 334

Medicine and Health

Medical, Veterinary: diagnose, treat, prescribe 533
Surgery: manual/instrumental operation/correction 414
Therapeutic: rehabilitation, physical or mental 404
Nursing, X-Ray; technical care for patients 384
Child and Adult Care: health maintenance, support 374

Merchandising

Promotion/Publicity: advertise, market, promote 801
Demonstration sales: store contact with customers 711
Sell in Seller's Interest: gain for self; commissions 632
Purchase and Sales: merchandising; stores, markets 533
Sales and Service: selling, installing equipment 473
Delivery Services: mail, products, services 235

Personal Service

Customer Services: clerical, duplicating, sending 493
Customer Service: craft, repair, improvements 215
Volunteer Social Service: social, personal 195
Beautician/Barber (Stylist): cosmetic services, styling 155
Courrier Service: escort, assist, deliver 125
Personal Service: valet, butler, maid, food service 65

Transportation, Public

Driver, Public Transportation: bus, taxi, limousine 334

Writing

News Reporting: gather, write, send information 761
Journalism and Editorial: write, edit, publish news 721
Creative Writing: author; imagination, vocabulary 711
Translating/Editing: language, format, composition 175

TOP TEN VOCATIONAL AREAS

In this section MAPP presents those ten occupational titles with the highest motivation and greatest potential for the individual's success. When people are searching for careers or being considered for jobs, this list of the ten top occupations should be given serious consideration.

Promotion/Publicity: advertise, market, promote 1
High School, College, University; teach/counsel 1
Instructive, Fine Arts: drama, art, music 1
News Reporting: gather, write, send information 1
Creative Entertainment: imagination; spontaneous 1
Radio, TV Announcing: poise, vocabulary, delivery 1
Dramatics: interpret, portray roles 1
Training Services: human resource development 1
Health Physics: safety engineering, occupational 1
Musical, Creative: compose, arrange, improvise 1


Help Contact Us Privacy information Affiliates
1995 - 2007 Assessment.com All rights reserved