| Course | MT106 Foundations for Success in Business and Management Careers |
|---|---|
| Unit | Unit 2 |
| Paper type | Self-assessment |
| Length | About 800 words, 5 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Business Administration |
| Updated | October 2026 |
Free sample paper for MT106 Unit 2
Conventional, Enterprising and Slow to Push Back: A Unit 2 Self-Assessment
[Student Name]
Purdue University Global
MT106: Foundations for Success in Business and Management Careers
Unit 2 Self-Assessment
[Instructor Name]
[Date]
The writer, his results and every workplace example are composite and illustrative; the instruments and sources cited are real.
Purpose
I am using these two inventories to inform one decision: which business concentration to declare. I am not trying to describe my personality in general. Each result below is set against two things I have done at work in the past year, and each ends with what it suggests for the decision.
The O*NET Interest Profiler
The Interest Profiler, published through the Department of Labor's O*NET program, sorts interests into the six Holland types, from hands-on realistic work to the orderly, records-based work Holland calls conventional. Holland (1997) holds that a good match between a person's dominant types and the setting predicts staying power and contentment at work. The profiler measures what I like doing, not what I am good at, and it cannot tell me whether a job pays enough or exists near me.
My highest scores were conventional, enterprising and realistic, in that order. Two behaviors support the conventional score. I rebuilt our dock door schedule into a spreadsheet that assigns every carrier appointment to a door by trailer type, and I enjoyed tuning it for weeks after it worked. I also keep a temperature log for every frozen load even on nights when nobody checks it.
The enterprising score is less clear. During the dock appointment rollout last year, I persuaded the transportation office to give carriers a fifteen-minute grace window instead of a strict cutoff, and that felt good. But that was one argument in a year, and I avoid most others.
Nye et al. (2012) found in a meta-analysis that interest fit is related to job performance and persistence, not only satisfaction, so a conventional-enterprising profile is worth taking seriously. For the decision, both concentrations involve structured work, but project management leans more on persuasion, the enterprising side, while supply chain work leans more on systems and records.
CliftonStrengths
CliftonStrengths, described by Rath (2007), identifies a person's most dominant talent themes from thirty-four. My top five were Arranger, Discipline, Responsibility, Consistency and Achiever. The instrument describes talents I use often, not skills I have mastered, and it says nothing about weaknesses directly.
I took it through the code included with the book and read the descriptions for each theme twice, once quickly and once with my last year at work in mind. Three of the five felt accurate at once. Achiever described the satisfaction I get from finishing a full trailer schedule before midnight. Discipline matched the routines I keep without being asked. Responsibility fit the way I treat a late trailer as my problem even when the carrier caused it. The other two needed more thought, and those are the ones worth examining below.
Arranger fits the dock closely. Moving trailers between doors when one arrives early and another breaks down is the part of my shift I am best at. Consistency is the more complicated result. It describes a preference for treating people the same and following clear rules. It explains why I apply the receiving checklist the same way for every carrier, but it also explains something less flattering. Last spring a driver from a large carrier argued every week about having his load counted, and I kept counting rather than raising the problem with his dispatcher. I followed the rule and avoided the conversation that would have fixed it, for two months.
Both inventories describe someone who builds good systems and avoids the conversations that keep them working.
Where the Results Point
The two instruments agree on structure. Both describe someone who likes clear processes and steady routines, which fits supply chain work well and fits the planning half of project management. They differ on persuasion. The interest profiler shows some enterprising interest; my strengths and my record show a habit of avoiding hard conversations. A project coordinator's day is full of requests to people outside the coordinator's own chain of command. That is a genuine risk for me in that concentration.
Adjustments to Test
Before declaring, I will test the risk directly. For the next month, when a carrier or another department causes a recurring problem, I will raise it with the person responsible within one week instead of absorbing it. Each case goes into a notebook with the date raised and what happened next. If I can do it and the log shows problems getting fixed, the project management concentration becomes more realistic. If I keep avoiding the conversations, supply chain work may suit me better, at least for now.
References
Holland, J. L. (1997). Making vocational choices: A theory of vocational personalities and work environments (3rd ed.). Psychological Assessment Resources.
Nye, C. D., Su, R., Rounds, J., & Drasgow, F. (2012). Vocational interests and performance: A quantitative summary of over 60 years of research. Perspectives on Psychological Science, 7(4), 384-403. https://doi.org/10.1177/1745691612449021
Rath, T. (2007). StrengthsFinder 2.0. Gallup Press.
Reading the MT 106 Unit 2 instructions
Unit 2 asks you to complete the assigned career inventories and interpret the results. State the purpose first: the decision the results should inform. For each instrument, say what it measures and what it cannot, report the result briefly, then test it against two behaviors you have actually shown at work or school. A result that matches your behavior strengthens a conclusion; one that does not is worth examining. Where two instruments point in different directions, address the tension directly instead of keeping the more flattering reading. Close with what the results suggest for your decision and one or two adjustments to try. Keep score sheets short or in an appendix, since the grade rests on interpretation. Three pages is a common length, with every instrument cited in APA 7.
How the MT 106 Unit 2 example is put together
The sample's purpose paragraph names the concentration decision. The Interest Profiler section explains Holland's types and what the profiler cannot measure, then tests the conventional score against a door assignment spreadsheet and a temperature log kept even when nobody checks it. The weaker enterprising score gets honest attention: one successful argument in a year. Nye and colleagues' meta-analysis shows that interest fit predicts performance as well as satisfaction. The CliftonStrengths section, citing Rath, accepts three themes quickly and examines two, ending with a carrier dispute the writer absorbed for two months rather than raise. The highlighted line names the pattern across both instruments. A synthesis section shows that the instruments agree on structure and diverge on persuasion, which matters for project work. A month-long test of raising recurring problems within a week closes the paper.
Where the points sit in the MT106 Unit 2 rubric
The rubric for this self-assessment rewards interpretation over reporting. Each instrument should be described accurately, including its limits, and each result tested against specific behavior. Writers who examine the result that fits them least earn more than those who repeat their strongest score. Addressing disagreement between instruments shows analytical honesty and often distinguishes top papers. The implications should connect to the decision named in the purpose, not to personality in general. An adjustment that can be tried and checked shows the results will be used. Holland, Nye and colleagues, and Rath form the reference list in APA 7. The voice is personal, yet the paper still needs to be organized under headings so the grader can find each instrument and the synthesis. Length should stay within the range the prompt sets.
Common MT106 Unit 2 mistakes, and how to avoid them
The most common weakness is a score report: results pasted in with a sentence of agreement under each. Others accept every result as flattering truth without testing it against behavior. A frequent gap is the tension between instruments, which writers tend to ignore. Some papers describe personality at length and never return to the career decision. Writers also skip the limits of each instrument, which makes conclusions sound more certain than the tools allow. Proprietary results may restrict reproducing item text, so describe rather than quote. If the course assigns a different instrument from the ones here, the same structure works. Tell us which inventories your section uses and the decision you are weighing, and we will set each result beside your own work record with you.
Get an MT106 Unit 2 example written to your instructions
Attach the results from whichever inventories your section assigned, with the self-assessment instructions and rubric, and say which career decision they should inform. A custom interpretation drafted around them follows in 24-48h, the first free of charge. The behaviors it cites should be ones you recognize, so add two or three. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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MT106 Unit 2 questions, answered
What if I disagree with my inventory result?
Say so and show why. A result that does not match your observed behavior is worth analyzing, and a reasoned disagreement often scores better than passive acceptance. Describe the behavior that contradicts the result, consider why the instrument might have read you that way, and decide what the disagreement means for the career choice you are weighing.
Can I use inventories other than the ones assigned?
Include the assigned ones first, since the rubric is built around them. An additional instrument can strengthen the paper if it adds a perspective the assigned ones lack, but keep it secondary and cite it properly. Avoid free online quizzes with no stated method, because the course is also teaching you to judge the quality of a source.
Does the self-assessment need citations?
Usually yes. Each instrument should be cited, and any claim about what it measures or how reliable it is needs a source behind it. This course often grades citation format explicitly, so the self-assessment is an early place to practice the style you will use for every paper in the rest of your program.
Where can I find a free MT106 Unit 2 sample paper?
This page holds a full MT106 Unit 2 self-assessment interpreting an Interest Profiler code and CliftonStrengths themes, with behavioral evidence, a synthesis, an adjustment, three references and margin notes.
What risk does the sample find for project management?
Both instruments describe someone who builds good systems, but the writer's record shows him avoiding hard conversations. Project roles depend on persuading people outside one's own team, so that habit is a real risk.