The following assessments were taken:

· Jung Typology test

· Holland-Type

· MAPP

· Keirsey Temperament Sorter

Humanmetrics Jung Typology Test™

Your Type

ENTJ

Extravert(16%)  iNtuitive(9%)  Thinking(1%)  Judging(16%)

· You have slight preference of Extraversion over Introversion (16%)

· You have slight preference of Intuition over Sensing (9%)

· You have marginal or no preference of Thinking over Feeling (1%)

· You have slight preference of Judging over Perceiving (16%)

How Do You Want to Leverage The Type?

Self-development

	· · · ·

Your results for the   are as follows:

· Realistic: 5 *lowest

· Investigative: 10

· Artistic: 9

· Social: 15 *highest

· Enterprising: 9

· Conventional: 14

Your Holland Codes are as follows:

·

Select each link to view your codes. For more jobs,   of the page to explore your results at  .

Work Environment: Social Cooperative environments, supporting, helping, healing/nurturing:
Job Title (Holland Code)	RCC Program Options (links to graduation guide)
S	·
S	·   ·
SA	·
SA	· AAOT: Communication Interest
SA	·
SA	·
SA	·
SA	·
SA	·
SAC	·
SAC	·
SAE	·
SAE	·   ·
SAE	·
SAI	·
SAI	·
SAI	·
SAI	·
SAI	·
SAI	·   ·
SAI	·   · ·
SC	·   · ·
SCR	·
SE	·
SE	·
SE	·
SE	· AAOT: Health/Exercise Science/Physical Education Interest  ·
SEA	·
SEC	·   ·
SEC	·   · · AS: Business Management-Entrepreneurship/SBM Transfer to OT
SEC	·   · Reserve Officer Law Enforcement Academy
SEI	·   · · AS: Business Management-Entrepreneurship/SBM Transfer to OT
SER	·
SI	·
SI	· AGS: Biology Interest
SI	· Reserve Officer Law Enforcement Academy
SI	·
SI	· AGS: Pre-Professional Medicine
SI	·
SI	·
SI	·   ·
SI	· AGS: Physics Interest
SI	·
SI	·
SIA	·
SIA	·
SIA	· AGS: Biology Interest
SIA	·
SIA	·   ·
SIA	·
SIA	·
SIA	·
SIA	·
SIC	·   · · · ·
SIC	·
SIE	· Community Health Worker Training
SIE	·
SIR	·
SIR	· AGS: Chemistry Interest
SIR	· AGS: Biology Interest
SIR	·
SIR	·
SIR	· Engineering Interest
SIR	·   ·
SIR	·
SIR	·   ·
SIR	·   ·
SIR	· AGS: Pre-Professional Medicine
SIR	·
SR	·
SR	·
SRA	·   ·
SRC	· AGS: Pre-Dental Hygiene Interest
SRC	·   ·
SRE	·
SRE	· AGS: Biology Interest
SRE	· AAOT: Health/Exercise Science/Physical Education Interest  ·
SRI	·   ·

Select a Work Environment / Work Personality:  |   |   | Social |   | 

For more information about the list of occupations, visit   and  .

The following is a Sample MAPP Assessment prepared for

Free Sampleof Narrative SectionForKelly

This FREE MAPP™ appraisal is a sampling of your narrative results, Kelly. Your responses to the MAPP™ assessment are truly unique. We have processed and interpreted them to reveal your true motivations.

Note: The following appraisal contains dashes "— —- —-" to represent the content available about you in our more comprehensive career packages.

www.Assessment.comMAPP, Copyright 1995-2023

Dear Kelly,

Thank you for taking the MAPP test, the first and most comprehensive online career test for consumers. You join 8.5 million other people in nearly every country in the world who has taken this powerful assessment tool.

But YOU are totally unique! Did you know that there are literally more potential results for the MAPP assessment than there are people in the world? There are more than a trillion different possible results for the MAPP test. That is one of many reasons why the MAPP test is also used by over 3,500 career counselors, outplacement firms and school psychologists.

We noticed you have only received your partial test results. You could gain so many more insights and see all the careers that you are best suited for by upgrading to one of our more  . Our most popular package is the Career Seeker Package, which enables you to match yourself to over 1000 types of jobs that are presorted just for you, plus a graphical interpretation of your results.

The Assessment.com Team

Narrative Interpretation

The narrative section below is abridged in this FREE MAPP™ appraisal. All of the MAPP packages include a comprehensive narrative section for each of the nine Worker Trait Code sections. This FREE appraisal limits the content so you can determine which appraisal is right for you. Your career decisions should not be determined solely on this FREE appraisal.

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Kelly is motivated to work on projects that are planned, scheduled, and completed. This indicates a preference to comple– – ——- —— —- —– — ———– — ———- — ———– — — —— — ——— — – ——- — —— ——– —— ——— —- — —- —- — ———– ——- — — —- ——- —- —- — — ——— —- ——– — —- — —- —– — — ———-

Kelly is moderately motivated to manage others on a social or organizational basis as part of overall vocational respons——— — ———– —— —- ———– — — — ——— — ———- ——– — —– —– — ——– —- ———– —- – ——– — —— ———- — — – —– — —- ——- ———— —— — ——- —— — ——– ——- —— ———– — —- ———- —– — —————

Kelly is interested in ideas, concepts, and meaning as part of perceptual and mental activities. Intellectual, theoretic– —— ——– ———- — ——– —- —– ———- — — — —- – ——– — ———

Kelly enjoys social or vocational interaction with others but is not dependent on direct contact and association. If som- —- —————- — ———- ——- ———– —– —- ——- — — — —- ——- — —- — —— —— — — —- ——- —- ———– — — —– — —– ———– ——— ——– — ———- — — —- ——— — ——- ———–

Kelly enjoys associating and interacting with people but likes independence as well. So the activity, rather than people- — —- —- —— — ——– ——- —– —— ——– — — ——- — ———— —– ——— ———— — ———– —– ——— ——- —– —- ————- —— —– ———-

Motivational levels are highest for Kelly when in the limelight where recognition is earned, deserved, or given. However- —– — — —- —– ——– — — ——- —– — ———– ——– — — ———- — — ———– ———— ———– — – ———- ———- ——-

Kelly is motivated very little by physically working with things and objects as a primary or important part of work or r———- —– ———- —– – —— ——— —————- —— —- ——– — —- ——— —- —— — — ———- – ———— ——- — —–

Kelly is generally not interested in or motivated by scientific research of a technical nature or in technical systems, ———- ——— — ———– —- ——– ——– —- —– ———— —— —– ———- — ———- —— ——— ———- — ——– — ———— ———-

Kelly's preferences are oriented toward fact, reality, and tangible processes. Perceptions, thinking, and expression are — ——- — ———— ——– —— ——- ——– ———– —- ——– ——– ———– ————– ————— ——— ———— —— —————- ———- — ——- ———– — ————

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Kelly has a strong preference to work under the management or supervision of others who are competent and knowledgeable — —– —- — ———- —- —- — ——– – ———- — —– —- — — ———– —— —– ————– ————- ————– ———— ——- ——- ———– — ——- — —- —- — ——- — ——— —– — —- — ——- ———– — ——- — ——- — — ———— — ————- ———- — – ——– ——— ———– — ————

Kelly's preferences tend to be naturally empathetic, sympathetic, generous, and helpful Kelly is probably always ready — —– – ——- —- — ——- —— — ———– — — — – —- — ———- — ——— ———– — — ——— — ——– — — —- ——— —- —– ——– —– — – ——- ———- ——- —– ——– — ——- ——– — ——- —— —— ——— — —— — ——- ———— —– — — — —— ——–

Kelly enjoys and benefits from being organizationally interactive with others in work or recreational activities. This s— — ———- —– — ——— – ———- —— ———– — ——– —– —- — ———— —— ———— — ————– ———– —- —— —– — — — – ————— — ————— —— — —- ——– ———– ————- — — —– —- ——- —– — ———– —- ———- ——— ———–

Kelly is tolerant of routine sensory/physical activity that is tied to and timed by machine operation. It usually involv– ———– ——— —- ———- ——— ——- —- —- —— ———- — ——– —- —- — —– — — —— —- ——– ———– — ——– —- — – ——— ——– —– ——— —- ———– — —— — — — – —– —- — — ——– —–

Kelly accepts and exercises responsibility for organizational management but may not necessarily seek out that role for —– ——– — — ———- — ——- — —- — ——– —- — ———– — ——— ——— —— — ———- ———– — ——- — — —- ——— —– —— —- — ——- — ——— — —– ——- —- — – —- —— — —– —— —– —– — —- — — —- — ———- — ————- —————– — ————– —- ———- —– —- —

Kelly willingly accepts responsibility for exercising motivated talents. These may include leadership and/or management ——- —- ———- ——- —————- — ——- —- — — ———- —— ——– —— —- ——– ——- ———– ———– — —— ———– ———- — ——– ——- —— — — ——- — ——– —————- — —- ——–

Most likely, Kelly is logical and analytical and is motivated to make sense of perceptions by identifying how things log—— — ——— —- ———- —- —- —- ———– ——— ———- — ——– —— ————- ———— —- — — ———— ———– ——- ——– — – ———- ——–

Kelly readily adapts to change and may even be stimulated by it or motivated because of it. But it is not so important t— — —— ———– — ———— — —- ——- ———– — — ———- — —- ——- ——– — ————- ——– — — — ——- —- —— ———– — —– ——- —- — — — — ———– ——- — ——- ——-

Kelly highly prefers a given, known, managed, and supported organizational position and role, in which and from which, t- ———— —– — ——— — — ————- —- — — ——– ——- —–

Kelly is not motivated to persuade and is probably ill-equipped to do so; instead, Kelly can most likely be intimidated — ——- — — —— ———–

Perception, thinking, logic, decisions, and actions of Kelly are more than likely based in fact, resulting from personal ———– ———- — — ——- — ——— ———— ——- ——- ——- — ———– — ———– —- —— ——- — ———– — ———- ———– ———– — —– — — ——— ——– —— ——– ——– —— ———– ——- ———– ——— — —————-

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Kelly most likely relies on a natural ability to retain and recall great detail. That is detail which registers, as accu—— — ——— —- ——— ——- —– ——— ——- — ——– —- ——- —— — ———- ————- — ———— — —– ——— — — — ——– — — ——- ——– ——– —— ———- —— — ———– —- — — —- ———- — ——– ——- ————- — ——– —— ———- — —- ——— — —- ———–

Kelly's preferences toward 'literary and/or communicative' are, or could become, the basis for sufficient motivation to — ———— ———- ——– — — ————– — ——- — ———– —- — —– — ——- — — ————- — — —– — ——- — —– —– — — ————— — ——— — ———- —— — —– —- — — — ——– ——— — ——- —- ———– — — — — —- — —– ———– ——— ——- —– ———— ————— —-

Regardless of if Kelly has the ability and/or skills or even the aptitude to handle and manipulate small objects rapidly — ———- —- —- ————– ———– — —- —- — ——– —- —- —- ——- ——– — —– — — – ———— —— — —– — —– —- ——- — ——- ——— — —- ——— — —- — — ——- — —– — — ——– —– — ———- — — —— — —— ——- — ——- ————– —- —— ———- ——– ——– — ——– — ———- ———

Kelly is aware of details for their own sake, and sees the linkage and relationship associating that detail with somethi– ——- ——– — ——— ——— —— — —- — – —– — — ——– — — —- — —- — — —– ——– — — —- — —- —— ——— — – ——– ——– — —– —— —– — ——— — —– — —- ——— ———- —- —- — — —– —- — – ———- ———- ————- — ———- ———– ——- — —- —- — — —– — ——–

Intellectual and/or analytical work, most likely represent somewhat important types of mental activities. A review of th- —– —— —- ——– ——- ——— — ————– ——— ———– ———– —— ————- ———– ———- — —- —— —– —- ——– — — —– —— ——– —- — —- —– ———- — ——- — —-

Kelly is not motivated for what is called `workbench' activity where a person manually (primarily arms, hands, fingers) ——— ———- —– — — —- ——- — ———– — —- ——— — —– — ——— — — —– ——- — —– —- — ——— —- — —— — —————- ——– — —- —– — — ——– — — ———- — ——- ——– ———— — — — — — ———- —– —— ———- — ———- — — ——— — ——– — ——— — —– — ——– —– ——- —— — ——- ——– —— — ——— — —- — ———- — ———

More than likely, Kelly does not have highly developed, consistently reliable sensory/physical motivations either learne- — ———- —– — —— ———- — ———- ——- —— —- —– — —- —– —- —– — — – —— — — — —- ——– — — —– — —- ——- — —- — —————- ——– — ———– — —- ——– —– ——- — ——– — —————- —— —- —– — — —– — ———- —- — ——- — ———

The motivations and preferences influencing Kelly's mind tend to not be oriented toward placing importance or emphasis o- —————- ——— ——- — ———- —- — — ———– — — — — — —– ———- —- —- —— ——– — ———- ———– — ———– —- — —- ——- —– ———– ———– — — ——– —- —– — – —- ———- — —————- ———–

Kelly has few artistic preferences, and where preferences are lowest, artistic talent has probably not been developed to — —— ——– —— —– ——– —— — — — ——– ——- — ——— — — ——- — ———– — —— ——- —- ————-

Kelly's preferences revolve around reality, tangible evidence, practical utility, and talent and/or abilities gained thr—- ———– — — ——- —– — — —- —- —— — – ——- — — —- — — – —— — —— —- —- —— ——- — ——- —- — —- — —- —– ——- — —– — —— — — —- —- — —– — —- — — —- — —–

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Ellen is empathetically and sympathetically aware of the hurts, needs, problems, and wishes of others and is motivated t- —- ——– ——— —– — ———– — ———– — — ———- ——– — — ——– —– — —— — —– — —- —- —– ——- — ———- ——– —- ———- ——— — —- —— ——- —— — — —- — —– — —— — — —- — —— —- ———-

Kelly can be motivated in some situations to assume the responsibilities for planning, assigning, directing, supervising- — ———- —- ———- — ——- ———– —- —— ——- ——- ——- — ———– —- —– —– ———– ———— —— — ——– — — —— — —————- —- ——- ——- ———- ———– ——— ——- — ——- ——– ——- — ———– —- ———-

Kelly does prefer considering people both philosophically, and psychologically. This natural motivation towards an inter— — —— —— – ——— ——- ——– — — ——— — ——- — ——- — —- ——– — ———- — —— ———— —– ——- — — —— — ——- ——– ——– —- — ———- — ——- — — ——— — — —- ———— —— —– — —– —- —— — ———— ————— ———- ———– ————– —— ———- — ———- ———- —- — — — —– —— — — ———– —- —- ——— —– — ——– ——— — — — — — —- ——— — —–

Kelly is motivated to educate, which means to share knowledge that will be useful for the persons taught. Instructing ca- — — —- —— ——— ——— ———— — ————– — — —- ——- ——- ———— — ——- — —– — —- —— —- —– — ——— — — — ——— — —- — —— — ——– — — — —– ——- — — — ——— — ——– ——-

Kelly is ready, willing, and perhaps even able (or trainable) to persuasively influence others with the intent or hope t- ——– —- — —– —- —- — —– ——- —- —– — ———- ———- —– — ——– — ——– — —- – —— — ——- — – ———- —— ——– ———- — ———– —- —– —— — —– ———- — —– —- —- — ——— ———– —-

Kelly is moderately motivated by being "on stage" in order to pleasantly influence others toward a particular viewpoint, ———- — ——– —– ——– — ——– — —- ———— —— — —– ———- — ———- ——- —– — ———– —- – ———— —– — — —- —— — — — ———- ——— — — —– — —- ———- ——— —— —- —— —– — ——– — ————– —— ———— — —— — — ——— — —– ———- — —————– — ———- — —- —— ———– —— —- ——— — ——–

Kelly does not prefer to have the responsibility for, or involvement in, negotiating activities: is not motivated or com——– — — — —————- ———— — ———– ———– —- ——- —– —– —— ——— —- —— — — —– — —— ——– — ——- — —- ——– ————–

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Kelly is moderately motivated to be responsible for technical, operational control of tolerances and quality; for attain—- — ——- ——— — ————– — ——– —— —- — – —- ——— ———- — ———- —– ———– ———— — —— ——- —– ———- —- ——– — —— —- — ——— ——- — ——-

Given the full description of any activity requiring a sensory/physical aptitude for feeding materials into machines or ———- ——— —- ——– ———– — ——— ——- ———– — —– ——– —– — – ——– ———— —— —- ——– — ——- ———- —- ——– —- ———– — — ——— — —— —– —— —– ——- — ——— — — — —- —– —– —— ——— — — —- —– —– —— ———- — —— —- —– —— — —- —————- ———— — —- — ——- —- —- —- — ——– —— — — — ——— — — — ——— — ——– —– —

"Being stuck to a machine all day" is not Kelly's definition for a satisfying vocation, occupation, or job. There is lit— ———- — ————- ——— —— ———- — ——– ———- ——- ———— — —— ———- — —— —- — ——- —- — ———

Manual labor is not an activity where Kelly is in any way motivated. Routine, elementary, sensory/physical activity is n– ———- ——– — ——– — ———– — ——- ———— — ———-

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

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

Kelly is not motivated toward processing activities, no matter what is being processed or who is doing the processing. T—- — — ——- ———- — —- —- — ———

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Compiling means more than simply gathering large volumes of data sheets and stuffing them in a filing cabinet. It means —- —– — ——— — —– ——— ——— —— ——— — ——– —- — ——— — —- —– — ——— — —— —- —— —- — ——- — ———— ——— ——– ——– ——– ——— ———— ——- ———- — ————- —- —– ——— – ———— ———- — —– —– — — – ——— ———— —– — — ——— —– — — — —- —– —- ———- —- ——- — —– — —— ——— —– —— —- ——– — ——— — ———- — — — ——— ———- — ——— —— —- ——

High motivational levels in the copy trait means more than laying a paper face down in a copy machine and pushing button– — ——— — ——— — ——- ——- — ——- —– —— ———- ———— — ——– ——- — ——- —– ————- — ——— — ——- — ——— — ——- ——– — —- — — ——— — — ———- — ——– —- ———— —— ——— — —– — ——– ———– ————– —– ——— ———– — ——- ———- — —– — — ———— ——– — ——- ——— ——– — —- —– — ——- ——– — ———- —- ———- —– —– —- —— —— ———- —- ——- — —- — — ———– ——— —— — ———

Kelly is motivated to coordinate (i.e., manage, manipulate, administer, etc.) that which is at hand to achieve planned, —– — ——— ———– —- —– —- —– ——- — — ——— ———– ———— — ————- —- ——– ———- ———- — ——– —- — — —– ———– — — ———- — ——— —– ——-

Kelly prefers an emphasis on utility when called upon to recognize and identify or classify important factors related to — ——– ——– ———– — ———- — ——— —— —- — — ——— —– — ——— ——— ———– ——- ———— ———- ———– — ————– ———-

Kelly has analytical, research, and innovative preferences. Establishing an objective for new breakthroughs, innovative ——— — ——— ————- ——– ——– —— ——— — — ——— — ——— —– —- ———- —- — —— ——– —- —- —– —— —— — —– ———– — ———— — ——- —- —– — —- —— —- — — —– — —- ——— — ——– — ———- — —– ——

Kelly's mental preferences are a factual, realistic, logical handling of that which is directly related to knowledge and ———– —– —– —— —- —— – —— — — — — — —- — —- — —— ——– ——– ——– —— ——- — ———- — — – ——— — — —— ——— — —— —– — ——— — — —– — —— ———- ——– ——- ———— —– — —————- ——— ——– —- — — ——- —– — — ——— — ——– — — —– — — — ——– — — ——— — ———- —- —— — — —— ——- — —— ——— —– —– — —— — — ——- — ——- ————

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Kelly is naturally motivated to use and apply rational formulas, rules, systems, and/or procedures to deal with concrete ——— —– —- ——- ———— — ———- —— ——– —- — — ——- ———– — ————– ——– —- ——- — ——– —— —- — ——– —– — —————– — —– — – ——- ———- — — —— ——— — —– — ———- — ——- —- – —- — ——- — —— —- — — ——- ——– —— —– ——– —- — —– ——- ———– — – —- —– – ——- ——- – —– —— —- —— — —— —- —— ———- —— —- —– ——– —— ———– —- ———– – —– — ——— — —– —— —– — —– —– —– — —– —– —- — — — ———

Kelly prefers, perhaps even mentally needs, and most likely enjoys occupational activity which is exclusively methodical- ——— — ——– ———- —– —- — ——– — — ——– —- — ——- —— ———- —— — ————– — — —– —– — — —- ——– —– — —- —- ———– ———– – —— ——— ——– —– —- —– —————- ——- — – ——– ———- —– —- ——– — — ——– ————— —— —————- ——– —- — —- —- — ——- —– — —- —— — ———– — —– —- — ——– —- — —- — ——– —— —— —– —- — — —- —- — —— — — — —- — —– —- ———– — —— — — ——- —- — —— — —- ———— —- — —- ————- ———- —– —- — —- —- ——- —- —- — ——- — — — —– ———- — —- —- — — —- —— —- —————————– ——- —— —– —- — —- — — ——— — —- ——- —- ——— ———- — — ——- ——- —— —— ———– —- — — —- — —- —- — —- —– —- – ———-

Kelly's motivational levels support activities where an interest in and understanding of operational aspects of systems, ———– —— ———– — ——— —– — — ———- ——- ———- —— — — — —— —– — ————- — ——– — ———— — ———— — ——- ———- —— ———– — ——- — —- —– — ——- — ————- — ——— — ———- —— — — —- —- —— —- —– — ———– — ——— —- —– – ——— — ——- —- — —– ———- —— —- —– — ——- ——– ——- —– ——– — — ——– ——— — ———– ——– — — ——– —– — ——— —- — —– ——- ————–

The preferences in Kelly's mind tend to be oriented toward systems engineering: identifying, analyzing, and solving chal—— —— ——– — ———- —– ———— —— ———- ——– — ——– ———- ——- —– ———— ———– ———– ——– — ——– ———- — ——- — ——- ———– —- —— — ——— —– —– — – ——– ———— —– — —- —- ——- ———– — —— — — —– —— — — —- —— — —– ———— ——- —— — — —— —- ——– —– —- — —– — ———– ——— —— ———— —— — ——

Kelly prefers to work with facts and tangibles. Intangibles, abstract ideas, theories, and hypotheses do not stimulate a– ———- —— — ——— —— ———- — ——— — — —– — —— —- —– — — – —— — — — ——— — — —————

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Kelly's motivations fully support either natural talents or trained abilities with regard to excellent perception of det— — — ——- — ———- —— — ——- ——- ——- — —- ——- —— —- ——- — ——— ————- — ———- ——– — ——- —— —— — ——— — ———— ———— ——— ——– ———– — —– —– — —— ——- — —- — ——– ———– ——— —- —– — ———- —— ——- — ——- ——— ——– ———— ———- ——- ————– — ————- ———– ———- —- ———– —-

Because of Kelly's unique motivations for working with math, it can probably be said that she is deliberate enough, co———- ——- ——- ——- — ——- —— —— — — —- — —- ——— ——– — —— — —- — —- — —– ——– — —- ——— —— ——- —- — —- — — — —- ——– — —— —— ——- – —– —— — ——- — —– ——- — — ———- ———– ——- — — – ——- — —- ——– — —- —— ———- —- —— — —- — — —— ——– — —- —— ——

Statistical, investigative use of mathematics plays a major role in what motivates Kelly. This kind of math is valuable — —- —– — ———– ———– ———– ——– ———- ———– ——— —- ———– ——– ———- — ———– — ——- — — ——— ——— — ——— ——— — —- —– — —– ——– — ———- — ———— —- —— ——— — —– ————

Kelly is motivated and probably equipped to work with, use, and apply math at management levels for tracking, analyzing, — ——- ——– ———- — ———— —- — —- — – ———- ———- ———–

Kelly prefers to consider math extending more toward theory, abstract concepts, experimental applications, etc. Because — — ——– ———— —– — —- ———– ——— — — — —— —- — —– — ———- — – ——- ——– — —- — —– — ——— ——– — ——- – ——– —– —- ——- —— ———- —— —– ———–

.

Motivational levels for Kelly support activities including word processing in its widest application: administrative, se———- ——– ——- ———— ———- ———– ——– ———- ———— — ———— —- ———– —- ——- —— —— ——– —— ——— ———— ——- ————— ———— — —————— ——— — —— — ——— — ——- – ———— —— — ———- ——– — ——–

Kelly is motivated to describe, explain, teach, illustrate, and interpret. This is a journalistic trait dedicated to inf— ——- ——- ———– ———— ———- ——– — ———- —— — ——– — —– ———- — — ——— — —— — —— —— — —- ——- ——– ——- ———– ——– — —- ——

Kelly has creative writing and communicating preferences that are important vocational motivators. Mental preferences ar- ——– — ———- — ——- ——– —— ——— ——- ——– — ——– — ——– ——- ——– — — — ———— — — — – ———– — ———— ——— — —– ——– —- ——– — — ———- —— —– —— —— —— — ——– — ——— —– — — ——- — —– ————- —– —- —- ——- ———- ————

Your Top Career Areas

In this sample section MAPP presents the top 20 career areas that match your motivations. When you are searching careers or being considered for jobs, this list of top careers should be given serious consideration. All MAPP Packages present your top 10 career areas as well as more job matching capabilities.

Career Area	Level Rating Value
——– ——— ——— ———— ——-	1
——– ——– ——- ——- ——-	1
———— ———– — —- —- — ——	1
———— ——— —– ——— ———–	1
—– ———– —– ——- —– ———-	1
——————– ——— ——- ———–	1
——— ——— ——— ———- ———-	1
——- ———- —- ———— ———	1
———– ——— ——– ——– ——	2
———– ——- —– — —– — ——–	2
Beautician/Barber (Stylist): cosmetic services, styling	2
Switchboard Service: relay incoming office calls	2
Stenographic: shorthand, typing, word processing	2
Nursing, X-Ray; technical care for patients	2
Information Processing: gather, verify, send, file	2
Interview/Inform: gather, dispense information	2
Classify, File: clerical detail, forms, filing	2
Legal and Related: practice of law; judges, lawyers	2
Computing and Related Recording: numerical problems	2
Purchase and Sales: merchandising; stores, markets	2

Worker Trait Code System

WORKER TRAIT SCORES

Below you will see a sample of one full Worker Trait section.All nine Worker Trait sections are displayed in the same format within the Career Seeker and Executive MAPP Packages.

The content of your narrative section is determined by your highest motivations listed in your Worker Trait sections. This is based on a scale of 1 to 5, one being the highest motivator and five being traits you prefer to avoid.You will want to concentrate on your top motivators for the most job satisfaction.

The letters and numbers to the left are reference codes so you can read the graph below.The more shaded the graph, the more motivated you are in these areas.In your personal report you will be able to see at a glance if you have strong preferences in one area over another by looking at the shaded graphs. The graphs are helpful for visual learners. Others prefer to read the same information in the list below and yet others learn best by reading written material and will refer to the narrative interpretation of this same information.

Thank you for taking the Keirsey Assessment.

Guardian

Your result is the same temperament type.