resources.DS_Store__MACOSXpsychometric tests._.DS_Store.docx

resources/.DS_Store
__MACOSX/psychometric tests/._.DS_Store
resources/Saoud_Al-Mawlawi_Abstract Reasoning
Skills_Feedback Report.pdf
Feedback Report
Abstract Reasoning Skills
Level 2
Saoud Al-Mawlawi
9th December 2014
© Profiling for Success 1
This report describes your results on the Abstract Reasoning
Skills Test which
looks at your ability to identify the patterns and relationships
between shapes –
skills related to testing out new ideas and problem-solving.
On the Abstract Reasoning Skills Test you attempted 75 of the
75 questions in
the test, and answered 32 of these correctly.
To put your score into context, it is compared to a large group
of people who
have already taken the test. In this case, your test score has

been compared
to the following group: Undergraduates (n=10464).
Your results are shown graphically below. The orange marker
indicates the
score you obtained on the Abstract Reasoning Skills Test in
relation to the
comparison group. As measurement is never totally accurate,
the width of the
orange marker represents the typical margin of error and your
actual ability
level on this test will fall somewhere within this range.
When compared to the comparison group, your score was at the
46th
percentile. This means you scored better than 46 per cent of the
comparison
group.
AverageBelow average Above average
1 1 2 6 16 31 50 69 84 93 98 99 99 Percentiles
46
This section of the report combines information on how quickly
you worked at
the test and how accurate your answers were.
In the time allowed for the test, you made good progress in
terms of the
number of questions you attempted and you also answered an

average
number of these correctly. This pattern of performance
suggests that you:
• appear to have understood what the test required you to do.
• seem to have achieved a reasonable balance between speed
and
accuracy.
You may like to consider the following points, some of which
may help you to
improve your performance if you were to take a test like this
again:
• To improve your performance on tests like this you would
need to
improve your accuracy when answering the questions.
• Ways to improve your accuracy could include, reading each
question
more carefully and making sure you understand what you are
being
asked to do, thinking carefully about how to answer the
question and
making sure that you have read the details in the question
accurately.
• If there were quite a few questions which you did not
attempt, then you
may also need to improve your speed. Ways to improve your
speed
could include making sure you focus on the test and that you are
not
distracted, spending less time double-checking answers you are
pretty

sure of and spending more time on questions you find difficult.
And if
there are questions you get stuck on, you can always leave these
and
move on to other questions, coming back to them later if you
have time.
• Think of some activities you would enjoy or be willing to do
in order to
practise the kinds of skills needed for the Abstract Reasoning
Skills
Test.
• If you were to take the test again, how would you approach
it
differently?
When reading this report, the following points should be
considered:
• psychometric tests are only one source of information about
your
abilities and style, and the test you have taken looks at a very
specific
type of ability. However, tests are known to be a useful part of
an
overall assessment of a person's abilities.

• all test scores (as with any measurement) are subject to
error. The
scores therefore indicate a band of ability within which you
might fall, so
your obtained score may under or over estimate your ability.
• high scores are easier to interpret than low scores. If people
score
highly, they are likely to have the ability being measured.
People can,
however, get low scores for many reasons – misunderstanding,
lack of
familiarity with tests, anxiety, etc. Low scores should therefore
be seen
as showing ‘you have not yet shown evidence of this ability on
this test’.
• all scores are compared to groups of individuals, e.g. people
at various
stages of their education, those working in different jobs.
Therefore the
score is not fixed. A score may be above average compared to
one
group and below average compared to another.
• the results show how you performed on the test on this
particular
occasion. Your score can fluctuate according to a number of
different
factors: this means that your score may change if you took the
test
again.
Date tested: 9/12/2014

Norm used: Undergraduates (n=10464)
__MACOSX/psychometric tests/._Saoud_Al-Mawlawi_Abstract
Reasoning Skills_Feedback Report.pdf
resources/Saoud_Al-Mawlawi_Numerical Reasoning
Feedback Report
Numerical Reasoning Skills
Level 2
Saoud Al-Mawlawi
9th December 2014
This report describes your results on the Numerical Reasoning
Skills Test
which looks at your ability to use numerical information to
solve problems.
On the Numerical Reasoning Skills Test you attempted 35 of the
48 questions
in the test, and answered 24 of these correctly.
of people who
been compared
to the following group: Undergraduates (n=27,336).

indicates the
score you obtained on the Numerical Reasoning Skills Test in
relation to the
the width of the
actual ability
81st
comparison
group.
1 1 2 6 16 31 50 69 84 93 98 99 99 Percentiles
81
you worked at
terms of the
average

suggests that you:
and
accuracy.
may help you to
again:
need to
question
being
question and
accurately.
attempt, then you
speed
not
pretty
And if

and
have time.
in order to
practise the kinds of skills needed for the Numerical Reasoning
Skills
Test.
it
differently?
considered:
your
specific
an

error. The
might fall, so
score
People can,
lack of
be seen
this test’.
at various
Therefore the
one
particular
different
test
again.
Norm used: Undergraduates (n=27,336)

__MACOSX/psychometric tests/._Saoud_Al-
Mawlawi_Numerical Reasoning Skills_Feedback Report.pdf
resources/Saoud_Al-Mawlawi_Type Dynamics Indicator_Type
at Work Report.pdf
Type at Work Report
Type Dynamics Indicator
Version I
Saoud Al-Mawlawi
9th December 2014
When you answered the questionnaire you were asked to
indicate your preferences
regarding a number of different pairs of words or phrases. From
analysing your
responses, certain themes can be identified. These themes can
be used to suggest
the style and approach that you are likely to find most
comfortable - something that
others may recognise as your ‘personality’.
Your personality, together with your values and your
motivation, are core
components of your identity. Identity is something that
continues to evolve
throughout our lives, but taking stock of who we think we are
can be really useful
in helping us to recognise what we do and what we want to do –
and to take

responsibility for our own future.
What follows in this report is a description
of your preferences. Remember though
that your preferences alone do not fully
define you; nor do they limit you. We are all
complex and adaptable beings who respond
to situations in a variety of ways which are
not always defined by our personality. A
knowledge of your ‘personality’ therefore
can only suggest ways in which you might
prefer to behave in a given situation. It does
not determine what you actually do.
Your Results
The style which is suggested
by your pattern of responses to
the questionnaire is described in
the following pages. Remember
that the name assigned to this
style is just a label to help you
to remember this complex set
of preferences. Such a label
sometimes suggests things that
were not intended so please
remember that it is not a definition
and it does not encapsulate the
complexity of your personality.
In this report you will see some
ideas and suggestions about
the implications of your set of
preferences.
When reading your results, do bear in mind that:

These are only suggestions and only define
what you seem most comfortable with - not
necessarily what you are good at.
Everyone can adapt his/her style to fit different circumstances -
although some
people find it easier to adapt than others.Sometimes your
answers do not give a clear-cut pattern and so the ideas and
suggestions below may not always fit closely - so feel free to
identify those that fit
and to question those that don’t.
If you find yourself questioning the accuracy of the report,
before rejecting the
suggestions it can be useful to imagine that they are true for
some part of your life.
Ask yourself where (specific situations) or
when (perhaps when you were younger)
they might be true - such an approach is
generally more useful.
1© Profiling for Success
People with this style are one of the most organised,
responsible and dutiful of types who can be relied on to
focus on results. Co-ordinators like to take charge and be in
control – both of themselves and others. They are driven to
be efficient and are generally steady, bold and tough in the
execution of their duties.
They pursue the ‘right path’ by applying reason and logic – and
this can mean that they do not always take into account other
people’s feelings or their needs. However, they can be relied
on to evaluate what needs to be done and then make a clear

commitment to action. Procrastination and ambiguity are not
usually criticisms levied at Co-ordinators.
Co-ordinators are likely to:
• Becarefulplannersanticipatingthestepsand
the details required
• Approachthingswithacarefulanalysisand
critical evaluation
• Turnideasintoactionplans-thinkingrequires
doing or it’s not worth thinking!
• Giveclearanddirectinstructionswitha
minimum of fuss
• Getthingsdone
Co-ordinators may need to:
• Showgreaterflexibilityaroundsystemsand
procedures
• Listenandtakeaccountofothers’opinions
• Allowothersthescopetodothingstheirway
- even if it is not always the ‘best’ way
• Recognisethataswellasdealingwith
the needs of the task, getting things done
involves acknowledging people’s personal
issues and reactions
• Toleratesituationsthatarelessgoaldirected
or more ambiguous than they would normally
like
Apenportraitofthe Co-ordinator
is in this report?

The next few pages will now provide you with some
food for thought - they give suggestions and possible
implications of what your reported preferences could
mean.
This can help you to think about how you manage
work, home, your leisure and your relationships.
On the previous page, you read a
pen-portrait of your preferred style. The
remaining sections of this report describe
the meaning and implications of this style
in detail. They begin with a graphical
representation of your profile and then
further detail is provided under the
following headings:
As you read the report, make a note
of what you agree with and what you
disagree with. Where you disagree it
may be because your answers were not
reflecting your real style and motivation
or it may be that the report has over-
generalised from what is true of most
people but which does not actually
apply to you. You can use the ‘Summary
Descriptions of the 16 Types’ and the
‘Reflections and Learning’ sections at the
end of the report to consider alternatives
that may fit you better. Remember that the
report is to stimulate your thinking rather
than to limit your choices.
• Yourprofile
• Whydoyouwork?
• Whatkindofworkdoyouwant?

• Whatisyourstyleofworking?
• Whodoyouwanttoworkwith?
• Howmightothersseeyou?
• Yourmainassets
• Areastoconsiderdeveloping
• Exploringyourprofile
• Summarydescriptionsofthe
16types
• Reflectionsandlearningfrom
thisreport
Your profile
Your answers to the questionnaire are shown
graphically below with a brief description of
each of the eight preferences grouped into 4
pairs.
Low Medium High
Where your energy comes from
What you pay attention to
How you decide to do something
How you like to live your life
People and things in the world around you
Your own ideas, thoughts and emotions

Your experience and what your senses tell you
Patterns, connections & future possibilities
By using thinking, logic & the facts
By using feelings, values and what seems fair
Being organised and having a plan of action
Letting things happen and seeing where it takes you
E: Extraversion
I: Introversion
S: Sensing
N: Intuition
T: Thinking
F: Feeling
J: Judging
P: Perception
The diagram shows the four pairs of preference which are
investigated by the Type
Dynamics Indicator. These preference pairs are:
Extraversion - Introversion (E vs I) . . . . . .
Sensing - iNtuition (S vs N) . . . . . . . . .

Thinking - Feeling (T vs F) . . . . . . . . .
Judging - Perception (J vs P) . . . . . . . .
which is about where your energy comes from
which is about what you pay attention to
which is about how you decide something
which is about how you like to live your life
For each of the above pairs, you will probably prefer one side to
the other. For example, if
the diagram above shows that the bar for Introversion is longer
than the bar for Extraversion,
that would mean that you prefer to get your energy more from
your own thoughts and ideas
rather than from people and things and the world around you. If
the bar for Extraversion is
longer than the bar for Introversion, then the opposite would
apply.
In your case, your preferences (as shown by the longer blue
bars) can be summarised by the
4-letter code ESTJ. In other words, your preferences are for
Extraversion, Sensing, Thinking
and Judging. This 4-letter code is nicknamed 'the Coordinator'
and this name was used in
the pen portrait shown earlier in this report.

We can also look at the size of the differences between your
preferences for each pair. For
some of the pairs, the difference might be very slight - in other
cases, it might be much
larger. The diagram below shows your results in terms of how
clear the differences were for
each pair.
E I
S N
T F
J P
PREFERENCE
Very clear Slight Slight Very clear
Gain your energy from
people and things in the
world around you
Gain your energy from
your own ideas, thoughts
and emotions
Pay attention to your
experience and what your
senses tell you
Pay attention to patterns,
connections and future
possibilities

Decide by using thinking,
logic and the facts
Decide by using feelings,
values and what seems
fair
Being organised and
having a plan of action
Like to let things happen
and see where it takes you
If you have a very clear preference for any one of the above
pairs, then you are likely to use
your preferred style in the majority of circumstances. Though
there are some people who
show a very clear preference but who can also use the opposing
style where circumstances
require and so are still able to be flexible in how they approach
particular situations.
If you have either no preference or just a very slight preference,
this could mean that you use
both styles in your everyday life, perhaps switching from one to
the other by consciously
adapting to circumstances. On the other hand, it could also
indicate that you are unclear
about which alternative you prefer. What may seem to others
like flexibility could instead be
your attempt to adapt to different circumstances, perhaps
without sufficient regard for your
own preferences. We refer to this as a 'corridor' preference. For
example, imagine a room on
one side of the corridor for people who have extraverted
preferences and a room on the

other side of the corridor for people with introverted
preferences. Someone with just a slight
preference may linger in the corridor, occasionally opening each
door and sometimes
stepping inside but never feeling committed to going fully
inside and relaxing there.
On the following page, you can read a summary of 'clear' and
'corridor' preferences.
Summary of clear versus less clear (or 'corridor') preferences
When your results are clear When your results are less clear (or
'corridor')
This suggests that you have very little uncertainty
about your own preference. This makes it more
likely that this preference will be obvious and
recognised in the way you approach life. Such
clarity can sometimes be helpful and distinctive but
sometimes it can come across as a little rigid and
unappreciative of the other preference (both in
yourself and in your attitude to others). N.B. Being
clear about a preference is a different question to

that of how strong or weak the preference is.
This suggests that you recognise both preferences
in yourself. This can make you flexible in the way
you approach life and can help you appreciate other
people with different styles. Alternatively it could
mean that you are uncertain and this could make
you waver between the two depending on
circumstances or mood. If such wavering creates
tension for you, it can be useful to try to clarify which
of the two preferences is more fundamental for you.
Each of us is constantly developing and updating how we think
about ourselves and it is
important therefore to realise that your profile of preferences,
as depicted in the diagrams on
the previous pages, represents the way you answered the
questions at the time - and this, in
turn, reflects how you are (or were) when you answered the
questionnaire.
It is possible for your profile to change as you develop your
ideas about what is most
important, natural and rewarding for you. Not only the direction
of your preferences may
change over time but also the clarity of those preferences.
Some preferences which are only

slight may become stronger over time and others which are
currently strong may become
less clear. Please bear this in mind as you read the more
detailed implications of your
preferences in the next few pages.
Your preferences in detail
In the sections that follow, your preferences as
'a Coordinator' are discussed in more detail
under a number of separate headings.
Why do you work?
The purpose of work
Co-ordinators get most enjoyment when work fulfils their sense
of duty and responsibility -
and this usually means creating a more structured environment
where progress is tangible.
Usually adhering to more traditional values, they do not enjoy
vague activities with uncertain
outcomes. Co-ordinators strive to bring order where there is
chaos, efficiency where there is
waste and systems where there is a lack of structure. They
prefer things to be black and
white - there is very little room for grey in their world. Being
involved, making things happen
and bringing order are at the heart of the Co-ordinator's
motivation and satisfaction.
In summary:

• To contribute and build traditional values and respect for
authority
• To fulfil a clear sense of duty and responsibility
• To establish a strong, clear framework of order and rules.
The work environment
Co-ordinators prefer a work environment which is ordered and
disciplined, where there is a
sense of delivery and where they can play a significant role.
This usually means an
environment, which allows them a 'hands-on' role. They often
have a good eye for detail and
consequently they will want their work to contribute in visible
and tangible ways - making,
building, feeding, providing, transporting, organising. They also
enjoy a high level of contact
with others and prefer to be easy, social and straightforward
taking people as they find them.
In summary:
• Enjoy taking charge and assuming responsibility
• Need opportunities for action and contact with people
• Prefer working with facts and data - can get frustrated with
ambiguity and
abstractions.

What kind of work do you want?
Types of activity
Co-ordinators enjoy work which allows them to influence others
and to work with
measurable, tangible things - areas where their eye for detail
and taste for tough-minded
analysis and logical order serves them well. They prefer
practical, hands-on activities where
they can interact with others. Of all the types, they can be the
toughest negotiators because
they approach matters in a direct and no-nonsense way. It is not
unusual to find them in
sales or retailing or running small businesses where they
combine the authority to organise
and direct together with being close to the action. This allows
them to exercise their
hands-on sense of detail and close grasp of administrative
systems. Positions in the military
and in the police likewise give them a role where duty, courage
and a sense of responsibility
are of the essence together with clarity of purpose, direction and
delivery.
In summary:
• Taking action and influencing events
• Dealing with immediate issues and facts rather than abstract
discussion, options and
theories
• Work which is practical and leads to tangible results
• The cut-and-thrust of action, reaction and negotiation.

Types of contribution
A Co-ordinator's need to instil order and stability in the world
around them means that they
can make a large contribution towards creating a clear
framework of activity, targets and
results. They often create or clarify the rules and procedures
that people are supposed to
follow and they use these to monitor activity and drive out of
waste and inefficiency. Their
legacy could well be a new, improved operating procedure
which codifies the best of what is
known and practised.
In summary:
• Bringing order, structure, systems and efficiency
• Challenging unnecessary complexity and bringing clarity
and simplicity
• Being organised, traditional, loyal and efficient
• Providing the practical, useful and familiar rather than the
innovative and exploratory
• Being direct and logical rather than ambiguous and
sentimental.
What is your style of working?
Managing time
Co-ordinators are outstanding time planners. They like to know
what is happening, when it is

happening and how long it will take. They like to make use of
planning systems (e.g. their
mobile or some other 'organiser') - although sometimes this is
their own brain, which can also
act as a well-organised data-retrieval system! Co-ordinators
think that time is precious and
that every minute should be well used. Applying this to
themselves, they work hard not to be
late and are unlikely to be found staring out of the window
thinking about what to do. They
tend to expect this style from others which comes across as
intolerant of people who do not
work at their pace. They abhor those who waste others' time -
such as those who turn up
late or interrupt important work with seeming trivialities. They
dislike interruptions although,
when convinced that it is necessary (such as "the boss needs
me" or "the customer comes
first") they can adjust smoothly and take it in their stride.
In summary:
• Great time managers (sometimes ruthlessly), organised such
that even the
unexpected is planned for!
• Hate time wasting and abhor inactivity
• Keep focussed on schedules and deliverables.
Getting results

Co-ordinators believe in setting goals and delivering results -
not for any airy-fairy reasons,
but because results are what pays the bill: 'a day without work
is a day without food'. They
remain focussed on the real world with clear targets and
measurable data and are happy to
translate complexity into simple measures - financial or
otherwise. Their willingness to deal
with a wide range of detail makes them excellent at keeping
track of how they, their
department or their organisation are doing - and usually with a
clear focus on the goals and
objectives. Their firmness of mind and refusal to be deterred
mean that they make sure
targets are met and their hands-on orientation means that they
usually lead by example.
They can sometimes focus too much on completeness. When
this happens they sacrifice
brevity and they become long-winded which might lose their
audience.
In summary:
• Thrive on a reputation for reliability and delivery
• Very focussed on the goal: well aware of the material world
• Get results by efficiency using clear milestones, regular
reminders and well organised
data retrieval systems
• Finishers rather than starters; like to be given a clearly
defined task which they see
through with determination and thoroughness.

Managing change
Co-ordinators are the masters at implementing change. They
may not be the fastest to
appreciate the need for change because they focus on improving
the known rather than
dreaming up the new. However, once convinced of the need,
they want to make it happen.
They will think of ways to make anything new into something
tangible, useable and
measurable by establishing rules and procedures - and they can
be relied on to follow those
rules themselves.
In summary:
• Less likely to be the initiators of change but are the ones to
make it happen once they
have been convinced
• Resistant to interruptions and their delivery focus can mean
that they fail to spot
opportunities for change
Who do you want to work with?
Interaction needs
Co-ordinators want to be with people who have a purpose. They
enjoy interaction and make
a virtue of being outspoken and direct. They like big gatherings,
Christmas parties, golf club

dinners, regimental reunions, sales conferences, and the kind of
get-togethers which support
the social order and traditional values. Not ones to hide their
light under a bushel, they often
seek positions of responsibility outside work - as school
governors or as the secretary to a
club or society. In the workplace too they will often take
responsibility directly or indirectly for
those they see as weaker or needier than themselves. However,
they value people who have
the courage to sort out their own problems without asking for
help - which, after all, is what
they do themselves. Their interaction tends to be active and
friendly rather than personal and
intimate. They tend not to probe deeply into people's personal
problems and issues - and
they may get uncomfortable if others probe too deeply into
theirs.
In summary:
• Prefer interaction with a purpose
• Need to be actively involved with others by doing and
achieving
• Prefer to maintain emotional distance longer than most
• Want to work hard and then play hard
• Enjoy a wide circle of acquaintances
• Happy being at the centre of attention.
Relationship style

In terms of interaction, Co-ordinators are usually friendly,
warm and welcoming. Sometimes
their style is described as 'parental' - clear and authoritative.
They like people to take them as
they are, to say what they mean and mean what they say - there
are no half-measures. If
they have cause for criticism they don't usually hang back. They
are good people to have on
your side, but you don't want to make enemies of them. Co-
ordinators would not only
recognise this in themselves - they may even be proud of it. A
common description for a
Co-ordinator is that they are straightforward, hearty, direct -
and tough.
In summary:
• Cheerful, optimistic, hearty
• Team players, loyal to the organisation as they see it
• Direct and straightforward - neither offer nor ask for
subtlety in relationships
• Not known for sensitivity or tolerance
• Expect everyone to stand on their own two feet
• Considerate once they understand issues in practical terms.
How might others see you?

As a leader
Co-ordinators are happy both giving and receiving orders - what
they really dislike is
uncertainty, where orders are either disobeyed or not even
issued at all. They lead by
example, putting in a lot of personal effort and expecting
respect and obedience in return.
They do not usually rely on inspiration and vision - instead they
have their feet on the ground
and are respected for their confidence, energy, dedication and
absolute commitment to
seeing things through to completion. More determined than
resourceful, they place great
value on tradition, stability and loyalty to the cause. They use
tried and trusted methods
building on shared values and common experiences. They see
organisations as 'cradle to
grave' - they never forget that the firm pays the pensions as well
as the bonuses and are
likely to avoid risk and err on the side of prudence.
In summary:
• Lead from the front: energetic, active, radiate confidence
• Give and demand respect for tradition, position, seniority,
and 'rank'
• Tough, resolute, uncompromising
• Create a following by generating trust and respect rather
than through vision and
inspiration.
As a manager

Co-ordinators make particularly effective managers - dedicated,
thorough, dependable,
highly aware of detail, and above all prepared to work within
the system. They provide clear
definitions of what is needed - goals, results, methods,
processes, roles, responsibilities -
and then ensure that they are written down and carried out in a
systematic, co-ordinated
way. This can be a strength or a weakness depending on the
context. In situations of rapid
change their firmness and self-confidence can be a source of
support to others, but it can
also inhibit change and put barriers in the way of organisational
and personal learning.
In summary:
• Structured and organised - people know what, where, when,
how and why
• Manage detail well - but may overdo explanations thus
instructing rather than
delegating
• Know the value of material things, won't ignore the 'pay and
rations' side
• Able to take as well as give orders: not too proud to follow
• Follow through, check, won't let go.

As a decision-maker
Co-ordinators take decisions logically and rationally, using the
evidence in front of them.
They are less prone to doubt than many other types. In fact,
leaving matters undecided is
what is hard for them. Their motto might be "just do it - now"
so that they leave nothing
hanging. It can be hard work to persuade them that certain
things will benefit from further
reflection.
In summary:
• Not happy with uncertainty and ambiguity; may decide too
soon
• Use logic and rely heavily on knowledge and experience -
may ignore the new and
untried
• Realistic, practical, feet on the ground.
In resolving conflict
Co-ordinators do not allow conflict to cause them undue
concern. They approach it like other
tasks, applying their objective logic and forming their opinions
and judgements with
confidence. They may neglect some of the softer or emotional
issues and this clarity and
decisiveness can turn from a strength to a weakness - especially
when they move up the
management hierarchy and find themselves needing to pay more
attention to the impact of
their behaviour on others.

In summary:
• Address issues promptly and directly but not always
sensitively or effectively
• Handle conflict bluntly, forcefully and often fearlessly
• Deal with the logic of the issue rather than the impact on
behaviour and feelings.
Your main assets
At their best
Co-ordinators are organised, disciplined and thorough - willing
to take responsibility and
determined to see it through. They are cheerful and open in the
face of adversities, patient
with detail and tedium, prepared to take orders and work within
the system and ready to take
life as it comes without digging too far below the surface. If a
task needs doing - however
unpromising - a Co-ordinator will come forward to take it on.
The things they bring are:
In summary:
• A willingness to take control and create structure
• Anticipation of flaws, attention to detail and reaching their
goals in a steady,
systematic and sequential way
• Reliability, dependability, and a willingness to take
responsibility to organise, plan,

control and monitor events and people
• A critical and analytical approach
• A willingness to lead by example.
Areas to consider developing
At their worst
Co-ordinators are bossy and narrow-minded, convinced that
their way is the only way and
unwilling to take account of others' insights, suggestions, and
feelings. The things to consider
are:
In summary:
• More listening and taking account of the opinions and
contributions of others
• Slowing down before taking action and making decisions
• Recognising that not everything is measurable
• Showing greater appreciation of feelings and values - their
own and others'
• Being more open to novelty and change
• Giving more praise and encouragement

• Allowing others do things their way
• Showing more flexibility around standard systems and
procedures.
Your profile shows the set of preferences that you have
developed and
which you are currently expressing.
It sometimes helps to ask why we have developed particular
preferences. Do they reflect values we have absorbed from our
experiences or from others around us? Do they result from some
sort of
pressure we may have experienced in the past? Do they reflect
how we
really want to be or do we perhaps sometimes wish we were
different?
To help you understand more, try to answer the questions in
each of the 6
boxes below.
We can think of a person’s preferences, as shown by
their profile, as their ‘comfort zone’. In your case:
1. is this comfort zone a positive choice?
2. is this comfort zone a way of avoiding something
less comfortable?
Our preferences often change as we grow
and develop. How different would you say the
preferences you now have are to those you had:
1. when you were growing up at home?

2. when you were at school?
3. in your early adulthood?
Our preferences sometimes change according to
where we are and what we are doing. Think about
how your preferences might be different:
1. at work
2. at home
3. in your hobbies or leisure activities
How we are is not always how we want to be. What
changes in your preferences would be needed to
make your profile:
1. represent your ‘ideal’ of the person you want to be?
2. reflect the potential you feel is within you?
3. reflect the person you would like to see described in
your epitaph?
Sometimes, the person we say we would prefer to
be is based on the expectations of others. Thinking
in terms of the four preference pairs (or using the 16
summary profiles on the next page), consider how the
following might like you to be:
1. your parents?
2. your teachers?
3. other people who are significant in your life
There are always parts of ourselves that remain
relatively hidden or unexpressed. Thinking in
terms of the four preference pairs (or using the 16
summary profiles on the next page), do you think
there are elements in your profile which might:

1. be under-used or not be expressed?
2. become exaggerated when you are under pressure?
The answers above will help you think more about where your
reported preferences are coming from.
your profile
The ideas in this report are based on your answers to
the questionnaire. As you reflect more about who you
are and how you behave, you may find that your ideas
become clearer or change.
Summary description of the 16 Types
Inspectors (ISTJ)
Inspectors are careful, thoughtful
and systematic. Outwardly
composed and matter-of-fact,
they can be people of few
words. However, they are
dependable, loyal and precise
making sure that responsibilities
are taken seriously and that
work is completed steadily and
systematically.
Surveyors (ISTP)
Surveyors are drawn to roles
requiring action and expertise.
Socially reserved and loving
action, they can be highly

energetic when interested. This
makes them expedient, realistic,
logical and practical. When
uninterested they can become
disorganised, impulsive and
detached.
Trouble-shooters (ESTP)
Trouble-shooters are sociable,
confident and adaptable
pragmatists. They love action
and happily use their experience
to make things happen. Often
charming, straightforward and
energetic, they live on the edge
treating life as an adventure.
Co-ordinators (ESTJ)
Co-ordinators are systematic
and delivery-focussed. They like
to take charge and get results.
Their style will generally be
steady and organised and they
are often described as tough
and efficient leaders. Practical,
rational and efficient they may
neglect people’s feelings and
may not champion change.
Protectors (ISFJ)
Protectors are patient, modest
and diligent. They show great
compassion and support for
others - often by taking care
of the day-to-day practical
details. They are not particularly

interested in logical or technical
things, preferring a more personal
touch and enjoying being
helpful, persistent, organised and
thorough.
Supporters (ISFP)
Supporters are quiet, friendly
people who do not need to force
themselves, or their views, on
others. Caring and sensitive, they
accept people and life’s realities
as they are. They do not need
to over-analyse, they live for
the present, being personable,
adaptable and sometimes
disorganised.
Energisers (ESFP)
Energisers are drawn towards
others, living their life by
engaging, interacting and
bringing optimism, hope, warmth
and fun to the situations they
encounter. They seek people and
action, are always ready to join in
themselves and usually create a
buzz which encourages others to
also get involved.
Harmonisers (ESFJ)
Harmonisers are sociable, friendly
and persevering. They bring
compassion and a focus on
others which creates a warm and
supportive environment. Generally

organised and able to attend
to practical issues, they are
nurturing, loyal and sympathetic
whilst keeping a clear focus on
getting things done.
Guides (INFJ)
Guides are warm, imaginative and
amiable. They can be guarded
in expressing their own feelings
though can show high levels of
concern and support for others.
They also like to get things
organised and completed. In fact,
when their values - often involving
people and social improvement
- are aligned they can become
extremely persistent without losing
the personal touch.
Idealists (INFP)
Idealists are drawn towards others
who share their values and who
feel deeply about certain issues.
These issues guide them in their
life and relationships. When all is
going well they are seen as warm
and gracious individuals who
care deeply and who contribute
interesting ideas and values.
Improvisers (ENFP)
Improvisers are personable,
imaginative and sociable types.
Willing to turn their hand to
anything, they enjoy exploring

ideas and building relationships.
Their style is generally enthusiastic,
engaging and persuasive, tending
to be spontaneous and flexible
rather than structured and detailed.
Advisers (ENFJ)
Advisers are enthusiastic,
personable and responsive types
who place the highest value on
building relationships and showing
commitment to people. Generally
comfortable in groups, they can be
good with words, happy to express
their feelings and strong in the
promotion of their values.
Investigators (INTJ)
Investigators are innovative
visionaries with a determination
to achieve results. They can be
highly independent, needing a
great deal of autonomy. Their
clear-sightedness and willingness
to take decisions makes them
conceptual, goal-focussed and
visionary leaders. They come
across as tough and incisive,
sometimes lacking the personal
touch.
Architects (INTP)
Architects are great thinkers
and problem-solvers. Usually
quiet and reflective, they like
to be left to work things out at

their own pace. They can be
complex, theoretical and curious,
seeking underlying principles and
fundamental understanding.
Catalysts (ENTP)
Catalysts are energetic change
agents who are always looking for
a new angle. Often pioneers and
promoters of change, they look
for active environments where
they can discuss and debate
new ideas. When with people
they inject energy, innovation and
fun into their activities.
Executives (ENTJ)
Executives are direct, goal-
focussed people who seek to
influence and get results. They
value good reasoning and
intellectual challenges. They
seek to achieve results and can
be tough, visionary leaders who
make things happen.
The theory of ‘Psychological Type’ tells us
that there are elements of all types within
each of us, but in different proportions.
It can therefore be useful to think about
each of the other types and to see if you
recognise some of them as part of you
- at least, perhaps for some of the time.
Pen-portraits of each of the 16 Types
are shown in the table below for you to
consider.

description of the 16 types
and learning from this report
Firstly, think about your results as described in
the report above and think about some possible
explanations for why you answered the questionnaire
the way you did. Then write some notes below about
what you feel you have now learnt about yourself.
1. On reflection, the preferences that feel more ‘core’ to who I
am are: (circle one of the preferences in each pair)
(If necessary, continue on the back of this sheet or on a separate
sheet)
2. If your are finding it hard to identify what is core, please
instead list below those pen-portraits from the previous page
that you most easily
identify with. For each pen-portrait you mention, give an
example of the sort of situation in which you feel it comes to
the fore and in which it
would be an appropriate description of your preferences
3. What I feel I have learnt about myself is:
Use the table on the previous page and write down the name
which is
given to the combination of preferences you have indicated
above:

The reasons these feel more ‘core’ are:
Extravert
Introvert
Thinking
Feeling
Sensing
Intuition
Judging
Perceiving
__MACOSX/psychometric tests/._Saoud_Al-Mawlawi_Type
Dynamics Indicator_Type at Work Report.pdf
resources/Saoud_Al-Mawlawi_Verbal Reasoning
Feedback Report
Verbal Reasoning Skills
Level 2

Saoud Al-Mawlawi
9th December 2014
This report describes your results on the Verbal Reasoning
Skills Test which
looks at your ability to understand and think logically about
written information.
On the Verbal Reasoning Skills Test you attempted 41 of the 60
questions in
the test, and answered 24 of these correctly.
of people who
been compared
to the following group: Undergraduates (n=17,223).
indicates the
score you obtained on the Verbal Reasoning Skills Test in
relation to the
the width of the
actual ability
27th

comparison
group.
1 1 2 6 16 31 50 69 84 93 98 99 99 Percentiles
27
you worked at
terms of the
average
suggests that you:
and
accuracy.
may help you to
again:

need to
question
being
question and
accurately.
attempt, then you
speed
not
pretty
And if
and
have time.
in order to
practise the kinds of skills needed for the Verbal Reasoning
Skills Test.
it
differently?

considered:
your
specific
an
error. The
might fall, so
score
People can,
lack of
be seen
this test’.
at various
Therefore the

one
particular
different
test
again.
Norm used: Undergraduates (n=17,223)
__MACOSX/psychometric tests/._Saoud_Al-Mawlawi_Verbal
Reasoning Skills_Feedback Report.pdf
documents/C V.docx
Saoud Al-Mawlawi
P.O. Box 22666, Abbad Bin Mohammed Street, House number
22, Doha, Qatar
Mobile: (+974) 55092909
Nationality: Qatari
Email: [email protected]
Academic Record:
University of Northumbria - Business with Human Resource
Management BA (Hons) (2014-2016)
Relevant Modules:Business Management and Human Resources,

International Business Management, Personal and
Organisational Development.
· Developed skill to communicate in face to face situations.
· Capable of developing specific skills for specified topics.
· Implemented organisational skills.
Newcastle University - Business Management BA – (2012-
2013)
Relevant Modules:Quantitative Methods, Case studies in
Business Management, Business Emergence and Growth, Global
Business Environment, and Accounting and Finance.
· Established a great understanding of several topics. E.g.
accounting, global business, human resources and many more.
· Improved my presentation skills.
· Developed the skill to analyse and evaluate data and graphs.
Newcastle University (INTO) Foundation program –
International Foundation in Business and Management (69%
Overall Average) (2011-2012)
Relevant Modules:Study Skills and Projects, Introduction to
British Institutions and Culture, Introduction to Business
Mathematics for Business.
· Specialised in presenting data on a variety of graphs.
· Significantly improved my speaking skills.
· Developed an understanding for British culture.
American School of Doha – American Diploma (2009-2011)
(83% Overall average) – Doha, Qatar
· Relevant Modules:Algebra II, Global Issues, Speech, Senior

Seminar, American literature, Robotics, Biology, Environmental
Science, Drama
Achievements and Interests:
· Got sponsored by an elite organisation.
· Signed a job contract with the organisation.
· Was in charge of a “recycling project” in poor areas.
References available upon request
documents/how to.docx
How to find a graduate job
Perhaps finding a job that starts after Uni can feel like one of
the most daunting and stressful things you may ever be faced
with. Everyone would like to be successful in their chosen field
but sometimes that pressure to succeed can feel at times
overwhelming and getting that first foot in the door seems
almost impossible.
Sometimes just knowing where to start can be difficult in itself!
We know there are lots of options for advice from lots of
different sources. But this is grass roots practical advice which
has worked for many of us who have worked in graduate
recruitment and who have also worked at other SME's, large
companies and who themselves joined graduate training
schemes not so long ago!
What we recommend is simply based on real life experience you
can of course also visit your University Careers Service.
We know that occasionally trying to approach things
scientifically in a logical way is all very well and good but
sometimes...I JUST NEED A JOB! In some cases that can just

be any job that will get you in the door! Hopefully this guide
can help you with that as well.
If you want practical real life advice and tips then engaging
with this module will certainly help you.First, how to deal with
the pressure:
Recognising and being able to deal with the pressure is an
important first consideration. Looking for work is a stressful
and pressurised activity, you need to recognise that you are
putting pressure on yourself, fellow graduates also looking,
parents and relatives are adding to the pressure (unwittingly)
and there are quite a few unknowns (little things like), "what am
I supposed to do for the rest of my life?", "am I prepared to re-
locate?", "I have no work experience and I have no idea what I
want to do!", "I've never done a 9-5 before for a long period of
time!", "if I don't get a job in the next 6 months will I be
competing with a whole new graduation year out of
University?" It’s easy for these questions to cloud your
judgement and spiral out of control.
If you are drawing blanks for some or most of these questions
don't worry...you are not alone. Many students do not have a
clear idea of what they want to do. Why should you? You chose
a path of academia, when you left school so it’s no surprise
you're not an expert about the world of work and careers - it’s
to be expected. Okay, you might have a reasonable idea if
you've had some work experience, but you see our point.
Solution
: What you need is a PLAN. To a certain extent this is what this
whole section is aiming for you to create - a plan. A plan will
help you focus your ideas and energies into positive results,

without a plan you'll be jumping from one idea to the next with
no true direction or chance of a realistic end product.The Plan
You need to start thinking of yourself as a product - a product
that a company might like to buy or certainly invest in, because
essentially that's what they will be doing. The product needs to
display what it can do, what the benefits are of having it and
what it’s better at than alternative products on the market.To do
this you will need to be able to:
· understand your key skills, ambitions, personality and
experience with a view to deciding what you want to do or what
you'll be best suited at
· understand the graduate job market in which you are going to
sell yourself
· understand what types of graduate job are available and where
to pitch yourself
· get your CV together
· get job hunting and employer targeting
· understand how the selection process works and what to
expect
· create the best application package you can
· brush up on your interview technique at least know what to
expect and how to potentially respond
· understand assessment centres and tests
Lets begin by working through a career plan

Framework for Career Plan and Self-Analysis
Name: Saoud Ahmad Al-Mawlawi
What job or type of job would you like to be doing in the
future?
Think about:
· Are you focused on a particular job, or a particular industry,
or a particular location?
· Do you want to be an expert/specialist, or a team manager, or
have your own company?
· You should consider introduction first three years (placement
and immediately after graduation first): Growth (years 4-10):
Maturity (years 11-20).
Industry: Chemical and Energy industries.
Field: Human Resources.
Possible Future Employer: Ras Gas, Qatar Petroleum.
Type of Job: Human Resources Manager
Target Position: Board of Directors
Why this job/role?
Think about

· What do you think are the exciting and interesting parts of the
job/role?
· What do you think might be the boring, routine, mundane, less
attractive parts of such a job/role?
· Do you have any evidence to support this view? (Remember to
reference any published evidence, or attach examples of
evidence as appendices)
· Prospective employers will expect you to be able to respond to
a question like this.
The reason I have chosen this role is because of the demands
that this job asks for. There are several reasons that lead me to
choose this position, one of them being that it will require a
large amount of face to face communication.
I have developed many communication skills which is large
part of this job requirement therefore it will be very interesting
to see what I’m capable of. The pressure and the long work
hours are the two reasons why this job might be seen as less
attractive.
The reason I have chosen this field is because I always excelled
in speaking and interaction, this had led me to be more
interested which eventually improved my attributes.

What are the general or specific entry requirements:
Think about:
· Is a 2:1 degree required?
· A language?
· Age restrictions?
· Visa?
Entry Requirements:
A bachelors certificate is required for the position, there are no
requirements on the overall grade being 2:1.
In addition there is a language requirement where the applicants
must be fluent in both Arabic and English.
There are no age restrictions on the applications as long as the
applicants possess a minimum of bachelor’s degree.
A working Visa wont be needed since the organisations that are
being applied to are both in Qatar.

What knowledge/skills/experience is/are employers looking for,
for this role?
Knowledge:
In an organisation decisions have to always be taken fast, due to
that fact a HR manager needs to be knowledgeable of the fact
that change is always rapid. The HR manager will always deal
with more than one issue at a time, decisions have to be made
fast and in an efficient way. Being aware of that fact helps the
HR manager be more time efficient as he will always have more
that one decision to deal with.
Skills:
Organisation: Human Resources management requires a large
amount of organisation skills. Efficient time managing skills,
always keeping data and files organised and being aware of the
objectives and goals of the organization. Therefore being
organized can help a human resource manager spend his time

efficiently and in in the best manner.
Communication:
HR specialists will always need to communicate with other
mangers or other employees. Therefore a HR specialist will
need to posses good communication skills. A HR specialist
needs to be a capable speaker, he will also need to handle face
to face situation well.
Experience:
One of the basic requirements of experience that a human
resource manager will be expected to possess is a degree within
the field of HR. In addition its required to have some years of
experience, they earn that experience by either being a HR
assistant or specialist. Some of the similar tasks will be asked
from them that will later on help them become successful HR
managers.

Remember that for placements and graduate training
programmes, knowledge and experience may not be necessary or
stated.
What evidence do you have that you can (or will) meet these
requirements:
Think about:
· What evidence have you used to make your assessment? (for
example have you used results from “What Job Will Suit Me” or
any of the other Psychometric tests)?
· How realistic/valid do you think these tests might be?
· What particular points from these tests help to justify your
assessment?
Knowledge:
a) Organisation’s website.
b) Arranged meetings with HR staff within the organisation.
Skills:

a) Arranged meetings with HR managers within the
organisation.
b) Psychometric tests verified that I posses the skills that are
required in this field.
Experience:
Earned a degree within the field of work of HR, will gain years
of experience as a HR assistant or specialist to familiarize
myself with the HR manger position.
What gaps are obvious?
Entry Requirements:
Obtained a degree that’s directly involved within HR.
Knowledge:
The knowledge of the requirements, set of skills, and experience
that is being demanded by this position. In addition, knowing
that a HR manager can affect people’s careers and lives
therefore mistakes should be avoided.
Skills:
Most skills obtained.

Experience:
I Haven’t earned any years of experience therefore I will gain
years of experience with the organization as a HR assistant.
How will you acquire or further develop these, what timeframe
do you have in mind?
Think about:
· Part-time work
· Volunteering
· Internship
· Placement
· Study Abroad
· Study in Year 2
You should:
· Prepare a Personal Development Plan which includes:
Development Objectives: Actions and activities need to achieve
each of the objectives: Help and support you think you will
need to achieve each of the objectives: How will you
know/measure that you have achieved each of the objectives:
Timescale for each of the objectives.

Knowledge:
I will set up more meetings with the HR staff within Ras Gas as
well as Qatar Petroleum to familiarize myself with the local
system. This will help me adhere the overall system in Qatar
rather than one certain organisation.
Skills:
Courses will be taken to develop communication skills such as
speaking, in addition more classes will be taken for time
management and time efficiency.
Experience:
Part time jobs will improve current skills and develop them to
their maximum level.
Also I will be volunteering to help local small business to gain
more experience.

When you have finalised your career plan and evaluation you
should make sure your strengths are strongly evidenced on your
CV or Application Form?
Week 2-Career Planning
documents/instructions.docx
Will describe and discuss your intended career plan [see the
options above]. Your commentary should include reference to
academic literature where relevant, and MUSTinclude the
following:
· Your intended graduate position/placement,with a rationale for
your choice within the context of a longer-term career plan.
· An assessment of suitability for your graduate
position/placement using a variety of feedback gained during
the seminar activities and directed study, e.g.psychometric test
results and feedback on internal or external interview and

assessment centre activities. Please include other sources of
evidence if relevant.
· Identification of strengths and weaknesses related to your
chosen graduate position/placement.
· A conclusion, which should identify your next steps to build
on strengths and address weaknesses. For example, if you have
identified a need for work experience or to improve an essential
skill area, you need to explain why, how and when you plan to
it. [40%]
A set of Appendices [25%]:
· Details of your identified target position. This can be a
placement or graduate role and MUST be consistent with that
described in the reflective commentary.
· A CV and covering letter, written for the target position.
· The completed competence-based job application form from
the module site [or comparable application form for a graduate-
level position on the basis that this form covers all the sections
of the application form on the module site].
· Reports from: Verbal, Numerical, Abstract Reasoning and
Type Dynamic Indicator tests.

· Five selected interview questions with your proposed
responses.
· Observers’ feedback from both interview (week 9)and
assessment centre activities (week 11).
Page 1 of 1
documents/job application form.doc
Graduate Training Programme Application Form Student
Application Form
Target Organisation
Ras Gas
Target Role
Human Resource manager Name
Saoud Al-Mawlawi
Address (Term Time)
1 manor chare apartments, Newcastle Upon Tyne NE1 2EQ
Address (Home)
House number 22, Abbad Bin Mohammed street, Doha, Qatar
Telephone (Daytime)
+447745971035

Telephone (Evening)
+447478346169
Email address
[email protected]
Date of Birth
24/02/1994EDUCATION
School/College/University
From
To
Qualifications
Expected/Actual Grade
Qatar Academy
2008
2010
MYP system
4.3/7
American School of Doha
2010
2012
American High School Diploma
83%
INTO Newcastle University

2012
2013
Foundation degree
69%
Newcastle University
2013
2014
Undergraduate first year
50%
Northumbria University
2014
2016
Business With Human Resource Management BA (Hons)
73%
EMPLOYMENT RECORD

Name of Employer
Job Title
Main responsibilities
Start date
Leave Date

The following questions are designed to provide us with more
insight into your skills and competencies and will be used in
assessing your application. You can use examples from all
aspects of your academic, working or social life to demonstrate
your capabilities but we ask that you use a different example for
each question.
Question 1: Describe a time when you have persevered against
the odds and overcome obstacles to achieve a goal. Explain
how you approached the situation, what difficulties you were
faced with and what the outcome was.
I used to be a national team player for table tennis, in one
occasion the main player of the team got injured and there was
an upcoming tournament. I had to train really hard since I was
informed about the other player’s injury only days before the
tournament. I had to practice three times a day because there
was no time for breaks. I knew with enough preparation and
training I would be fit to compete with the other players. My
family, the coach, and all the other team members had high
expectations, the pressure was huge. I eventually won the
tournament. Due to the circumstances that I worked under, the
team decided to award me for my hard work. I then realised
that with the right amount of preparation any situation can be

conquered no matter how hard it may seem.
(200 words maximum)
Question 2: Give an example of an idea you have had for
improving performance or doing something better. Explain how
you came up with the idea, how you implemented it and what
benefits it has produced.
In my senior year I had to spend a certain number of hours
doing community and service work. I have developed an idea
due to a problem that I witnessed concerning poor areas in
Qatar not disposing their waste efficiently nor eco friendly. I
organised to put together a group of people who were willing to
help. We then went to those areas and placed bins in the chosen
areas. Those bins had specific material names on them and
different containers for each therefore making it easier for it to
be recycled. We were then thanked by the community of those
areas as well as the school. The idea came to me when I was on
a school trip distributing food and supplies in the holy month of
Ramadan. I then noticed how the waste is poorly disposed. I
shared my idea with my personal tutor who supported it and
helped me make it happen. The waste was then disposed in a
proper way and it helped the community as they thanked me and
the group of students that helped. Helping the community
showed me how a simple idea with the right implementation can
help many people.
(200 words maximum)

Question 3: Give an example of when it has been crucial for you
to build a strong relationship with members of a wider team.
Explain why this relationship was important, what you did to
build it and how it helped you achieve your objectives.
In my foundation year I was asked to prepare a presentation that
will be presented by a partner I choose and myself. The
module’s grade was dependent on this one assignment therefore
I knew I had to choose the right partner. Knowing my
classmates and their abilities, I have chosen a student who was
a capable speaker and who dealt well with pressure. We had to
spend many hours working on one task which was to put
together a 15 minute presentation. Endless hours were spent in
the library, we had to reflect and help each other in the process
because the grade would effect both of us. This was very
beneficial where it helped us improve the presentation and
cover all its aspects.
We then presented and we were very good, the tutors feedback
was very positive, it was then mentioned in the feedback form
that we worked well together and the tutor was very happy. We
received an A for the presentation which was the objective that
we set for ourselves.
Therefore, knowing that spending time with another team
member can strengthen your relation with them as well as
improve the final product.

(200 words maximum)
Additional Information – please use this section to include any
other relevant information which you feel has not been covered
elsewhere on this form.
References – Please supply details of 2 referees. One reference
must be from your most recent employer or your programme
leader. References will only be sought with your permission.
Name
Barbra Ward
Peter bodreau
Telephone
447845837026
+97466960969
Address
INTO newcaste
Doha, Qatar, American School Of Doha
Postcode
NE1 3VH

N/A
Occupation/
Position
Personal tutor
Director of school
Thank you for your time in completing this application form.
Please bring completed form along with your covering letter
outlining why you want to work for this organisation and what
you feel you can bring to your preferred role
HR0275-Week 5-Example Application Form

resources.DS_Store__MACOSXpsychometric tests._.DS_Store.docx

Recommended

Recommended

More Related Content

Similar to resources.DS_Store__MACOSXpsychometric tests._.DS_Store.docx

Similar to resources.DS_Store__MACOSXpsychometric tests._.DS_Store.docx (20)

More from debishakespeare

More from debishakespeare (20)

Recently uploaded

Recently uploaded (20)

resources.DS_Store__MACOSXpsychometric tests._.DS_Store.docx