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MAPP
So here are my nicely accurate results of my MAPP (Motivation Appraisal of Personal Potential) MAPP test.
INTEREST IN JOB CONTENT
(Those tasks you want to perform)
Preferences for Ashley 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 Ashley'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 Ashley: "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." (Gotta love the Jung quote ;))
Ashley is conscious of existence, meaning, purpose, potential and destiny of humankind, people, and self. Ashley has a curiosity and awareness about the nature and utility of things. Analysis and experimentation are part of...(unreaderable for nonpayers). Ashley enjoys associating and interacting with people but likes independence as well.Ashley enjoys social or vocational interaction with others but is not dependent on direct contact and association. Ashley is motivated very little by physically working with things and objects as a primary or important part of work. Ashley prefers and may even require change and variety. Sameness and routine cause loss of interest, drive, and energy. Deadlines do not motivate Ashley as they only increase the pressure. Ashley has little need for or is not motivated by recognition, status, or competitive gain.
TEMPERAMENT FOR THE JOB
(How you prefer to perform tasks)
Ashley 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) Ashley 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, Ashley probably exhibits benevolence toward all persons. But benevolence does have priorities about eligibility of persons for help.
Mind and mental activity are very central to Ashley's vocational activities. Ashley prefers and needs change and variety. Change is motivating, stimulating, and energizing. Ashley has a strong preference to work under the management or supervision of others who are competent and knowledgeable. Ashley enjoys and benefits from being organizationally interactive with others in work or recreational activities. Ashley sees self as talented, self-sufficient, and goal-oriented. Ashley is not motivated to persuade and is probably ill-equipped to do so; instead, Ashley can most likely be intimidated...Ashley does not prefer being tied to or tied down by timed, repetitious sensory/physical activity. Ashley does not prefer the responsibility for organizational, operational, or administrative management. Ashley does not generally see, retain, and/or recall verbatim detail and, instead, shows an awareness of concepts, patterns...
APTITUDE FOR THE JOB
(Expression of performing tasks)
Ashley'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.
Ashley's preferences and motivations are derived from understanding the deeper or 'real' meaning of ideas and words. Ashley's preferences, more often than not, are motivated by such things as sensing and seeing aesthetics, essence, philosophy...Philosophical, cultural, scientific, literary, and/or computational work, more than likely, represent very important areas...Ashley is aware of details for their own sake, and sees the linkage and relationship associating that detail with something...(probably relating it to theories). Ashley's motivations and preferences adequately relate to the activities of the mind. In activities where Ashley's motivational levels are highest is where awareness of specific detail is most likely. Ashley is not motivated for what is called `workbench' activity where a person manually (primarily arms, hands, fingers) works...Ashley has clear preferences that do not include handling minute manipulation of detail for extended periods of time. Math may be about the same as a foreign language for Ashley. At least, it is foreign to Ashley's mental preferences.
PEOPLE
(How you relate to people, in priority order)
"Mentor: a trusted counselor or guide." Ashley 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. Ashley 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 Ashley 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.
Ashley feels both privilege and responsibility to use communication (including persuasion) to voluntarily provide benefit others. Ashley is motivated to educate, which means to share knowledge that will be useful for the persons taught. Ashley is moderately motivated by being "on stage" in order to pleasantly influence others toward a particular viewpoint. Ashley is empathetically and sympathetically aware of the hurts, needs, problems, and wishes of others. Ashley is not motivated to accept the responsibilities for management or supervisory duties. Ashley does not prefer to have the responsibility for, or involvement in, negotiating activities.
THINGS
(How you relate to things, in priority order)
Ashley has natural preferences related to mechanical, technical, or systems engineering. It includes natural mechanical savvy about "what makes things tick" and motivation to design, assemble, build, install, or operate machines, equipment, or systems.
DATA
(How you relate to data, in priority order)
"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). Ashley 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..)
Ashley has analytical, research, and innovative preferences. Ashley's motivational levels support being conscious of the importance of information and evidence relative to the "whole picture"...Routine, factual, mathematical problem solving does not represent any vocational preferences for Ashley. Ashley is not motivated to lead, manage, coordinate, manipulate, or administratively control processes.
REASONING
(How you relate to reasoning, in priority order)
Ashley 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: Ashley 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.
The preferences in Ashley's mind tend to be oriented toward systems engineering: identifying, analyzing, and solving challenges. For Ashley, natural preferences can comfortably adapt to get into the "swing of things" and "go with the flow."
MATHEMATICAL CAPACITY
(How you relate to the applied usage of math)
Ashley 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.
Ashley's preferences tend to be methodically curious, exploratory, analytical and systematic. Ashley does not prefer activities requiring verbatim perception, recording, and/or processing of details. Ashley is not motivated by routine, basic mathematic-oriented activities and prefers not to work with math nor depend on...Ashley may simply lack interest or the motivation to express self vocationally through the use of basic math skills...
LANGUAGE CAPACITY
(How you relate to the usage of language)
Ashley 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 Ashley. 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 Ashley. 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.
Logical explanation and education can be motivational for Ashley in some instances. Ashley's vocational preferences include such activities as gathering, processing, recording, transmitting, filing...
Overall, while reading through, all I have to say is, how freaking INFP does that seem?! lol
INTEREST IN JOB CONTENT
(Those tasks you want to perform)
Preferences for Ashley 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 Ashley'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 Ashley: "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." (Gotta love the Jung quote ;))
Ashley is conscious of existence, meaning, purpose, potential and destiny of humankind, people, and self. Ashley has a curiosity and awareness about the nature and utility of things. Analysis and experimentation are part of...(unreaderable for nonpayers). Ashley enjoys associating and interacting with people but likes independence as well.Ashley enjoys social or vocational interaction with others but is not dependent on direct contact and association. Ashley is motivated very little by physically working with things and objects as a primary or important part of work. Ashley prefers and may even require change and variety. Sameness and routine cause loss of interest, drive, and energy. Deadlines do not motivate Ashley as they only increase the pressure. Ashley has little need for or is not motivated by recognition, status, or competitive gain.
TEMPERAMENT FOR THE JOB
(How you prefer to perform tasks)
Ashley 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) Ashley 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, Ashley probably exhibits benevolence toward all persons. But benevolence does have priorities about eligibility of persons for help.
Mind and mental activity are very central to Ashley's vocational activities. Ashley prefers and needs change and variety. Change is motivating, stimulating, and energizing. Ashley has a strong preference to work under the management or supervision of others who are competent and knowledgeable. Ashley enjoys and benefits from being organizationally interactive with others in work or recreational activities. Ashley sees self as talented, self-sufficient, and goal-oriented. Ashley is not motivated to persuade and is probably ill-equipped to do so; instead, Ashley can most likely be intimidated...Ashley does not prefer being tied to or tied down by timed, repetitious sensory/physical activity. Ashley does not prefer the responsibility for organizational, operational, or administrative management. Ashley does not generally see, retain, and/or recall verbatim detail and, instead, shows an awareness of concepts, patterns...
APTITUDE FOR THE JOB
(Expression of performing tasks)
Ashley'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.
Ashley's preferences and motivations are derived from understanding the deeper or 'real' meaning of ideas and words. Ashley's preferences, more often than not, are motivated by such things as sensing and seeing aesthetics, essence, philosophy...Philosophical, cultural, scientific, literary, and/or computational work, more than likely, represent very important areas...Ashley is aware of details for their own sake, and sees the linkage and relationship associating that detail with something...(probably relating it to theories). Ashley's motivations and preferences adequately relate to the activities of the mind. In activities where Ashley's motivational levels are highest is where awareness of specific detail is most likely. Ashley is not motivated for what is called `workbench' activity where a person manually (primarily arms, hands, fingers) works...Ashley has clear preferences that do not include handling minute manipulation of detail for extended periods of time. Math may be about the same as a foreign language for Ashley. At least, it is foreign to Ashley's mental preferences.
PEOPLE
(How you relate to people, in priority order)
"Mentor: a trusted counselor or guide." Ashley 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. Ashley 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 Ashley 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.
Ashley feels both privilege and responsibility to use communication (including persuasion) to voluntarily provide benefit others. Ashley is motivated to educate, which means to share knowledge that will be useful for the persons taught. Ashley is moderately motivated by being "on stage" in order to pleasantly influence others toward a particular viewpoint. Ashley is empathetically and sympathetically aware of the hurts, needs, problems, and wishes of others. Ashley is not motivated to accept the responsibilities for management or supervisory duties. Ashley does not prefer to have the responsibility for, or involvement in, negotiating activities.
THINGS
(How you relate to things, in priority order)
Ashley has natural preferences related to mechanical, technical, or systems engineering. It includes natural mechanical savvy about "what makes things tick" and motivation to design, assemble, build, install, or operate machines, equipment, or systems.
DATA
(How you relate to data, in priority order)
"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). Ashley 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..)
Ashley has analytical, research, and innovative preferences. Ashley's motivational levels support being conscious of the importance of information and evidence relative to the "whole picture"...Routine, factual, mathematical problem solving does not represent any vocational preferences for Ashley. Ashley is not motivated to lead, manage, coordinate, manipulate, or administratively control processes.
REASONING
(How you relate to reasoning, in priority order)
Ashley 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: Ashley 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.
The preferences in Ashley's mind tend to be oriented toward systems engineering: identifying, analyzing, and solving challenges. For Ashley, natural preferences can comfortably adapt to get into the "swing of things" and "go with the flow."
MATHEMATICAL CAPACITY
(How you relate to the applied usage of math)
Ashley 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.
Ashley's preferences tend to be methodically curious, exploratory, analytical and systematic. Ashley does not prefer activities requiring verbatim perception, recording, and/or processing of details. Ashley is not motivated by routine, basic mathematic-oriented activities and prefers not to work with math nor depend on...Ashley may simply lack interest or the motivation to express self vocationally through the use of basic math skills...
LANGUAGE CAPACITY
(How you relate to the usage of language)
Ashley 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 Ashley. 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 Ashley. 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.
Logical explanation and education can be motivational for Ashley in some instances. Ashley's vocational preferences include such activities as gathering, processing, recording, transmitting, filing...
Overall, while reading through, all I have to say is, how freaking INFP does that seem?! lol