Personal Appraisal

Motivational Appraisal of Personal Potential
For

Paul Jansen

International Assessment Network
7400 Metro Blvd Suite #350
Edina, MN 55439 U.S.A.
Phone: 952-921-9368
www.Assessment.com
MAPP, Copyright 2001

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. TOP TEN VOCATIONAL AREAS

   
   
   

4. PERSONAL ANALYSIS

   1. TRAITS OF THE PERSON
   
   
   

5. PERSONAL ORIENTATION

   1. LEADERSHIP FACTORS
   2. INTERPERSONAL FACTORS
   3. SOCIAL FACTORS
   4. PERFORMANCE FACTORS
   5. MECHANICAL ORIENTATION
   6. MECHANICAL REPAIR
   7. MECHANICAL MAINTENANCE
   
   
   

6. EDUCATIONAL ANALYSIS

   1. MENTAL ORIENTATION
   2. PERCEPTUAL ORIENTATION
   3. PERCEPTION RE: INPUT 'MEDIA'
   4. COPING WITH LEARNING ENVIRONMENTS
   5. COPING WITH CLASSROOM ENVIRONMENTS
   6. SKILLS FOR TESTING PROCEDURES
   
   
   

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.

Paul is conscious of existence, meaning, purpose, potential and destiny of humankind, people, and self. Paul 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.

Paul 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 Paul is motivated to associate and interact with others.

Paul is motivated to manage people and their activities. Such management can be exercised with a variety of talents Paul 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 Paul as a service role where the managing is in the interest of those being managed. Whether Paul 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.

Preferences for Paul 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 Paul'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 Paul: "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."

Paul has natural preferences that engender curiosity about the nature of things and about "what makes things tick". In addition, motivational levels are highest where activities allow thinking focused on the inquisitive, exploratory, analytical, and experimental. "Technical" orientation is often the interaction of two or more of these traits: Scientific, Natural/Outdoor, Mechanical, and Managerial. It is important to identify the other traits involved to determine whether Paul is more technical, scientific or systems-oriented or if these traits are balanced.

Paul 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. Paul looks for opportunity, challenge, and risk if and when odds are strongly favorable. But Paul 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. Paul probably understands what Mark Twain meant when he said, "I can write for two weeks on one compliment."

Paul 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.

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

Paul prefers and may even require change and variety. Sameness and routine cause loss of interest, drive, and energy. Paul 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.

Paul 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.

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.

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

Paul 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) Paul 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, Paul probably exhibits benevolence toward all persons. But benevolence does have priorities about eligibility of persons for help.

Paul 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 Paul's preferences are identified by many other traits. The purpose of this factor is to emphasize that Paul 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.

Paul 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. Paul is going to persuade; the only questions are: when, how, and for what purpose.

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

(NOTE: "Evaluation: to appraise carefully; to judge as to worth or amount; to estimate generally.") Most likely, Paul has a logical mind which "makes sense" of what is perceived regarding the big picture and pieces of the picture within the context of that big picture. It is evaluation or assessment after perception, not the process of perception itself. Emphasis is on patterns, linkage, and relationships. Intuition may be involved in conjunction with this evaluation/assessment process.

Paul 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. Paul 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.

Mind and mental activity are very central to Paul'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) Paul 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.

Paul highly prefers a given, known, managed, and supported organizational position and role, in which and from which, to functionally serve the interests of the organization. This is an involved service role.

Paul does not prefer or need to be managed by others. It is important to study related Worker Traits to determine whether Paul 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.

Paul 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, Paul seeks and needs frequent breaks and other change and/or variety. Performance and quality of work tend to fade as repetitive activity continues.

Paul does not generally see, retain, and/or recall verbatim detail and, instead, shows an awareness of concepts, patterns, general ideas, etc. Paul "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."

Paul'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 Paul's literary and/or communicative preferences and motivations.

Paul'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.

Philosophical, cultural, scientific, literary, managerial, and/or computational work, more than likely, represent very important types of mental activities for Paul. Being capable in those activities, Paul'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 Paul 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.

Sensory/mental awareness of "pieces of the picture" is capacity for comparative, intra-holistic recognition of parts relative to other parts and/or the big picture. It includes ability to see essential detail and make visual/mental comparison and discrimination relative to relationships of objects. The definition says "pieces of the picture," so it recognizes the picture and its larger context, but this trait still emphasizes pieces and their status as pieces. Paul prefers to see the big picture by first putting all the 'pieces' together. Most likely Paul already sees pieces as pieces rather than the big picture first and then breaking it apart into all the various pieces.

Paul's preferences are effected but not dominated by such things as beauty, color, and spatial measure: size, shape, perspective, and dimension. If and how that artistic awareness is applied depends on the presence, motivation, and influence of related traits and to what extent talents and or abilities exist. (NOTE: art, photography, oil painting, sketching, abstract art, mechanical drawing, landscape architecture for golf courses, layout of newspaper ads, computer publishing are all examples of potentially appealing activities given certain skill sets). Depending on the extent to which talents and abilities may exist will determine certain motivational levels Paul will have and how these preferences will be used and applied.

In activities where Paul'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. Paul 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, Paul can actually experience a certain, (what can only be considered a mental form of) claustrophobia that may have adverse effects on mental activity.

Math may be about the same as a foreign language for Paul. At least, it is foreign to Paul's mental preferences in one-way or another. Mathematical problems seem to become bigger problems if Paul 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.

The motivations and preferences influencing Paul's mind tend to not be oriented toward placing importance or emphasis on sensory/physical activity. Instead of `thinking' what to do physically, or how to do it, other activities have much higher priority and therefore, preferences and motivations tend to lean towards those alternative activities. It is unlikely that Paul has a high preference for sensory/physical activities.

More than likely, Paul does not have highly developed, consistently reliable sensory/physical motivations either learned or naturally. There is little motivation to physically perform better each time, to beat one's last score (as in a game), to be the best operator in the crew, to look forward and back at sensory/physical activity as challenging and fun. Instead, Paul prefers to consider the sensory/physical system (the body) as 'on call' and adequately able to perform as expected.

Paul 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) Paul is motivated to do other things, 2) Paul does not naturally have the talent for sensory/physical activity of that kind, 3) the activity is too monotonous for Paul's activity preferences, or 4) it is too non-social where social activities are preferred. It is important to identify the reason(s) so Paul can function where natural talent or already existing skills and abilities as well as motivation are greater.

Paul 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, Paul would likely indicate that these are not a preferred career or avocation.

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 Paul 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 Paul 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 Paul 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.)

"Mentor: a trusted counselor or guide." Paul 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. Paul 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 Paul 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.

Philosophical, literary, scientific, managerial and/or persuasive traits may be involved in Paul'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. Paul 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.

Paul'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.

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. Paul 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).

Paul'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.

Paul 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. Paul 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 Paul to stand up for them.

Paul is empathetically and sympathetically aware of the hurts, needs, problems, and wishes of others and is motivated to help whenever possible. There is inclination and willingness to get personally involved in the personal lives of others in order to help with one's talents and resources. Although only moderately motivated in this social service trait, it is hard for Paul to ignore or say "no" to anyone less fortunate.

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.

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

Paul 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.

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

For one or more of a variety of possible reasons, Paul does not prefer working with heavy equipment operation.

"Being stuck to a machine all day" is not Paul'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.

Paul is not motivated toward processing activities, no matter what is being processed or who is doing the processing. There is no natural preference for this sort of activity.

Paul'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 Paul in a short time.

Paul'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 Paul'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). Paul 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 Paul, preferences for this sort of synthesis will allow it to get no further toward logic than estimating.

Preferences that direct mental activity for Paul are naturally curious, inquisitive, investigative, exploratory, analytical, and experimental. Words such as "if" and "why" are central to this trait. It is a factor that fits exactly between synthesizing and comparing, with emphasis on synthesizing. Analysis is more than seeing the big picture, or seeing how the pieces fit the big picture. The motivation to engage an activity or process comes from nonlinear speculating about new forms, possibilities, relations, and fits. In other words, it tends to be an executive function dedicated to possibilities.

Paul 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 Paul 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!

Paul 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).

Paul'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 Paul is most likely to be deliberate, methodical, and thorough in compiling, labeling, and storing information for later use.

Paul 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 Paul. Therefore, possibly math is not a willing or well-developed skill, and Paul 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.

Paul 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: Paul 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.

Paul 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). Paul 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)

Paul is motivated and perhaps even mentally equipped for troubleshooting: to recognize or otherwise identify problems or developing problems in familiar operational or procedural areas; to tackle problems with intent to solve the problems and restore function to former levels or better. (NOTE: This requires onsite familiarity with those operations, a sense or suspicion of where things might or could break down, and savvy about ways to fix the problem).

Paul 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 Paul. 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 Paul. Change, variety, options, challenge, and opportunity to move up based on merit represent more preferred activities.

Paul 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.

Paul is motivated to work with a wide variety of theoretical math concepts; make original application of those concepts; apply knowledge of advanced mathematical or statistical techniques to new areas of challenge, interest, or opportunity. Motivation is derived from conceptual, analytical, curious, and exploratory thinking. Research and theoretical logic probably appeal greatly to Paul's mind.

(NOTE: Accounting Control of Numbers is "management math" because management uses it for tracking, analyzing, and verifying business activities and performance). Paul prefers management math because it includes a specialization for managing with math, i.e., making management decisions with knowledge gained from this level of mathematical activity. This includes budgets, operation-based forecasts, competitive risk analysis, etc. (NOTE: Chief Financial Officers, Comptrollers, bank officers, CPAs, and auditors rate high in this trait).

Paul'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. Paul prefers to consider proof as a primary basis for thought.

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

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

Paul 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.

Paul 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 Paul. 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 Paul. 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.

Paul 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 Paul's preferences relative to this trait.

For Paul 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.

Paul 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.

INTEREST IN JOB CONTENT (Those tasks you want to perform) IN_6 - Concerned with people, communication of ideas   1 IN_2 - Direct business contact and interaction w/others   1 IN_4 - Management of social or organizational activities   1 IN_8 - Abstract, innovative, creative activities   2 IN_7 - Technical, scientific interest and skills   2 IN_5 - Work for personal gain, recognition, status   2 IN_0 - Output drive: production, goals, efficiency   4 IN_9 - Nonsocial procedures, operations or functions   5 IN_3 - Routine, organized, methodical procedures   5 IN_1 - Physical work with materials, tools, equipment   5

TEMPERAMENT FOR THE JOB (How you prefer to perform tasks) TE_1 - Change and variety: accept, utilize, cause change   1 TE_X - Provide service dedicated to the interest of others   1 TE_5 - Organizational involvement, teamwork, roles   1 TE_8 - Handle responsibility, choices, decisions   1 TE_7 - Aggressively influence, persuade, get agreement   2 TE_0 - Evaluation: logical, study, analysis   2 TE_4 - Plan, control, direct activities of others   2 TE_9 - Intuition, creativity: ideas, concepts, options   2 TE_6 - Independent, self-planned, self-directed activity   4 TE_3 - Work under management or supervision of 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_G - Intellectual and/or analytical orientation   2 AP_P - Sensory/Mental awareness of "pieces of a picture"   2 AP_C - See and sense colors, shades, patterns, textures   4 AP_Q - Sensory/Mental awareness of detail per se   5 AP_N - Computational or analytical use of numbers   5 AP_K - Sensory/Mental coordination of physical action   5 AP_E - Simultaneous skills in complex physical tasks   5 AP_M - Manual dexterity in routine "workbench" activities   5 AP_F - Sensory/Mental skill in handling fine detail   5

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

THINGS (How you relate to things, in priority order) TH_0 - Engineering: technical planning, installation   4 TH_1 - Precision/quality: technical, mechanical standards   5 TH_7 - Handling: basic routine manual labor   5 TH_3 - Drive/operate mobile and heavy equipment   5 TH_2 - Operate/control: on-site machine operation   5 TH_4 - Manipulate: physically manage material processes   5 TH_6 - Feeding-offbearing: manual labor timed by machine   5 TH_5 - Tending: monitoring/adjusting gauges, switches   5

DATA (How you relate to data, in priority order) DA_0 - Synthesize: holistic, conceptual, strategic thinking   1 DA_2 - Analyze: investigate, research, experiment   2 DA_1 - Coordinate: plan, implement, manage procedures   2 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 strategy to real problems/tasks   2 RE_4 - Solving on-going problems in familiar areas   4 RE_3 - Operational systems, maintenance, procedures   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_6 - Research: innovative, experimental use of math   2 MA_4 - Analytical, accounting, auditing use of math   2 MA_5 - Statistical, investigative mathematics   3 MA_3 - Computational: solving routine math problems   5 MA_1 - Counting, posting: data processing, inventory   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 - Systematical, logical explanation and education   1 LA_2 - Record, transmit, post, file information   5 LA_1 - Read, understand, follow basic instructions   5

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.

Personal Analysis

The Personal Analysis indicates the basis for every rating, percentage, code, and narrative paragraph produced by MAPP. This report is directly based on the responses of an individual to the 71-triad, forced-choice preference survey. The source information comes from the person’s indicated preferences in the assessment - and nowhere else. Therefore, the appraisal only reports what the individual was saying about "self" through those responses to the most/least choices. Responses create a record of the level of motivation for each of twenty-three traits. By complex "construct" analysis, the computer identifies what happens as the result of the combined motivational interaction of all of those twenty-three traits. This complex interaction of all traits produces the rating and percentage for each of the factors in MAPP. Please keep in mind how many different trait combinations can produce the same ratings for a factor in MAPP. Every number presented in MAPP output is the result of these complex trait interactions, and it is statistically unlikely that any two individual’s appraisals would ever be the same!

TRAITS OF THE PERSON

Personal Orientation

LEADERSHIP FACTORS

INTERPERSONAL FACTORS

SOCIAL FACTORS

PERFORMANCE FACTORS

MECHANICAL ORIENTATION

MECHANICAL REPAIR

MECHANICAL MAINTENANCE

Educational Analysis

Learning Styles

David E. Barbee, Ph.D., Educational Technology, must be given credit for the inspiration, ideas, and specifics in the Educational Analysis section of MAPP. Dr. Barbee designed a complete educational system based on the "the motivational characteristics and learning styles" of each student. His educational system design has much in common with the MAPP system. This becomes evident when the root meaning of education is considered: "Education: To draw out the natural powers." The Educational Analysis section of MAPP identifies the natural powers (i.e. "motivational characteristics and learning styles") of an individual. Schools and teachers can actually know the individual and his/her learning preferences before the teaching begins and be able to design the educational paths which fit each student.

MENTAL ORIENTATION
(How you think)

PERCEPTUAL ORIENTATION
(How you retain or block information)

PERCEPTION RE: INPUT `MEDIA'
(How you prefer to receive information)

PREFERRED LEARNING ENVIRONMENTS

PREFERRED CLASSROOM ENVIRONMENTS

SKILLS FOR TESTING PROCEDURES
(How you most effectively test)