Motivational Appraisal of Personal PotentialThis document is a self-discovery tool used in
career exploration.
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1. NARRATIVE INTERPRETATION1.1 INTEREST IN JOB CONTENTThe INTEREST section identifies the ideal job content for the individual by identifying the human motivations and preferences, called Worker Traits, which he or she may bring to the job. These traits are listed in their order of motivational priority and are central to what motivates an individual or towards what the individual may exhibit a high preference. 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. Preferences for Audre 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 Audre’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 Audre: “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.” Audre 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 Audre is more technical, scientific or systems-oriented or if these traits are balanced. Audre prefers to be socially independent. This allows and often encourages activities that do not require or permit, association or interaction with others during projects, shifts, or extended periods of time. Emphasis is not on what Audre is doing, but that it is willingly or intentionally apart from others. This trait, by itself, does not imply or suggest antisocial or selfish attitudes. It only identifies social independence for vocational or recreational activities. Scientists, engineers, persons engaged in agricultural vocations, and night-shift service workers that were rated often include this preference. Audre has a preference for and is motivated by physically working with things and objects. Work of this sort is more sensory and physical rather than mostly mental or intellectual. When working with machines or equipment, timing, dexterity, coordination, and visual skills are important. Much of the activity is outdoors or where environmental conditions aren’t well controlled to assure physical comfort. Audre relies on the motivation that has naturally developed since birth for the preference towards such work. Audre is interested in ideas, concepts, and meaning as part of perceptual and mental activities. Intellectual, theoretical and/or creative activities are balanced with other activities and do not have a priority or emphasis. Audre’s preferences can include routine, organized, and methodical procedures, but this is not a need or dependency. Audre is most likely to adapt immediate preferences to change if it isn’t too sudden, radical, or disruptive. The predominant motivation is to strike a good balance between stability and flexibility. Audre 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. Audre enjoys associating and interacting with people but likes independence as well. So the activity, rather than people, is more than likely the deciding factor. Where mutual interest is the purpose for association, Audre willingly participates and cooperates. Where interests differ, Audre will independently pursue those interests. Audre is moderately motivated to manage others on a social or organizational basis as part of overall vocational responsibilities and activities. Rather than functioning in the top executive or managerial position or role, Audre is possibly more comfortable with a position in middle management or as a group or team leader. Motivational levels of related traits can identify reasons and/or preferences for such management roles and responsibility. Audre has little need for or is not motivated by recognition, status, or competitive gain. Comfortable and satisfied with a subjective estimate of self in relation to others, opinions others hold about this person do not present serious effects, one way or the other. For Audre, personal and internal interests or drive motivates performance, not the promise of favor, recognition, or reward from external sources. 1.2 TEMPERAMENT FOR THE JOB
Mind and mental activity are very central to Audre’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) Audre 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. Audre regards self as talented, self-sufficient, and goal-oriented. Audre most likely demonstrates independence in two ways: 1) is motivated to manage own operational, technical, professional, scientific, and/or administrative activities without management or involvement by others; or 2) does manage the skills and abilities of others, impersonally but objectively, as "utility" in the process of getting things done. The prime motivation is to utilize what is at hand to accomplish vocational objectives. That could be done exclusively with one's own talents and skills, or it could include applying the talents and skills of others. If it includes management of people, they are expected, perhaps even required, to perform at quality skill levels. Audre prefers not to be managed or dominated by others or to rigidly conform to organization rules or expectations. (NOTE: “Evaluation: to appraise carefully; to judge as to worth or amount; to estimate generally.”) Most likely, Audre 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. Audre prefers and needs change and variety. Change is motivating, stimulating, and energizing. Audre looks for new options, challenges, assignments, acquaintances, relationships, and even new careers in new places. Audre tires of sameness, repetition, and routine even in activities that were interesting at the start. Once things become routine for Audre, this becomes a motivation to move on to more interesting things. Audre 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 Audre is with the working environment as created and managed by the motivational and inspirational leadership of a manager, director, supervisor, or lead-person. Audre is tolerant of routine sensory/physical activity that is tied to and timed by machine operation. It usually involves repetitious processes with occasional scheduled breaks. With only medium motivation for assembly line type of work, it is likely that feeding, off bearing, or assembly work is a temporary activity until something more interesting is found, or it is a minor part of the assigned work. Audre willingly accepts responsibility for exercising motivated talents. These may include leadership and/or management talents and, therefore, involve responsibilities for others. This is an important, broad, in-depth factor that includes social, leadership, management, and mental activities. Perception and thinking include seeing the big picture and handling responsibilities in that context. Audre's preferences tend to be naturally empathetic, sympathetic, generous, and helpful. Audre is probably always ready to offer a helping hand to others. (Note: If benevolence is to be a part of vocational or volunteer activities, it is important to identify how it best functions with other traits.) Audre has a natural motivation towards being generous and helpful relative to current hurts, needs, problems, and wishes of others, particularly those who are in direct contact. Audre has good ability to remember, find, and use exact detail. Although considered abilities, these generally effect motivations and preferences. This combination can be useful in many activities that include clerical, computational, administrative, literary, technical, operational, supervisory, and/or managerial. Audre does not prefer the responsibility for organizational, operational, or administrative management. There is a certain level of avoidance for such a role in any activity. Audre is not motivated to persuade and is probably ill-equipped to do so; instead, Audre can most likely be intimidated by persons who are highly persuasive. Audre prefers independence from social, vocational, and recreational involvement with others. First priority is given to self and self-interest, with little motivation for organizational involvement, service, teamwork, loyalty, etc. This trait is an asset for work that has little or no direct contact or interaction with others and requires individual initiative and social independence or isolation. 1.3 APTITUDE FOR THE JOB
Audre'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. Audre’s preferences, more often than not, are motivated by such things as sensing and seeing aesthetics, essence, philosophical and psychological meaning, and effect of color. Audre probably doesn’t consider the saying, “Beauty is more than skin deep” as a cliché. Further, Audre considers pattern, texture, and spatial measure: size, shape, distance, dimension, perspective, relationship, etc. with the same regard. This includes abstract dimensions and patterns, graphics, layouts, etc. (NOTE: That higher artistic sense is the source of abstract art, animated films, computer graphics, fractal geometry, new clothing designs and styles, modern architecture, etc.) Audre would probably make a permanent mental note of the quote from Carl Jung, “The artist is essentially the instrument, and he stands below his work, for which reason we should never expect from him an interpretation of his own work. He achieved his highest with his composition.” Audre’s mind is naturally motivated to put physical abilities and natural talents, whatever they may be, into immediate use in given situations calling on immediate responses. Audre is conscious of this mental activity and relies on the subconscious link manifesting itself in action. As a result, Audre naturally prefers activities where attributes include: dexterity, timing, rhythm, and ability with simultaneous functions - like operating a power shovel or crane, or seeing a ball and swinging a bat at the right time and the right place. (NOTE: Excellent skills are the result of subconscious processes taking over from `by-the-numbers’ consciousness `telling’ the body what to do. That kind of conscious-to-subconscious `switchover’ can also be referred to as ‘Second Nature’. Philosophical, cultural, scientific, literary, managerial, and/or computational work, more than likely, represent very important types of mental activities for Audre. Being capable in those activities, Audre’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 Audre 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. Audre prefers to see the big picture by first putting all the ’pieces’ together. Most likely Audre already sees pieces as pieces rather than the big picture first and then breaking it apart into all the various pieces. Motivations and preferences for certain activities are so closely interwoven with Audre’s mind and senses that they are subconsciously connected so that perception and thinking automatically convert to sensory signals which trigger physical action. (NOTE: This is a `general’ overview of potential for “mind over body” activities - where emphasis is on the mind’s ability to effectively use one’s physical talents and or abilities). Audre’s mind UTILIZES physical talents and abilities (whatever they happen to be in any given activity) as the most immediately available system for its use. Regardless of talent or skills, given a choice of activities, Audre prefers those suggested by the word "workbench" - 1) excellent `manual' skills with emphasis on use of arms, hands and fingers; 2) good ability to `handle' materials which require sorting, assembly, disassembly, matching, filing, etc.; 3) repetitious continuation of that activity for extended periods while still remaining alert, accurate and proficient. This also means good visual skills interacting with the `manual' skills. Where motivation for this type of work is very high, it usually indicates that, the necessary skills are already developed, natural talent exists or the individual can be trained with success to develop the skill-sets required. (NOTE: Because both talent and temperament are skilled for manual `workbench' activities, it can be assumed that much of that skill is, if already present, or will become, if trained, "Second Nature". Handling fine detail could and should be called the “needlepoint trait” because that identifies what is required to get a high rating: 1) ability or potential to handle and manipulate small objects rapidly and accurately; 2) excellent perception of and concentration on detail; 3) keen visual awareness of spatial measure relative to detail; 4) nimble skills of fingers, hands, wrists, and arms; 5) durability in routine activity; and 6) tangible problem-solving drive (e.g. repairing a small wrist watch). Given that description for this trait, Audre most likely prefers activities employing all or many of those characteristics. (NOTE: There exists an ever growing number of industries and modifications to existing industries where motivated individuals are considered an asset when either ‘qualified’ or merely ‘qualifiable’). Audre’s preferences and motivations most likely revolve around an adequate ability to see, retain, and recall detail. Preferences and motivations do not fixate on detail or a vocational specialization based on detail. (NOTE: Awareness of detail at this level is a useful talent in functional, operational, or administrative activities). Although Audre does not specifically prefer mathematics, motivation is not swayed one way or the other as there is an adequate awareness and ability utilizing mathematics. Other traits will indicate which kind of math that preference applies to: theoretical, statistical, analytical, computational, business, administrative, clerical, arithmetic, or posting. Wherever it works best, it is a vocational asset. Audre’s preferences toward ‘literary and/or communicative’ are, or could become, the basis for sufficient motivation to be vocationally important. Emphasis is on communication: 1) picking up information from the minds of others, or 2) communicating to the minds of others. So Audre tends to be media-conscious for absorbing or expressing ideas, or both. This may be an activity dedicated to itself, like journalism, or it may be part of other activities: teaching, library work, publication, administration, etc. 1.4 PEOPLE
Audre does prefer considering people both philosophically, and psychologically. This natural motivation towards an interest in people causes a personal, ethical interest in the potential and destiny of others. If that interest is reinforced by strong benevolence, Audre prefers to be active in service directly involved with and beneficial for others. It is important to see what motivational levels exist for Audre with regard to benevolence, gregariousness, managerial activities, persuasiveness and/or dedication to harmonious relations. Each or all of those traits can be interactive with this mentoring trait and strongly influence the if, how and why that mentoring is done. Audre is motivated to educate, which means to share knowledge that will be useful for the persons taught. Instructing can be in many forms: teaching, training, influencing, and demonstrating. It is done through various combinations of traits, and there are many traits that could be involved. So it is necessary to scan all traits to discover why and how Audre prefers to or is motivated to instruct others. Audre is ready, willing, and perhaps even able (or trainable) to persuasively influence others with the intent or hope to convince them to agree with what is said. Because this trait is moderately motivated, Audre is probably not inclined to make a living by selling on a commission basis. Instead, persuasion is interactive with other traits and finds expression in other ways such as teaching, counseling, etc. Audre has motivation and, more than likely, the natural talent for assertively negotiating or an adequate motivational level that supports training in that area. This includes strategic thinking, influential communication, analysis, and/or persuasion. Many traits are involved, and their motivational levels determine the amount of involvement and influence of each trait. Strategic thinking is considered a preferred key element. Audre is moderately motivated by being “on stage” in order to pleasantly influence others toward a particular viewpoint, objective, or product. Audre probably has moderate to high motivational levels in other gregarious and persuasive traits. Audre is comfortable with a spokesperson role, and may even prefer it or be personally energized by it. Audre is only moderately motivated within this trait, (s)he is probably not “stage-struck” toward entertaining or acting to the exclusion of other activities or responsibilities. The preference is more toward influencing rather than promoting or selling. Audre can be motivated in some situations to assume the responsibilities for planning, assigning, directing, supervising, and monitoring work activities of others. Preferences lean toward steady, on-site contact and interaction with those being supervised. Motivational levels are effected by the amount of responsibilities that include morale, attitudes, attendance, training, safety, and getting adequate quality and performance from employees. Audre is motivated to voluntarily communicate to others with the intent or hope that the information will be in their interest and for their benefit. At this motivational level, it is probable that Audre is more strongly motivated in benevolent and literary traits rather than just this persuasive trait. The persuasive trait here might have a lower motivational level, however, the sense of service responsibility will cause certain willingness, even duty, to communicate persuasively if warranted. Rather than a motivation for putting others first, Audre’s preferences revolve around self as a first priority. Audre is motivated by self-interest, status, and recognition. Audre does not like to lose, so all options and choices are evaluated on the basis of the chance of gain versus the chance of loss before a decision or commitment is made. Stress and frustration are experienced when things aren’t going Audre’s way. Pleasure, enthusiasm, and energy are experienced when things are going Audre’s way. Association and relationships are chosen, maintained, or abandoned on the basis of self-interest. 1.5 THINGSmental, sensory, physical, and mechanical skills and/or abilities as possessed by the individual. If the individual has natural mechanical savvy, and likes to work with his/her hands, this becomes a highly important and relevant Worker Trait Code section. Audre is motivated toward activities involving mechanical engineering, including: 1) mechanical awareness of assembly, fabrication, operation, leverage, motion, force, and power, 2) design and/or draw technical plans, 3) technical, statistical, and numerical analysis, and 4) layout and installation. This highly motivated engineering orientation probably means professional dedication to a major engineering vocation. Audre’s motivations support ability to running/managing fixed machine operation, and the responsibility for machine performance, condition, output, and quality. (NOTE: This necessitates constant awareness of what is happening with the machine itself, with the processes being done by the machine, with materials going into the machine, quality of materials coming from the machine, and how and when to make adjustments and provide maintenance). A number of functions are involved and require a variety of talents that Audre either has or is motivated to learn, the most important being machine savvy, alert monitoring of operations, and coping with routine. Audre prefers operating heavy, mobile equipment such as trucks, earth-movers, cranes, etc. More than likely, Audre either possesses or has the motivational levels required to develop the required sensory and sensory/physical skills that are primary for vocational involvement: e.g., coordination, dexterity, timing, spatial awareness: size, shape, distance, dimension, perspective, relationship; depth perception. (NOTE: These skills have a fused linkage with equipment controls so that operator and machine are one unit). Audre probably has a natural machine savvy that would allow natural ability or proper training to subconsciously link what the machine is capable of doing to operating it for excellent performance. (NOTE: This usually includes proud identification, through one’s skills, with the equipment one operates). Since this sort of work is most often outdoors or where conditions for physical comfort aren’t closely controlled, Audre’s preferences fall right in line. Mobility of work and residence is often another important factor also in line with existing preferences. Manipulating is a special trait that can have a variety of important meanings depending on its interaction with many different traits. In the "things" context of this section, it means the ability with a high motivational level to manage/ handle material processing that may or may not involve machines. Basically, it is combined mental, sensory, and physical functions tied to scheduling and processing of that which is at hand. Audre has the high motivational level and perhaps even that ability (or at least the motivational level that supports training). (Note: There can be other meanings to this trait. For instance, if all other mechanical or operator factors have low motivational levels or preferences, but management of people has high levels, this factor then shows that the person is motivated to impersonally manage (manipulate) people as things at hand, as part of the process, to achieve management objectives.) Audre is highly motivated to participate in activities where awareness of technical and mechanical standards as they relate to quality and precision is paramount. Concentration and focus within these activities are most likely a strong attribute for Audre. (NOTE: Precision, quality, and standards are natural, highly developed elements of perception, thinking, and logic. This is a very important preference in industries where production, maintenance, and repair require exact precision, high quality; almost zero in allowable defects or error). Audre is well motivated for activity involving craft tools, repetitious activity, recognizable detail, variable physical conditions (temperature, elements, etc.) and minor tangible problem solving. This work is often called manual labor or basic labor to indicate that it can be done with minimum skill, training, instruction, or supervision. It is very often associated with a helper position and role. Audre’s motivational level supports the ability (either existing or because of pending training) to be perceptive and alert relative to monitoring operational processes by use of technical recording instruments. This includes remaining interested, alert and responsible throughout steady operational shifts. This activity could appropriately be called operational/clerical because it means monitoring what is going on. Given the full description of any activity requiring a sensory/physical aptitude for feeding materials into machines or off bearing materials from machines efficiently and steadily, Audre’s preferences for being involved start at a moderate motivational level. Such activity is usually associated with assembly line processing. It is important to review other worker trait factors to determine if and how long Audre would remain motivated and how that level would effect tolerance, or coping with being locked in with machine-mandated performance. One must be content with this kind of activity before one can be satisfied by it or motivated to continue doing it. 1.6 DATAData 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). Audre 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 Audre, preferences for this sort of synthesis will allow it to get no further toward logic than estimating. Audre is highly motivated when given the task of identifying factors that are important for vocational use. This trait, comparing includes: 1) awareness of the context (big picture) in which the factor or factors would or could fit; 2) relationship of the factors to other factors within that larger context; 3) new possibilities of linkage or relationships of factors to the big picture; and/or 4) new possibilities of linkage or relationships of factors with factors in a new context. (NOTE: This is an important trait for research, technical activities, systems engineering, operations management, and administrative activity). Many trait combinations can be involved in this activity: scientific, literary, tangible problem solving, visual-artistic, philosophical, and managerial. It is important to identify which of those traits are involved in Audre's perceptual/mental preferences. Preferences that direct mental activity for Audre 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. High motivational levels in the copy trait means more than laying a paper face down in a copy machine and pushing buttons. It includes: 1) awareness of spatial measure and layout: size, shape, dimension, perspective; 2) artistic ability for factual image reproduction; 3) attention to detail; 4) awareness of machine function and use; and 5) tolerance of or preference for routine. High motivational levels represent an asset for database management, administrative work, warehouse processing, or library activities as well. It is particularly valuable for persons operating printing or copy shops or persons involved in publishing with computers. Audre would most likely prefer activities that include as many of the attributes, mentioned above, as possible. Compiling means more than simply gathering large volumes of data sheets and stuffing them in a filing cabinet. It means that Audre 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. Audre is motivated to a degree for handling and solving routine, factual, mathematical problems. This set of preferences holds value in operational, technical, processing, or administrative activities. (NOTE: When interacting with other traits, as it does here, this trait has vocational value in many areas). Audre is motivated to coordinate (i.e., manage, manipulate, administer, etc.) that which is at hand to achieve planned, known or strategic objectives. This means that Audre prefers to do something functional, directional, and goal-oriented with thinking processes, decisions, and actions. When and how Audre coordinates can be determined by reviewing other traits. 1.7 REASONING
Audre 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: Audre 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. Audre 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). Audre 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) Audre 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). Depending on the situation, Audre generally prefers simple, routine tasks in a familiar environment. This preference of Audre’s is probably limited to hearing or reading exactly what was meant and doing as instructed. (NOTE: This is a good trait for operational, administrative, or clerical activities. {In fast-food establishments for example, it is essential.}) Three kinds of persons typically have issues with this kind of job: 1) Those who don’t hear (sometimes won’t hear) or remember specific instructions, 2) those who feel entitled or licensed to do it some other way, and 3) those who simply cannot, for many reasons, “keep their nose to the grindstone” in such basic, routine tasks. For Audre, natural preferences can comfortably adapt to get into the “swing of things” and “go with the flow.” Becoming synchronized with operational flow can be the result of many trait combinations, the most likely being mechanical savvy, attachment to the familiar, and attention to detail, plus certain social traits at even low motivational levels. It is likely that Audre is motivated in methodical, thorough, and routine activities as long as those activities are a necessary part of interests with stronger motivational levels. (Note: Many people like methodical, meticulous, routine activities as a break or departure from vocational activities that call for constant change, variety, quick decisions, risk, etc.) Given the vocational task, Audre’s motivational level is adequate to participate where understanding of operational aspects of systems, procedures, and/or maintenance is required. Because Audre has only motivation for an activity that is based on repetition (in both function and time), it is likely that tenure will not be for the long haul unless Audre seeks, needs, or enjoys stability and routine. (NOTE: Motivation doesn’t guarantee the ability or talent just as aptitude for an activity doesn’t guarantee the motivation). 1.8 MATHEMATICAL CAPACITY
Audre 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 Audre’s mind. Statistical, investigative use of mathematics plays a major role in what motivates Audre. This kind of math is valuable for many kinds of engineering activities: mechanical, systems, hydraulic, geological, computer, etc. Methodical, logical, pragmatic, and objectivism are central to the activity. Computers are typically essential for this work. The above examples of activities and descriptions most likely represent an ideal environment. Audre is motivated and probably equipped to work with, use, and apply math at management levels for tracking, analyzing, and proving business activities and performance. This is part of a management generalist preference. Audre has a moderate motivation where business math related to commercial calculations and transactions are called for. This means there exists a natural ability to be competent and accurate with addition, subtraction, multiplication and division. (NOTE: Where the ability does not already naturally exist for Audre, in this instance, motivational levels support training, most likely). Audre does not prefer activities requiring verbatim perception, recording, and/or processing of details, especially where numbers are involved. Audre 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. 1.9 LANGUAGE CAPACITY
Audre 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 Audre. 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 Audre. 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 Audre in some instances. This motivational level is based on the complementary interaction of a number of traits: social, leadership, influential, technical, service and functional. Review of all worker traits will identify Audre’s specific journalistic motivations and or preferences. Audre’s vocational preferences include such activities as gathering, processing, recording, transmitting, filing, and/or retrieving information. Key preferences lean toward proper language usage, spelling and punctuation; referencing, filing, and retrieval abilities; and attention to detail. Audre 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. 2. WORKER TRAIT CODE SYSTEM
2.1 WORKER TRAIT SCORES2.1.1 INTEREST IN JOB CONTENTS (Those tasks you want to perform)8 Abstract, innovative, creative activities 76 1 7 Technical, scientific interests and skills 66 2 9 Nonsocial procedures, operations or functions 59 2 1 Physical work with materials, tools, equipment 58 2 6 Concerned with people, communication of ideas 50 3 3 Routine, organized, methodical procedures 49 3 0 Output drive: production, goals, efficiency 48 3 2 Direct business contact and interaction with others 42 4 4 Management of social or organizational activities 37 4 5 Work for personal gain, recognition, status 22 5 2.1.2 TEMPERAMENT FOR THE JOB (How you prefer to perform tasks)9 Intuition, creativity: ideas, concepts, options 66 2 6 Independent, self-planned, self-performed activity 65 2 0 Evaluation: logical study, analysis 65 2 1 Change and variety: accept, utilize, cause change 60 2 3 Work under management or supervision by others 58 2 2 Routine activity set by schedule or operations 52 3 8 Handle responsibilities, choices, decisions 49 3 X Provide service dedicated to interest of others 49 3 Y Work with detail, data, records, inventory 48 3 4 Plan, control, direct activities of others 35 4 7 Aggressively influence, persuade, get agreement 33 4 5 Organizational involvement, teamwork, roles 29 5 2.1.3 APTITUDE FOR THE JOB (Expression of performing tasks)S Mental/Sensory awareness of “the big picture” 71 1 C See and sense colors, shades, patterns, textures 70 1 E Simultaneous skills in complex physical tasks 68 2 G Intellectual and/or Analytical orientation 67 2 P Sensory/Mental awareness of “pieces of the picture” 67 2 K Mental/Sensory coordination of physical action 64 2 M Manual dexterity in routine “workbench” activities 60 2 F Mental/Sensory skills in handling fine detail 59 2 Q Sensory/Mental awareness of detail per se 53 3 N Computational or analytical use of numbers 52 3 V Literary and/or Communicative orientation 47 3 2.1.4 PEOPLE (How you relate to people, in priority order)0 Mentor: size up people, personalities, motives 55 3 2 Instruct: teach, train, influence, demonstrate 47 3 5 Persuade: assertively influence, convince others 42 4 1 Negotiate: confront, communicate to achieve goal 39 4 4 Entertain: to deliberately influence others 39 4 3 Supervise: plan, manage work activity of others 38 4 6 Service communication: voluntarily inform others 38 4 7 Social service directly benefiting others 21 5 2.1.5 THINGS (How you relate to things, in priority order)0 Engineering, technical planning, installation 72 1 2 Operate/control: on-site machine operation 65 2 3 Drive/Operate: mobile and heavy equipment; controls 65 2 4 Manipulate: physically manage material processes 64 2 1 Precision/quality: technical, mechanical standards 62 2 7 Handling: basic, routine manual labor 60 2 5 Tending: monitoring/adjusting gauges, switches, controls 55 3 6 Feeding/offbearing: manual labor timed by machines 55 3 2.1.6 DATA (How you relate to data, in priority order)0 Synthesize: holistic, conceptual, strategic thinking 69 2 6 Compare: recognize important factors for use 66 2 2 Analyze: investigate, research, experiment 64 2 5 Copy: duplicate, transcribe, record, send 60 2 3 Compile: gather, classify, store information 58 2 4 Compute: solve routine mathematical problems 55 3 1 Coordinate: plan, implement, manage procedures 50 3 2.1.7 REASONING (How you relate to reasoning, in priority order)6 Holistic concepts, meanings, options, strategies 66 2 5 Apply ideas and strategies to real problems/tasks 62 2 4 Solving on-going problems in familiar areas 56 3 1 Follow specific directions for basic, routine tasks 56 3 2 Methodical and thorough in routine procedures 54 3 3 Operational systems, procedures, maintenance 49 3 2.1.8 MATHEMATICAL CAPACITY (How you relate to the applied usage of math)6 Research: innovative, experimental use of math 64 2 5 Statistical, investigative mathematics 58 2 4 Analytical, accounting, auditing use of math 55 3 3 Computational: solving routine math problems 45 3 1 Counting/Posting: inventory, data processing 36 4 2 Elemental: add, subtract, multiply, divide 34 4 2.1. LANGUAGE CAPACITY (How you relate to the usage of language)6 Creative literary, communicative ability 63 2 4 Systematic, logical explanation and education 54 3 2 Record, transmit, post, file information 48 3 1 Read, understand, follow basic instructions 32 4
2.2 WORKER TRAIT CODE CHARTS
3. VOCATIONAL ANALYSISThe Vocational Analysis provides nineteen major vocation areas for consideration, based on major vocational categories suggested by the US Department of Labor in sorting its Dictionary of Occupational Titles. These areas are ranked from highest to lowest potential. The ranking is obtained by comparing the individual’s score to the general population. Each major vocational area further contains specific occupational titles which are also ranked to identify occupational potential. You may see an occupational title with a high rating while the vocational heading has a low rating, or vice versa. Strong vocational and occupational ratings in the same group indicate the greatest potential for success. However, each occupational statement should be reviewed individually. 3.1 MAJOR VOCATIONAL AREASInvestigating, Testing 73 1 Farming, Fishing, Forestry 72 1 Mathematics and Science 72 1 Engineering 71 1 Medicine and Health 60 2 Machine Work 58 2 Transportation: Trucks, Bus, Taxi, etc. 57 2 Crafts 55 3 Fine Arts: art, music, drama 54 3 Counseling, Guidance 54 3 Writing and Journalism 49 3 Clerical 48 3 Law and Enforcement 48 3 Merchandising: Selling, Demonstrating 43 4 Elemental Work 42 4 Education and Training 41 4 Entertainment, Promotion 37 4 Business Relations 36 4 Personal Services 29 5 3.1.1 FINE ARTSArt Work: creative expression, ideas; paint, draw 90 1 Photography: aesthetics, form, color, perspective 76 1 Artistic Restoration: detail, precision; restore 70 1 Decorating and Art Work: design, arrange, consult 65 2 Instructive, Fine Arts: drama, art, music 55 3 3.1.2 BUSINESS RELATIONSAccounting, Auditing: analyze, compare, report 65 2 Consulting, Business Services: evaluate, influence 59 2 Title and Contracts: find, examine, confirm 58 2 Information Processing: gather, verify, send, file 54 3 Corresponding: prepare, edit, send communications 53 3 Corporate Leadership: executive, managerial 51 3 Interview/Inform: gather, dispense information 45 3 Managerial: organize, coordinate departmental work 44 3 Contract Negotiations: confront, persuade, close 41 4 Business Training: teach, demonstrate, communicate 39 4 Supervisory: responsible for work done by others 25 5 Managerial/Supervisory - Service: coordinate 20 5 3.1.3 CLERICALTypesetting, Reproducing with Machines: detail, form 65 2 Sort, Inspect, Measure: quality, tolerance, value 61 2 Inspecting, Stock Checking: inventory, verify, store 56 3 Routine Checking and Recording: processing totals 56 3 Typing, Related Recording: routine data processing 54 3 Classify, File: clerical detail, forms, filing 52 3 Computing and Related Recording: numerical problems 52 3 Secretarial: clerical; minor executive assignments 46 3 Stenographic: shorthand, typing, word processing 46 3 Facilities Services: utilize equipment and people 42 4 Paying, Receiving: cash transactions (tellers) 36 4 Schedule, Dispatch, Expedite: coordinate activities 35 4 Cashiering: receive money for goods or services 34 4 Switchboard Service: relay incoming office calls 24 5 3.1.4 COUNSELING, GUIDANCE, SOCIAL WORKResearch, Social Science, Psychological 64 2 Guidance, Counseling: personal, work, school, spiritual 46 3 3.1.5 CRAFTSTrade Management: plan, oversee craft activities 84 1 Craftsmanship: build, process, repair, inspect 66 2 Costuming, Tailoring, Dressmaking: artistic textile crafts 64 2 Manipulating: sensory/physical/mechanical work 63 2 Precision Working: rigid standards, tolerances 59 2 Cooking and Related: plan, prepare, serve foods; timing 57 2 Craft Supervision: direct onsite craft activities of others 50 3 3.1.6 EDUCATION AND TRAININGAnimal Training: obedience, performance, show 67 2 Flight and Related: teach aircraft flight/operation 63 2 Industrial Training: systems, processes, machines 61 2 Vocational Education: teach/demonstrate; apprentice 57 2 High School, College, University; teach/counsel 57 2 Training Services: human resource development 55 3 Instructive: hobbies, crafts, games, recreation 54 3 Supervisory and instructive: teach/manage service classes 50 3 Physical Education: sports; coach, develop skills 47 3 Kindergarten, Elementary Education: teach, nurture 42 4 3.1.7 ELEMENTAL WORKHandling: routine nonmachine tasks, basic work 59 2 Feeding/Off bearing: manual labor, machine-timed 58 2 Signaling: alert observation; guide/warn public 47 3 3.1.8 ENGINEERINGSurveying, Prospecting: explore, locate, map 67 2 Industrial Engineering: plan, direct, install, erect 66 2 Engineering Research and Design: conceive, experiment 64 2 Engineering, Scientific, Technical Coordination 64 2 Drafting and Related: graphic layout/diagrams/detail 63 2 Systems Engineering: research, design, develop, apply 63 2 Technical Writing: logic, terminology, explanation 62 2 Human Engineering: identify, develop/apply human skills 56 3 Sales Engineering regarding Technical Markets and Customers 50 3 3.1.9 ENTERTAINMENTRecreation/Amusement: challenge, risk; competitive 63 2 Musical, Creative: compose, arrange, improvise 60 2 Amusement/Entertainment: physical, gymnastics, sports 59 2 Dramatics: interpret, portray roles 47 3 Creative Entertainment: imagination; spontaneous 45 3 Musical, Instrumental: professional potential 41 4 Radio, TV Announcing: poise, vocabulary, delivery 40 4 Specialty Entertainment: please others to make sales 40 4 Rhythmic: dancing, ballet; precision of movement 37 4 Modeling: artistic display; fashions, apparel 35 4 Musical, Vocal: singing, choral, solo; public 23 5 3.1.10 FARMING, FISHING, FORESTRY - OUTDOOR, REMOTETechnical/Scientific Support: lab/field service 64 2 Farming, Fishing, Forestry: outdoor craftsmanship 59 2 3.1.11 INVESTIGATE, INSPECT, TEST - LAB/FIELD SERVICEMaterial Analysis/Physical Science: test regarding specs 64 2 Transport, Test Drive: operator, pilot, engineer 63 2 Investigate/Protect: monitor, enforce regarding regulations 58 2 Appraise/Investigate: assess, evaluate, measure 56 3 3.1.12 LAW AND ENFORCEMENTProtecting: Monitor, defend persons and property 49 3 Legal and Related: practice of law; judges, lawyers 43 4 3.1.13 MACHINE WORKDriving/Operating: heavy equipment control and operation 64 2 Operating/Controlling: stationary machine operation 60 2 Setup, All around Machine Work: install, technical 59 2 Tending: observing operations, instruments, gauges 57 2 Setup/Adjust: tuning machines to performance standards 53 3 3.1.14 MATH AND SCIENCEScientific Research: probe, analyze, experiment 69 2 Math regarding Physical Sciences: collect, analyze data 64 2 Health Physics: safety engineering, occupational 62 2 3.1.15 MEDICINE AND HEALTHSurgery: manual/instrumental operation/correction 65 2 Medical, Veterinary: diagnose, treat, prescribe 63 2 Nursing, X-Ray; technical care for patients 49 3 Therapeutic: rehabilitation, physical or mental 40 4 Child and Adult Care: health maintenance, support 26 5 3.1.16 MERCHANDISINGDelivery Services: mail, products, services 60 2 Promotion/Publicity: advertise, market, promote 46 3 Purchase and Sales: merchandising; stores, markets 38 4 Demonstration sales: store contact with customers 36 4 Sales and Service: selling, installing equipment 35 4 Sell in Seller's Interest: gain for self; commissions 30 4 3.1.17 PERSONAL SERVICECustomer Service: craft, repair, improvements 54 3 Beautician/Barber: cosmetic services, styling 49 3 Customer Services: clerical, duplicating, sending 41 4 Volunteer Social Service: social, personal 36 4 Personal Service: valet, butler, maid, food service 27 5 Usher/Messenger Service: escort, assist, deliver 26 5 3.1.18 TRANSPORTATION, PUBLICDriver, Public Transportation: bus, taxi, limousine 45 3 3.1.19 WRITINGCreative Writing: author; imagination, vocabulary 59 2 Journalism and Editorial: write, edit, publish news 50 3 Translating/Editing: language, format, composition 43 4 News Reporting: gather, write, send information 39 4 3.2 TOP TEN VOCATIONAL AREAS
Art Work: creative expression, ideas; paint, draw 90 1 Trade Management: plan, oversee craft activities 84 1 Photography: aesthetics, form, color, perspective 76 1 Artistic Restoration: detail, precision; restore 70 1 Scientific Research: probe, analyze, experiment 69 2 Animal Training: obedience, performance, show 67 2 Surveying, Prospecting: explore, locate, map 67 2 Craftsmanship: build, process, repair, inspect 66 2 Industrial Engineering: plan, direct, install, erect 66 2 Decorating and Art Work: design, arrange, consult 65 2 4. PERSONAL ANALYSIS
4.1 TRAITS OF THE PERSON
Scientific 73 1 Nongregarious 71 1 Philosophical 70 1 Management, Strategic, Risk 67 2 Technical (Classic) 67 2 Change and Variety 66 2 Cultural (Romantic) 64 2 Visual/Artistic 62 2 Natural/Outdoor 62 2 Self-oriented 58 2 Mechanical 58 2 Literary, Communicative 53 3 Management, Operational 52 3 Auditory/Musical 47 3 Attachment to the Familiar 45 3 Firm Opinions and Positions 43 4 Benevolent 42 4 Computational, Numerical 42 4 Harmonious, Compatible Relations 40 4 Detail, Clerical 35 4 Persuasive 30 4 Management, Organizational 28 5 Gregarious 21 5 4.2 PERSONAL ORIENTATION
4.2.1 LEADERSHIP FACTORSExecutive leadership, strategy, influence 65 2 Supervision of operational processes and people 47 3 Management: administrative, operational 46 3 Expediting, scheduling, dispatching 43 4 Social, fraternal, organizational leadership 28 5 4.2.2 INTERPERSONAL FACTORSSelf-aware of status and position regarding others 60 2 Avoid conflict; seek harmony, compatibility 54 3 Tactful concern for feelings of others 53 3 Aggressive personal action; confrontation 40 4 Persuasive motivation to influence others 38 4 Other-oriented: involvement, sharing, caring 36 4 Take charge leadership and influence; dominance 32 4 Strong personal opinions and positions 28 5 4.2.3 SOCIAL FACTORSPhilosophical interest in life, meaning, destiny 64 2 Benevolent concern and service for others 46 3 Communicative: oral, persuasive or literary 42 4 Organizational involvement and cooperation 36 4 Gregarious involvement and interaction with others 19 5 4.2.4 PERFORMANCE FACTORSLearning by experience; craft apprenticeship 71 1 New problem solving: theory, hypothesis, options 70 1 Understanding the basic nature of things 68 2 Concentration: topic, detail or procedure 58 2 Flexibility in decisions, actions, strategy 56 3 Logical, sequential, systematic procedure 56 3 Learning through study, analysis, instruction 56 3 Scholastic, literary search for information 56 3 Permanence in steady, familiar activities 49 3 Routine: preference for familiar procedures 49 3 Detail: perception, retention, recall of detail 47 3 Adaptability: ability to fit in; tolerance 44 3 Known problem solving; familiar, repetitious 35 4 4.2.5 MECHANICAL ORIENTATIONFeel: sensory/physical ability regarding machines 59 2 Awareness: natural understanding of mechanics 57 2 Operational performance with machines 57 2 Skill (quality): engineering, precision, abilities 51 3 Steady (quantity): concentration, skill, routine 44 3 4.2.6 MECHANICAL REPAIRNew: mechanical savvy applied to all machines 65 2 Natural awareness of machines and parts 64 2 Methodical: logical, sequential repair procedures 59 2 Familiar: repair skill from previous experience 56 3 Safe, clean care of job, tools, worksite 46 3 4.2.7 MECHANICAL MAINTENANCEImportance of appearance in machine maintenance 60 2 Ability to maintain and service machines 57 2 Thoroughness and accuracy in machine maintenance 57 2 Provide consistent machine/equipment maintenance 56 3 Maintenance under adverse physical conditions 54 3 5. EDUCATIONAL ANALYSIS
5.1 LEARNING STYLES5.1.1 MENTAL ORIENTATION (How you think)Perceptual/Sensory: sight/sound/taste/smell/feel 75 1 Scientific: methodical exploration and discovery 72 1 Intuitive/Impulsive: subconscious awareness/action 65 2 Philosophical: conceptual, strategic; deal w/ideas 64 2 Mechanical/Functional: natural mechanical expertise 57 2 Symbolic/dramatic: visualize/project roles, images 56 3 Computational: systematic use of tangible numbers 55 3 Clerical/Logical: work with known routine and detail 54 3 Pragmatic/Factual: work with known facts, problems 34 4 5.1.2 PERCEPTUAL ORIENTATION (How you retain information)Triggered imagination; innovative use of options 68 2 General concept retention: primary ideas; essence 64 2 Triggered logic: analytical exploration, procedure 59 2 Triggered fantasy; thinking apart from facts/reality 57 2 Blockage of data; not perceptive of fact, detail 55 3 Triggered computation; numerical and statistical 53 3 Rote retention: verbatim perception and recall regarding fact 47 3 Resistance to change; attachment to the familiar 42 4 Dogmatic blockage; set opinions resisting change 39 4 Blockage under stress by anxiety, intimidation, etc. 36 4 5.1.3 PERCEPTION REGARDING INPUT “MEDIA” (How you prefer to receive information)Visual: pictures, illustrations, artistic forms 73 1 Visual: charts, graphs, blueprints, diagrams 72 1 Written essay: informal “literary” explanations 63 2 Written, Technical: specialized content, language 60 2 Auditory: technical, specialized fact and data 55 3 Auditory: general ideas, concepts; explanations 54 3 Published Data: nomenclature, numbers, detail 52 3 5.1.4 COPING WITH LEARNING ENVIRONMENTSIndividual study; isolation eliminates distraction 68 2 Nonsocial isolation best for study and output 66 2 Nonstructured: self-discipline, options, choices 62 2 Social (small group) dialog, sharing, support 60 2 Dialog: learning by talking it over with others 60 2 Absorb information from lectures (oral delivery) 58 2 Loose Structure: guidelines with individual choice 58 2 Formal Structure: set study conditions, times, rules 54 3 Social (large group) involvement, interaction 49 3 5.1.5 COPING WITH CLASSROOM ENVIRONMENTSBenefit from friendly/distant class environment 65 2 Cope with impersonal expectations, nonpressured 64 2 Copes well in tolerant classroom environment 60 2 Benefit from friendly/involved class environment 57 2 Benefit from harmonious class environment 57 2 Benefit from benevolent teaching and/or counseling 56 3 Cope with critical, pressured environment 42 4 Cope with authoritarian, dictatorial teaching 35 4 5.1.6 SKILLS FOR TESTING PROCEDURES (How you most effectively test)Written Essay: literary ability to present ideas 66 2 Written-Topical: technical presentation of topic 66 2 Multiple Choice: select best among limited choice 58 2 Informal Appraisal: ability with general knowledge 58 2 Oral/Private: ability to orally explain, discuss 56 3 Oral/Public: drive/ability to influence large audience 54 3 Tests Graded: rote response and accuracy for test 52 3 Tests Timed: concentrate, respond under pressure 29 5
Motivational Qualities
I naturally generate lots of new ideas and ways of doing things. I like to be included in brainstorming sessions, or whenever new and different solutions must be found. I am an "idea person" and can quickly understand the essence, potential and significance of the situation. I can be a major contributor when work deals with options, strategies and possibilities. I have a talent for recognizing colors, patterns, shapes, and their relationship to each other, as well as their impact on people. I naturally see the links, relationships and patterns between different ideas. I see the "big picture." Activities that require simultaneous timing, coordination, dexterity, rhythm, and depth perception come natural to me. I handle multiple complex physical tasks well. I excel in positions where my role requires mechanical savvy, such as layout and installation of machines, mechanical drawing, or improving of fabrication processes. |
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