Final Report Spring 2017The four reports [values, personality, a.docx

Final Report Spring 2017
The four reports [values, personality, aptitude and final] are due
during your final exam period. Please read the next short
paragraph carefully.
During the course of this semester whenever I have covered
what I needed to cover in that class period, I stop, I dismiss
class and we leave, sometimes a few minutes early. The same
thing is going to happen during your final period; all you will
be doing is submitting your notes and your four reports. I have
no intention of waiting two hours for late guy to show up. I
have no idea if many of you are going to show up at all; last
week a student showed up I did not recognize him. So I am
going to wait no longer than 15 minutes, I am going to dismiss
class and leave. Anything turned in after that is late. If your
final is at 8 and you think you are going to show up at 9:45 to
turn your work in, you get an F in the course.
NO LATE WORK ACCEPTED!!! Please, please, please, for
everything good and holy get these papers done immediately
and start to print out your notes now. One third of the printers
will break when you need them, same with computers, email,
and everything else. If you start them early, you give yourself a
chance to deal with unforeseen tragedies, illnesses, car
malfunctions, your husband pours gas on your kids and lights it,
parents with brain tumors, court dates, psychotic breaks, etc.
everything. Be smart, protect yourself and get these done.
PLEASE SUBMIT A HARD COPY TO ME – PLEASE DO NOT
EMAIL ME YOUR REPORTS. Sorry for the inconvenience, but
I have no confidence that my computer is going to live through
the semester and I would hate to lose your work because my
computer blew up. [the situation has improved, but I still need
a hard copy from you].
Final Paper Requirements
The purpose of this paper is for you to discover situations in
which you will thrive, succeed and be happy. Here is what I

would like to see on your Final Paper.
1. List the purpose of your life.
2. List your top ten values, in order of importance.
3. List the 4 letter code best describes your personality. Which
of the four seems to be the strongest traits?
4. List your ten strongest/most important personality traits.
5. Some of the exercises you completed gave you a list of
possible occupations it thought you might find interesting. Try
to list at least five that made some sense to you.
6. From the Dictionary of Occupational Titles exercise, list the
occupation you came up with and its 9 digit code.
7. Being alive means you must deal with people, ideas and
things. Please tell me the following:
a. If you do better in big groups, small groups, one on one, or
being by yourself.
b. What kind of ideas do you find yourself thinking about? Are
they concerned with day to day living, the past or the future?
Do they involve other people or abstract concepts such as
justice and peace?
c. What kinds of things do you use, interest you or attract you?
Money? Technology? Kitchen gadgets? Cars? Animals?
8. Now tell me what plans you have to put yourself in
situations that will make you happy, and make you thrive.
Week Four Lesson
This week’s lecture notes cover two main topics:
· Change in organizations
· Experiment and Take Risks
Change in organizations
Kouzes and Posner (2007) stated that “change requires
leadership, and leadership demands altering the business-as-
usual environment” (p.165). Leadership and organizational
transformation are both a matter of change. Organizations must
adapt to a rapidly changing environment and can meet the many
challenges and demands. Organizational change and

transformation require effective leadership and the building of
teams. Leaders must always be at the forefront of change by
seeking new ideas and implementing new methods, processes,
and procedures. Leaders must have a high level of situational
awareness to put smart, practical, and relevant systems in place
to support new ways of doing things. Otherwise, change can
create confusion and misunderstanding. Goleman, Boyatzis,
and McKee (2002) stated that getting people to embrace change
requires attunement – alignment with the kind of resonance that
moves people emotionally as well as intellectually.
Organizational change is difficult because you are attempting to
influence the attitudes and behaviors of many people. Maxwell
(1995) stated that leaders in any organization must be change
agents.
Transformational leaders empower followers and nurture them
to and through change. Sometimes the pace of change may be
too fast for leaders and organizations to maintain their
momentum. Nonetheless, momentum is an essential aspect of
the change process. Per Maxwell (1995), momentum is the
greatest of all change agents. He also stated that many times
momentum is the only difference between a winning, growth
climate and a losing, negative growth climate. Leaders and
organizations must be willing, capable, and ready for change
always to continue to grow and prosper. Change is constant and
inevitable. Leaders must be attuned to paradigm drifts and
shifts in our environment to manage the change process.
Leaders must personally get involved in helping their followers
understand the need for change. Henceforth, leaders must
embrace change, learn and grow from it. The process of
scanning, focusing and acting on opportunities to enhance the
even flow of change is quintessential to leadership. Effective
leadership is the cornerstone of success in a steadily growing
society.
Many organizations talk about the importance of change, but too
often leaders within organizations are sometimes resistant or
fearful of change. They resist change to the point where a

project never takes off, and the organization steadily diminishes
in value. Resisting change can only make things more
difficult. I have often heard people say that I wish I had made
that change a long time ago because it would have saved me a
lot of time, money, or heartaches. According to Bennis (2003),
more and more organizations claim to welcome change, but very
few embrace change. Change should not be viewed as the
enemy or obstacle. Instead, it is the source of personal growth
and organizational success. Bennis went on to say that only by
changing themselves can organizations get back into the game
and get to the heart of things. Some leaders and organizations
may be satisfied with the status quo. Fascinating enough, some
leaders and organizations do not realize they are stuck in a rut
and change could be the answer to a better tomorrow, increased
productivity, and a greater harvest for the people and the
organization.
Below are some of my thoughts on change:
· Change happens: keep moving
· Anticipate change: get ready
· Monitor change: noticing small changes early helps you adapt
to bigger changes that are to come
· Adapt to change quickly: the quicker you let go of the old,
the sooner you can enjoy the new
· Change: move with the organization
· Enjoy change: savor the adventure and enjoy the new change
· Be ready to change quickly and enjoy it again and again: keep
moving
Experiment and Take Risks
Effective leadership is a lifelong learning process that includes
critical factors such as problem-solving, decision-making, risk
taking, analytical and forward thinking. Per Koestenbaum
(2002), leadership means coping within the world where
answers are actions, decisions, commitments, and risks.
Leaders must be willing to take calculated risks. It takes
courage to step forward and take a risk or make a change. Good

foresight enables leaders to anticipate many of the risks and
opportunities that could confront them in the future. As
organizations undergo the revolutionary transformation at an
exponential rate to meet the many challenging demands of the
21st Century, risk taking is a must. Risk taking can lead to
lucrative opportunities for growth, improvement, and greatness.
My mentor often says to me, “why not go out on the limb, that’s
where the fruit is.” Leaders must not allow their fears to hold
them hostage or dictate their actions. Equally important,
leaders must also be careful not to quickly jump to conclusions,
make assumptions, or make hasty decisions without the
elementary facts surrounding situations. When taking risks,
leaders must make sure they have enough information to make
informed decisions. However, they should avoid ‘paralysis by
too much analysis’ that causes them to wait for every bit of
information prior to deciding. Opportunities are like fleeting
moments and could be lost if you wait too long to decide.
Per Kouzes and Posner (2007), leaders take risks when they
share their weaknesses with their people, but the risks are worth
it when creating an environment of trust. Taking risks often
achieves positive results, but it also involves mistakes. Kouzes
and Posner stated that “Without mistakes, we’d be unable to
know what we can and cannot do” (p.199). They went on to say
that when people can make mistakes or fail, productivity
increases. Only people who never do anything make no
mistakes. If you fear failure, it may be difficult to make
decisions that require a calculated risk. Failure is the
opportunity to begin again more intelligently. Leaders should
promote learning, tolerate mistakes, and encourage risk taking.
Many of the world's greatest discoveries and inventions were a
result of experimentation and risk taking.
References
Bennis, W. (2003). On becoming a leader. New York: Perseus
Publishing.
Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal
leadership: Realizing the power of emotional intelligence.

Boston: Harvard Business School Press.
Koestenbaum, P. (2002). Leadership: The inner side of
greatness. A philosophy for leaders. San Francisco: Jossey-
Bass.
Kouzes, J. M. & Posner, B. Z. (2007). The leadership
challenge (4th ed.). Hoboken, NJ: John Wiley and Sons, Inc.
Maxwell, J.C. (1995). Developing the leaders around you:
How to help others reach their full potential. Nashville:
Thomas Nelson, Inc.
Week Four Lesson
This week’s lecture notes cover two
main topics:
·
·
Experiment and Take Risks
leadership, and leadership demands altering the
business
-
as
-
usual environment” (p.165).

Leadership and organizational transformation are both a
matter of change.
Organizations must adapt to a rapidly
changing environment and can meet the many
challenges and demands.
Organizational change and transformation require effective
leadership and
the building of teams.
Leaders must always be at the forefront of change by seeking
new ideas and
implementing ne
w methods, processes, and procedures.
Leaders must have a high level of situational
to support new ways of doing
things.
Otherwise, change can create confusion and misunderstanding.
Golema
n, Boyatzis, and McKee
(2002) stated that getting people to embrace change requires
attunement
–

alignment with the kind of
resonance that moves people emotionally as well as
intellectually.
Organizational change is difficult
because you are attempting to
influence the attitudes and behaviors of many people.
Maxwell (1995)
stated that leaders in any organization must be change agents.
to and through change.
Sometimes the
pace of change may be to
o fast for leaders and organizations to maintain their
momentum.
Nonetheless, momentum is an essential aspect of the change
process.
Per Maxwell (1995),
momentum is the greatest of all change agents.
He also stated that many times momentum is the only
d
ifference between a winning, growth climate and a losing,
negative growth climate.

Leaders and
always to continue to grow and
prosper.
Change is constant and inevitable.
Leaders must be attune
d to paradigm drifts and shifts in
our environment to manage the change process.
Leaders must personally get involved in helping their
followers understand the need for change.
Henceforth, leaders must embrace change, learn and grow
from it.
The process
of scanning, focusing and acting on opportunities to enhance the
even flow of
change is quintessential to leadership.
Effective leadership is the cornerstone of success in a steadily
growing society.
Many organizations talk about the importance of change
, but too often leaders within organizations are
sometimes resistant or fearful of change.

They resist change to the point where a project never takes
off, and the organization steadily diminishes in value.
Resisting change can only make things more
diff
icult.
I have often heard people say that I wish I had made that change
a long time ago because it
would have saved me a lot of time, money, or heartaches.
According to Bennis (2003), more and more
organizations claim to welcome change, but very few embr
ace change.
Change should not be viewed as
the enemy or obstacle.
Instead, it is the source of personal growth and organizational
success.
Bennis
went on to say that only by changing themselves can
organizations get back into the game and get to
Week Four Lesson
This week’s lecture notes cover two main topics:

leadership, and leadership demands altering the
business-as-usual environment” (p.165). Leadership and
organizational transformation are both a
matter of change. Organizations must adapt to a rapidly
changing environment and can meet the many
challenges and demands. Organizational change and
transformation require effective leadership and
the building of teams. Leaders must always be at the forefront
of change by seeking new ideas and
implementing new methods, processes, and procedures. Leaders
must have a high level of situational
to support new ways of doing
things. Otherwise, change can create confusion and
misunderstanding. Goleman, Boyatzis, and McKee
(2002) stated that getting people to embrace change requires
attunement – alignment with the kind of
resonance that moves people emotionally as well as
intellectually. Organizational change is difficult
because you are attempting to influence the attitudes and
behaviors of many people. Maxwell (1995)
stated that leaders in any organization must be change agents.
to and through change. Sometimes the
pace of change may be too fast for leaders and organizations to
maintain their
momentum. Nonetheless, momentum is an essential aspect of
the change process. Per Maxwell (1995),
momentum is the greatest of all change agents. He also stated
that many times momentum is the only
difference between a winning, growth climate and a losing,
negative growth climate. Leaders and
always to continue to grow and

prosper. Change is constant and inevitable. Leaders must be
attuned to paradigm drifts and shifts in
our environment to manage the change process. Leaders must
personally get involved in helping their
followers understand the need for change. Henceforth, leaders
must embrace change, learn and grow
from it. The process of scanning, focusing and acting on
opportunities to enhance the even flow of
change is quintessential to leadership. Effective leadership is
the cornerstone of success in a steadily
growing society.
Many organizations talk about the importance of change, but too
often leaders within organizations are
sometimes resistant or fearful of change. They resist change to
the point where a project never takes
off, and the organization steadily diminishes in value.
Resisting change can only make things more
difficult. I have often heard people say that I wish I had made
that change a long time ago because it
would have saved me a lot of time, money, or heartaches.
According to Bennis (2003), more and more
organizations claim to welcome change, but very few embrace
change. Change should not be viewed as
the enemy or obstacle. Instead, it is the source of personal
growth and organizational success. Bennis
went on to say that only by changing themselves can
organizations get back into the game and get to
VALUES REPORT
SPRING 2017
This report is worth 25 points. Here is what must be included
in your report.
1. The “What is the purpose of my life” exercise results. First
thing off, I want to see “The purpose of my life…….” And then
I want to see your work. I want to see every response. Well,

maybe not every response, if you put down something that you
think is embarrassing, you may delete it from the report.
2. What you learned from “Mark Manson’s 7 Strange Questions
That Help You Find Your Life Purpose”. If you learned
nothing, put that down.
3. List your ten most important values, in order, with #1 being
the most important.
4. Turn in your values grid using your ten most important
values and the seven criteria to a value. Give each box a 1, 2,
or 3 score with three meaning that value meets the criteria of a
value perfectly, 2 means it meets the criteria, most of the time,
and 1 means it meets the criteria some of the time. If you can
word process the grid, fine, but if you cannot, I will accept a
hand drawn grid. Do your best and I will not take off for sloppy
artwork.
5. Examine your grid and you will certainly find examples
where you will want to strengthen a value. Find that value and
write a self contract, that is what I want to see, the self
contract. Tell me what you are going to do to make a value
stronger, and how you are going to reward yourself when you
do.
I do not care how you format this exercise.
Sheet1Choosing FreelyFrom
AlternaivesThoughtfullyPrizingAffirmingActingRepeatYour
ValuesPublicallySchool3323322Family2133333Job1111133Chic
ago Cubs3333333Television2133322
Sheet2
Sheet3
THE SEVEN CRITERIA FOR A VALUE
1. Choosing freely
a. Where do you suppose you first got that idea?
b. How long have you felt that way?
c. Is there any rebellion in your choice?
d. How many years will you give to it? What will you do if it is

not good enough?
2. Choosing from alternatives
a. What else did you consider before you picked this?
b. How long did you look around before you decided?
c. Did you consider another possible alternative?
3. Choosing thoughtfully and reflectively
a. What would be the consequences of each alternative
available?
b. Have you thought about this very much?
c. Just what is good about this choice?
4. Prizing and Cherishing
a. Are you glad you feel that way?
b. How long have you wanted it?
c. What good is it?
5. Affirming
a. Would you tell the class the way you feel some time?
b. Would you be willing to sign a petition supporting that idea?
c. Do people know you feel that way?
6. Acting upon choices
a. What are your first steps? Second steps? So on…
b. Have you made plans to do more than you have done?
c. Where will this lead you? How far are you willing to go?
7. Repeating
a. What are your plans for doing more?
b. Has it been worth your time and effort?
c. How long do you think it will continue?
The Self - Contract
Certainly you found some surprises when you completed your
values grid. Now is the opportunity you have to ‘correct’ one
of those surprises. Find a value that turned out to be
surprisingly weak and write a self- contract to try to correct it.
A self- contract is pretty much as it sounds; you put in writing
what you are going to do, and then how you are going to reward

yourself when you do it. For example, I was not happy with
how “God” scored on my values grid, so one thing I could to do
to help that situation is to write a self- contract that might go
something like this: “ I will read the Bible 15 minutes a day for
two weeks. Upon completion of this contract I will reward
myself by going to the movies.” You get the idea. Psychology
and Business Schools tell us that you should look at the contract
every day. Putting it on the refrigerator works for a lot of
people, but I am not going to require you to do that, I don’t that
is practical for many of my students. Simply write a self-
contract.
In the unlikely case that there is no need to improve your value
grid results, you need to write a self -contract anyway. Find
some way to improve yourself. Gain weight. Lose weight.
Exercise more. Stop smoking. Stop drinking. Wear your seat
belt more. Read more. Be nicer to people, you get the idea.
Contact me if you have any questions.
SMART RECOVERY EXERISE
As explained in class, a value is the result of choosing, prizing
and doing. Please go to
http://www.smartrecovery.org/resources/library/Tools_and_Ho
mework/Other_Homework/values_clarification.htm
And look at their list of values and write down all that apply to
you. Then try to make a list of the 3, 4 or 5 values that are the
most important to you.
Personality Tests for Spring 2017
1. Please go to the MMDI Personality test at team technology
uk
On the first page you should see a woman with glasses holding a
pen. Right above her is a button that says “discover your
personality type”. Please push the button.

This will take you to a page with approximately 36 paired
statements with 5 radio buttons between each paired statements.
I think you can figure it out.
I took the test and hit the submit button at the bottom of the
page without choosing what result I wanted first.
It brought me to the” MMDI questionnaire results” page. Here,
you will be scored on the following four scales.
1. The E/I scale, or if you wish, the Extraversion/Introversion
scale. Here I scored as an introvert.
2. The S/N scale or the Sensation/Intuition scale. I was
halfway between the two.
3. The Thinking/Feeling scale or T/F scale. I was halfway
between the two.
4. The Judgement/Perception scale. I scored higher on
perception.
So I scored an I SN TF P on the test.
This is not consistent with other tests I took, nor do I think it is
very accurate. I agree with the introversion result. Being
between the Sensing and Intuition is probably right. I can’t
believe I was not a thinker and I agree with the perception
result.
Your job is to give me your four letter results and write a few
sentences on your reaction to the results. You may print out the
results if you wish. Do you agree or disagree with them? How
useful was this test? Is this similar to what you have gotten on
past personality tests?
2. Please go to the 123 Strength and Weakness Analysis page.
The address is https://www.123test.com/strengths-weaknesses-
analysis/ but I have a feeling that cutting and pasting that is not
going to get you there. Towards the bottom of the page, you
will see “Test!” and in that section you will see a link that says
“free personality test”. Please click on that link.
This should take you to a page with approximately 120 paired
statements about yourself with 5 radio button choices between
those statements. Please choose the button that most closely

represents you concerning each paired statement. Submit your
answers when you are done and it will take you to a page asking
you 4 questions about yourself. I answered them and submitted
them and then I got the results.
This test measures your personality on the ‘big 5’ personality
characteristics, which are “Open to Experience”,
“Conscientiousness”, “Extraversion” “Agreeableness” and
“Natural Reactions” A short explanation on each trait is given
on the page. Print out the result page and include them in your
report.
Now write a short analysis/reaction to the results. In general, I
thought my results were accurate and pretty much what I
expected, especially the extraversion and agreeableness scores.
3. Please use your favorite search engine and find the 16
Personalities test. The first page will have “NERIS Type
Explorer” written in light print in the center of the page, near
the top of the page. The test has 90 statements describing you
with six radio buttons that go from agree to disagree. Submit
the results and print out the results page to include in your
report. Do you agree with the results or disagree with the
results.
REQUIREMENTS FOR THE PERSONALITY REPORT
This report is worth 25 points and is due during the final. It
must be typed and there are three parts to this paper. The first
part are the printouts of the results of each of the three
personality tests you took.
The second part is your reaction to the accuracy of each of the
three tests. Let me know what you think of all three of them
individually. It is ok if you thought they were inaccurate and
worthless, or if they were wonderful and valuable. Let me
know. One short/medium paragraph could get the job done
here.
The third part is concerns looking at all three as a group. Did
you see any trends here? [All three said I was an introvert, and
I agree]. Forget the personality tests for a moment what do you

think are your most important personality traits? I would think
a short/medium paragraph or two would suffice here.
Mark Manson’s “7 Strange Questions that Help You Find Your
Life Purpose”
https://markmanson.net/life-purpose
And answer the seven questions. Please title the paper “7
Strange Questions That Help You Find Your Life Purpose and
answer the questions as such:
1. Your answer Blah blah blah
2. Etc
3. Etc
4. Etc
5. Etc
6. Etc
7. Etc
This will be due during our meeting on finals week, as with
other exercises, your 4 reports and your weekly notes. Contact
me if you have any questions.
[email protected]
Aptitude Exercises for Spring 2017
Now go to “What Career is Right for Me”
https://www.whatcareerisrightforme.com/ and take the short
test. It is self explanatory and will not take much of your time.
Print out the results.
From Rasmussen College, please take their free aptitude test.
I’m not sure how strong this is, but it is fast, and it should
provoke some thought about yourself. Please list the first 4 or
so occupations it says you might be tempermentally suited for.
http://www.rasmussen.edu/resources/aptitude-test/

DICTIONARY OF OCCUPATIONAL TITLES, FIRST THREE
DIGITS
The federal government has given just about every job in
America a unique nine digit number. You are going to be
doing two exercises to help determine which occupations might
be of interest to you. Here is the first exercise.
Below are nine major categories of occupations from the
D.O.T., the Dictionary of Occupation Titles, the book which the
federal government prints that lists all the nine digit codes for
just about every job in America. It is also available to you free
of charge on line. Please look at all nine and write down on eet
which one the nine is the most interesting to you. Mine was 0/1
Professional, Technical, and Managerial Occupations. 0/1 is
now my first number in the DOT’s nine digit code. Two get the
next two numbers I click on that link and look at all the choices
in 0/1 Professional, Technical, and Managerial Occupations and
the two that stand out to me immediately is 05 Occupations in
Social Sciences and 09 Occupations in Education. So my first
three numbers will be 0/1 0 5 and I will also check out 01/ 0 9.
Instructions on getting the next three digits is found under
“DOT Worker Functions”
Dictionary Of Occupational Titles
0/1 - Professional, Technical, and Managerial Occupations
· 00/01 OCCUPATIONS IN ARCHITECTURE, ENGINEERING,
AND SURVEYING
· 02 OCCUPATIONS IN MATHEMATICS AND PHYSICAL
SCIENCES
· 03 COMPUTER-RELATED OCCUPATIONS
· 04 OCCUPATIONS IN LIFE SCIENCES
· 05 OCCUPATIONS IN SOCIAL SCIENCES
· 07 OCCUPATIONS IN MEDICINE AND HEALTH
· 09 OCCUPATIONS IN EDUCATION
· 10 OCCUPATIONS IN MUSEUM, LIBRARY, AND
ARCHIVAL SCIENCES
· 11 OCCUPATIONS IN LAW AND JURISPRUDENCE

· 12 OCCUPATIONS IN RELIGION AND THEOLOGY
· 13 OCCUPATIONS IN WRITING
· 14 OCCUPATIONS IN ART
· 15 OCCUPATIONS IN ENTERTAINMENT AND
RECREATION
· 16 OCCUPATIONS IN ADMINISTRATIVE
SPECIALIZATIONS
· 18 MANAGERS AND OFFICIALS, N.E.C.
· 19 MISCELLANEOUS PROFESSIONAL, TECHNICAL, AND
MANAGERIAL OCCUPATIONS
2 - Clerical and Sales Occupations
· 20 STENOGRAPHY, TYPING, FILING, AND RELATED
OCCUPATIONS
· 21 COMPUTING AND ACCOUNT-RECORDING
OCCUPATIONS
· 22 PRODUCTION AND STOCK CLERKS AND RELATED
OCCUPATIONS
· 23 INFORMATION AND MESSAGE DISTRIBUTION
OCCUPATIONS
· 24 MISCELLANEOUS CLERICAL OCCUPATIONS
· 25 SALES OCCUPATIONS, SERVICES
· 26 SALES OCCUPATIONS, CONSUMABLE COMMODITIES
· 27 SALES OCCUPATIONS, COMMODITIES, N.E.C.
· 29 MISCELLANEOUS SALES OCCUPATIONS
3 - Service Occupations
· 30 DOMESTIC SERVICE OCCUPATIONS
· 31 FOOD AND BEVERAGE PREPARATION AND SERVICE
OCCUPATIONS
· 32 LODGING AND RELATED SERVICE OCCUPATIONS
· 33 BARBERING, COSMETOLOGY, AND RELATED
SERVICE OCCUPATIONS
· 34 AMUSEMENT AND RECREATION SERVICE
OCCUPATIONS
· 35 MISCELLANEOUS PERSONAL SERVICE

OCCUPATIONS
· 36 APPAREL AND FURNISHINGS SERVICE
OCCUPATIONS
· 37 PROTECTIVE SERVICE OCCUPATIONS
· 38 BUILDING AND RELATED SERVICE OCCUPATIONS
4 - Agricultural, Fishery, Forestry, and Related Occupations
· 40 PLANT FARMING OCCUPATIONS
· 41 ANIMAL FARMING OCCUPATIONS 02461DEFSET6 42
MISCELLANEOUS AGRICULTURAL AND RELATED
OCCUPATIONS
· 42 MISCELLANEOUS AGRICULTURAL AND RELATED
OCCUPATIONS
· 44 FISHERY AND RELATED OCCUPATIONS
· 45 FORESTRY OCCUPATIONS
· 46 HUNTING, TRAPPING, AND RELATED OCCUPATIONS
5 - Processing Occupations
· 50 OCCUPATIONS IN PROCESSING OF METAL
· 51 ORE REFINING AND FOUNDRY OCCUPATIONS
· 52 OCCUPATIONS IN PROCESSING OF FOOD, TOBACCO,
AND RELATED PRODUCTS
· 53 OCCUPATIONS IN PROCESSING OF PAPER AND
RELATED MATERIALS
· 54 OCCUPATIONS IN PROCESSING OF PETROLEUM,
COAL, NATURAL AND MANUFACTURED GAS, AND
RELATED PRODUCTS
· 55 OCCUPATIONS IN PROCESSING OF CHEMICALS,
PLASTICS, SYNTHETICS, RUBBER, PAINT, AND RELATED
PRODUCTS
· 56 OCCUPATIONS IN PROCESSING OF WOOD AND
WOOD PRODUCTS
· 57 OCCUPATIONS IN PROCESSING OF STONE, CLAY,
GLASS, AND RELATED PRODUCTS
· 58 OCCUPATIONS IN PROCESSING OF LEATHER,
TEXTILES, AND RELATED PRODUCTS

· 59 PROCESSING OCCUPATIONS, N.E.C.
6 - Machine Trades Occupations
· 60 METAL MACHINING OCCUPATIONS
· 61 METALWORKING OCCUPATIONS, N.E.C.
· 62/63 MECHANICS AND MACHINERY REPAIRERS
· 64 PAPERWORKING OCCUPATIONS
· 65 PRINTING OCCUPATIONS
· 66 WOOD MACHINING OCCUPATIONS
· 67 OCCUPATIONS IN MACHINING STONE, CLAY,
GLASS, AND RELATED MATERIALS
· 68 TEXTILE OCCUPATIONS
· 69 MACHINE TRADES OCCUPATIONS, N.E.C.
7 - Benchwork Occupations
· 70 OCCUPATIONS IN FABRICATION, ASSEMBLY, AND
REPAIR OF METAL PRODUCTS, N.E.C. RELATED
PRODUCTS
· 71 OCCUPATIONS IN FABRICATION AND REPAIR OF
SCIENTIFIC, MEDICAL, PHOTOGRAPHIC, OPTICAL,
HOROLOGICAL, AND RELATED PRODUCTS
· 72 OCCUPATIONS IN ASSEMBLY AND REPAIR OF
ELECTRICAL EQUIPMENT
PRODUCTS MADE FROM ASSORTED MATERIALS
· 74 PAINTING, DECORATING, AND RELATED
OCCUPATIONS
PLASTICS, SYNTHETICS, RUBBER, AND RELATED
PRODUCTS
WOOD PRODUCTS
SAND, STONE, CLAY, AND GLASS PRODUCTS
TEXTILE, LEATHER, AND RELATED PRODUCTS

· 79 BENCHWORK OCCUPATIONS, N.E.C.
8 - Structural Work Occupations
· 80 OCCUPATIONS IN METAL FABRICATING, N.E.C.
· 81 WELDERS, CUTTERS, AND RELATED OCCUPATIONS
· 82 ELECTRICAL ASSEMBLING, INSTALLING, AND
REPAIRING OCCUPATIONS
· 84 PAINTING, PLASTERING, WATERPROOFING,
CEMENTING, AND RELATED OCCUPATIONS
· 85 EXCAVATING, GRADING, PAVING, AND RELATED
OCCUPATIONS
· 86 CONSTRUCTION OCCUPATIONS, N.E.C.
· 89 STRUCTURAL WORK OCCUPATIONS, N.E.C.
9 - Miscellaneous Occupations
· 90 MOTOR FREIGHT OCCUPATIONS
· 91 TRANSPORTATION OCCUPATIONS, N.E.C.
· 92 PACKAGING AND MATERIALS HANDLING
OCCUPATIONS
· 93 OCCUPATIONS IN EXTRACTION OF MINERALS
· 95 OCCUPATIONS IN PRODUCTION AND DISTRIBUTION
OF UTILITIES
· 96 AMUSEMENT, RECREATION, MOTION PICTURE,
RADIO AND TELEVISION OCCUPATIONS, N.E.C.
· 97 OCCUPATIONS IN GRAPHIC ART WORK
DOT WORKER FUNCTIONS
.
EXPLANATION OF DATA, PEOPLE, AND THINGS
Every job requires skills dealing with data, people and things.
These relationships are identified
and explained below. They appear in the form of three listings
arranged

in each instance from the relatively simple to the complex in
such a
manner that each successive relationship includes those that are
simpler
and excludes the more complex. (As each of the relationships
to People
represents a wide range of complexity, resulting in considerable
overlap
among occupations, their arrangement is somewhat arbitrary and
can be
considered a hierarchy only in the most general sense.)
The identifications attached to these relationships are referred
to as
Worker Functions, and provide standard terminology for use in
summarizing how a worker functions on the job.
YOUR JOB IS TO LOOK AT THE THREE LISTS BELOW
AND WRITE DOWN THE SMALLEST NUMBER IN EACH
LIST THAT YOU CAN DO OR THINK YOU CAN DO WHEN
YOU ARE FINISHED WITH YOUR EDUCATION AND
TRAINING. [Mine was 0 for Data, 2 or 3 for People and 3 for
things.] WRITE THOSE THREE DIGITS ON YOUR
APTITUDE EXERCISE SHEET. [SO MY NUMBER WOULD
BE 023 OR 033]
DATA (4th Digit) PEOPLE (5th Digit) THINGS (6th Digit)
0 Synthesizing 0 Mentoring 0 Setting Up
1 Coordinating 1 Negotiating 1 Precision Working
2 Analyzing 2 Instructing 2 Operating-Controlling
3 Compiling 3 Supervising 3 Driving-Operating
4 Computing 4 Diverting 4 Manipulating
5 Copying5 Persuading 5 Tending
6 Comparing 6 Speaking-Signalling 6 Feeding-Offbearing
7 Serving 7 Handling
8 Taking Instructions-Helping

Definitions of Worker Functions
DATA: Information, knowledge, and conceptions, related to
data, people,
or things, obtained by observation, investigation, interpretation,
visualization, and mental creation. Data are intangible and
include
numbers, words, symbols, ideas, concepts, and oral
verbalization.
0 Synthesizing: Integrating analyses of data to discover facts
and/or
develop knowledge concepts or interpretations.
1 Coordinating: Determining time, place, and sequence of
operations or
action to be taken on the basis of analysis of data; executing
determinations and/or reporting on events.
2 Analyzing: Examining and evaluating data. Presenting
alternative
actions in relation to the evaluation is frequently involved.
3 Compiling: Gathering, collating, or classifying information
about
data, people, or things. Reporting and/or carrying out a
prescribed
action in relation to the information is frequently involved.
4 Computing: Performing arithmetic operations and reporting
on and/or
carrying out a prescribed action in relation to them. Does not
include counting.

5 Copying: Transcribing, entering, or posting data.
6 Comparing: Judging the readily observable functional,
structural, or
compositional characteristics (whether similar to or divergent
from obvious standards) of data, people, or things.
PEOPLE: Human beings; also animals dealt with on an
individual basis as
if they were human.
0 Mentoring: Dealing with individuals in terms of their total
personality in order to advise, counsel, and/or guide them with
regard
to problems that may be resolved by legal, scientific, clinical,
spiritual,
and/or other professional principles.
1 Negotiating: Exchanging ideas, information, and opinions
with others
to formulate policies and programs and/or arrive jointly at
decisions, conclusions, or solutions.
2 Instructing: Teaching subject matter to others, or training
others
(including animals) through explanation, demonstration, and
supervised
practice; or making recommendations on the basis of technical
disciplines.
3 Supervising: Determining or interpreting work procedures
for a group
of workers, assigning specific duties to them, maintaining
harmonious
relations among them, and promoting efficiency. A variety of

responsibilities is involved in this function.
4 Diverting: Amusing others, usually through the medium of
stage,
screen, television, or radio.
5 Persuading: Influencing others in favor of a product, service,
or
point of view.
6 Speaking-Signaling: Talking with and/or signaling people to
convey
or exchange information. Includes giving assignments and/or
directions to helpers or assistants.
7 Serving: Attending to the needs or requests of people or
animals or
the expressed or implicit wishes of people. Immediate response
is involved.
8 Taking Instructions-Helping: Attending to the work
assignment
instructions or orders of supervisor. (No immediate response
required
unless clarification of instructions or orders is needed.)
Helping
applies to ``non-learning'' helpers.
THINGS: Inanimate objects as distinguished from human
beings, substances
or materials; and machines, tools, equipment, work aids, and
products.
A thing is tangible and has shape, form, and other physical
characteristics.

0 Setting Up: Preparing machines (or equipment) for operation
by
planning order of successive machine operations, installing and
adjusting tools and other machine components, adjusting the
position
of workpiece or material, setting controls, and verifying
accuracy
of machine capabilities, properties of materials, and shop
practices.
Uses tools, equipment, and work aids, such as precision gauges
and
measuring instruments. Workers who set up one or a number of
machines
for other workers or who set up and personally operate a variety
of machines are included here.
1 Precision Working: Using body members and/or tools or
work aids to
work, move, guide, or place objects or materials in situations
where ultimate responsibility for the attainment of standards
occurs
and selection of appropriate tools, objects, or materials, and the
adjustment of the tool to the task require exercise of
considerable
judgment.
2 Operating-Controlling: Starting, stopping, controlling, and
adjusting
the progress of machines or equipment. Operating machines
involves
setting up and adjusting the machine or material(s) as the work
progresses. Controlling involves observing gauges, dials, etc.,
and turning valves and other devices to regulate factors such as
temperature, pressure, flow of liquids, speed of pumps, and
reactions
of materials.

3 Driving-Operating: Starting, stopping, and controlling the
actions
of machines or equipment for which a course must be steered or
which
must be guided to control the movement of things or people for
a variety
of purposes. Involves such activities as observing gauges and
dials,
estimating distances and determining speed and direction of
other
objects, turning cranks and wheels, and pushing or pulling gear
lifts
or levers. Includes such machines as cranes, conveyor systems,
tractors,
furnace-charging machines, paving machines, and hoisting
machines.
Excludes manually powered machines, such as handtrucks and
dollies, and
power-assisted machines, such as electric wheelbarrows and
handtrucks.
4 Manipulating: Using body members, tools, or special devices
to work,
move, guide, or place objects or materials. Involves some
latitude for
judgment with regard to precision attained and selecting
appropriate
tool, object, or material, although this is readily manifest.
5 Tending: Starting, stopping, and observing the functioning
of
machines and equipment. Involves adjusting materials or
controls of
the machine, such as changing guides, adjusting timers and
temperature

gauges, turning valves to allow flow of materials, and flipping
switches
in response to lights. Little judgment is involved in making
these
adjustments.
6 Feeding-Offbearing: Inserting, throwing, dumping, or
placing
materials in or removing them from machines or equipment
which are
automatic or tended or operated by other workers.
7 Handling: Using body members, handtools, and/or special
devices to
work, move, or carry objects or materials. Involves little or no
latitude for judgment with regard to attainment of standards or
in
selecting appropriate tool, object, or materials.
APTITUDE REPORT:
Here are the requirements for the aptitude report:
The results print out from the “what career is right for me
exercise”
The results print out from the Rasmussen College aptitude test.
The nine digit DOT code from your work on the DOT site and
the title of the occupation.
Give me your reaction to these three exercises. Were they
totally wrong? Did they get some things right? Were they all
pointing in the same direction? It is ok if you liked them or
hated them, if you agreed with them or not. Do the results
match up with your major or a potential major?
I would think you could do a good job completing this

requirement in a paragraph or two.
.

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