Background

The Strong TM Interpretive Report is an in-depth, personalized account of your results on the Strong TM Interest Inventory. The Report provides provides insights on overall patterns of interests that you can explore. As you read your Report, remember that the Strong is an inventory of your interests-it is not a test of your abilities. In this section I will review various pages of the Report followed by the writing assignment.

Your General Occupational Theme Highlights - Refer to Page 3

The table on page 3 describes the General Occupational Themes in which you showed the most interest. As you read about your theme(s), consider:

  • Would you describe yourself with the words in the descriptors column?
  • Do other people see you this way?
  • Have you already considered or actually tried some of the occupational interests listed?
Theme Occupational Interests Descriptors
Enterprising Business, Politics, Sales Marketing Assertive, Adventurous, Energetic, Talkative, Self Confident


A Closer Look at Your General Occupational Theme Results - Refer to Page 4

On this page you will find examples of career fields that connect your two highest theme (if you had two themes).Review the list.

  • Have you already considered or actually tried some of the career fields listed?

Each Theme has an underlying career motivator-what excites you about going to work. The six Themes and motivators are listed here. Your motivators are listed in bold type on the bottom on page 4.

Realistic Using Physical Skill
Investigative Analyzing
Artistic Creating
Social Helping Others
Enterprising Persuading and Selling
Conventional Organizing

Your Basic Interest Scales Highlights - Refer to Page 6

Look over this table carefully. What are your high interest areas? What areas do you show little or very little interest in? Both the very high interest areas and the areas that you show very little interest can provide you with insights about potential career fields and educational choices.

For example, if you have very little interest in Mathematics, Science and Computer Activities then a college major in Engineering or Computer Science would not be a good match.

Your Personal Hexagon - Refer to Page 8

Your personal hexagon on page 8 illustrates:

  • your five highest Basic Interest Scales on the outside of the hexagon.
  • your ten highest Occupational Scales on the inside of the hexagon.


Your Occupational Scales Information Table - Page 10

The table on page 10 provides you with information on those occupations in which your interests were most similar to the interests of men (if you are a male) or women (if you are a female) working in those occupations.

Your results suggest that you share both the likes and dislikes of people satisfactorily employed in these occupations and would therefore probably enjoy the day-to-day work.

  • Each scale is coded with the letter (or letters) of the General Occupation Theme. In the example below the Theme code is (R ).
  • The table also provides the first three numbers of the occupation job code from the Dictionary of Occupational Titles (DOT). In the example below the DOT code is 375. You will use the DOT to do your research assignment.

Look carefully at the middle column on page 10 that provides a description of day-to-day tasks in the occupations.

  • Read the list and check the job tasks that you would enjoy doing.

Your Personal Styles Scales Results - Pages 11 and 12

Your results on the four Personal Style Scales can suggest how you might like to go about doing a job or task. Read the interpretive comment under each scale, particularly the Learning Environment Scale.

The Learning Environment scale suggest the kind of setting in which you may enjoy learning: one in which you learn by doing or one in which you learn through lectures and reading. The scale does not measure your academic ability or your chance for success in a particular environment.

When investigating careers that interest you, find out what kind of education is required. Compare these requirements with your results on the Learning Environment scale, so that you can make informed decisions.

 

Writing Assignment #5

Please send me an email, responding to the following items. Refer to the example below.

  • List your General Occupational Theme code.
  • Do the descriptors on page 3 seem to fit? Explain briefly.
  • Refer to the bottom of page 4. List your career motivator(s). Do you agree that the motivator(s) would be stimulating for you to achieve in your career?
  • Refer to the middle column of page 10. List the job tasks that you would enjoy doing.
  • Refer to page 11. List your Learning Environment Scale Score. What does the score suggest to you?
  • What questions or concerns do you have about the Strong and your results?
  • Email the assignment to mmiller@palomar.edu


Writing Assignment - Example

My Theme Code is AES (Artistic, Enterprising, Social).

Yes, the descriptors fit very well. I would describe myself as adventurous and energetic...I love to be active and enjoy taking moderate risks. I would also say that I am creative and independent...I love to work with ideas and visual media, and do things on my own schedule.

My motivators are creating and persuading and selling...these are important to me and I enjoy activities where I can design and I also enjoy sharing ideas with other people. I love to teach and inspire others and do things that have a degree of risk. I am a creative person, and like to develop new ideas and media.
The job tasks that I would enjoy doing: plan programs to promote sale of products, prepare advertising brochures, prepare reports of findings, develop and conduct training programs, recruit and train staff, organize, recruit, select and train employees, organize, promote and develop community interest in recreation activities, counsel clients to improve social functioning, and counsel individuals and families.
My scale score is 51 and the score suggests that I enjoy learning both by attending lectures and hands on.
I like courses and training programs that teach me to develop new skills.

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