After one month of accounting classes Julie would finally like to admit that she doesn’t think she would be a very good accountant. She would like to apologize to those who have told her so and would even appreciate it if they came up and tell her “I told you so.” 😛
Julie’s next goal is to actually find something she likes and wants to do. She feels like she now knows something about everything and everything about nothing and not sure if there’s something that she wants to know everything about.
Of course she knows exactly what she wants to do if she had about $50,000 extra dollars lying around every year to pay her tuition. So some say she should just go for that and to a very hot place with the consequences. Except Julie’s not a very adventurous gal and doesn’t think she would like to be doing what she likes while living on bread and water.
So now poor Julie’s caught in a bind. Although she enjoys a life full of surprises, she likes to have a general direction and goal so she is not going around in circles. After all, at 22, people aren’t calling her old but she has already started reminiscing about the good old days and looking forward to her 10 year high school reunion.
But honestly Julie is a very optimistic person and thinks there’s a solution to everything. As long as you don’t think about the past and regret the decisions you can no longer change, the future is always bright. So there. ^_^
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Dear Julie,
a
Congratulations on completing your MAPP assessment. You now have your own custom profile with which you can explore all of the career possibilities available to you. With your MAPP assessment membership you can see what careers are right for you, find out what tasks are involved, what the day is like, what the pay is like, what education is needed, and real jobs available right now. All of these privileges plus career specific magazine subscriptions and our newsletter are available for free in our MAPP member center. If you want us to determine your top careers and provide you with more comprehensive assessment reports, these are available for a nominal fee.
Assessment.com wants to be your complete career exploration site. Watch for more and more privileges specific to your profile to be added in the future.
Welcome aboard,
Henry Neils
President, Assessment.com
________________________________________
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.
Along with other mental activities, Julie is aware of abstract ideas and concepts. Ideas about new or different ways of doing things are commonly called innovating or inventing. Rather than creating in ways unrelated to present or past activity, Julie uses an abstract, innovative, and/or creative set of preferences, to extend or expand what already exists.
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.
Julie has a strong preference to work under the management or supervision of others who are competent and knowledgeable in their area of expertise. This also may indicate a preference to avoid work of an independent nature (i.e. self-directed, self-planned, self-managed). Performance, morale, energy, enthusiasm, and quality of work tend to reflect how satisfied Julie is with the working environment as created and managed by the motivational and inspirational leadership of a manager, director, supervisor, or lead-person.
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.”
Philosophical, cultural, scientific, literary, managerial, and/or computational work, more than likely, represent very important types of mental activities for Julie. Being capable in those activities, Julie’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 Julie 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.
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.
Julie 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. Julie 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 Julie to stand up for them.
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.
Julie is moderately motivated to be responsible for technical, operational control of tolerances and quality; for attainment of precise standards and identification of defects. (NOTE: This is a very important preference in industries where production, maintenance, and repair require exact precision, high quality, and almost zero in allowable defects or error).
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.
Compiling means more than simply gathering large volumes of data sheets and stuffing them in a filing cabinet. It means that Julie is motivated to find, identify, classify, store, remember, and retrieve what is important or what might be important for future use. (NOTE: This is crucial for researchers, technical writers, lawyers, academic teachers, consultants, systems engineers, and programmers). This trait indicates a subconscious preference we could refer to as a “packrat” orientation, i.e., if it glitters; stuff it in the nest along with everything else because it might be useful sometime. Other traits will indicate how motivated the individual is to be thorough, practical, and efficient within this trait.
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.
Julie 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).
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.
Julie 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.
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.
Julie has creative writing and communicating preferences that are important vocational motivators. Mental preferences are holistic and conceptual and include abstract ideas, concepts, theory, capacity for fiction, and symbols. Writing probably is not so motivational as to be a specialized or professional activity, but Julie probably does consider it in particular areas. Other worker traits should be screened to determine where and how writing and other communicative media fits into Julie’s vocational preferences.
YOUR TOP CAREER AREAS
In this sample section MAPP presents 10 of the top 20 career areas that match your motivations. When you are searching careers or being considered for jobs, this list of top careers should be given serious consideration. All MAPP Packages present your top 10 career areas as well as more job matching capabilities.
1 —– ———– —– ——- —– ———- 1
2 ———– ——— ——– ——– —— 2
3 —– — ———- —– ——– ——- 2
4 ——— ——– —— ———— ———– 3
5 ———— ——— —– ——— ———– 3
6 ———– ———– ——- ——- —– —- 3
7 ——– ——– ——- ———— ———- 3
8 ——– ——— ——– ——– ——— 3
9 ——– ——— ——— ———— ——- 3
10 ——— ———– ——— —– ——- ——— 3
11 Industrial Engineering: plan, direct, install, erect
3
12 Corresponding: prepare, edit, send communications
3
13 Systems Engineering: research, design, develop, apply
3
14 Sort, Inspect, Measure: quality, tolerance, value
3
15 Interview/Inform: gather, dispense information
3
16 Instructive, Fine Arts: drama, art, music
3
17 Decorating and Art Work: design, arrange, consult
3
18 Classify, File: clerical detail, forms, filing
3
19 Research, Social Science, Psychological
3
20 Consulting, Business Services: evaluate, influence
3
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