Patent Publication Number: US-7212209-B2

Title: System and method of representing personal profile in symmetrical graphical form

Description:
FIELD OF THE INVENTION 
   The present invention relates in general to personal profiling using graphics and, more particularly, to system and method of representing personal and behavioral attributes in symmetrical graphical form. 
   BACKGROUND OF THE INVENTION 
   Personal profiling systems have long been used to characterize an individual&#39;s unique personality, character traits, preferences, and behaviors. In creating a personal or behavioral profile, people have filled out questionnaires and taken surveys that ask a variety of questions. The questions are often set up in multiple-choice format, or in the form of a Likert scale, e.g., scale of 1 to 5 where 1 is low or weak and 5 is high or strong. The surveys may be compiled as aggregated data and assessed in order to attribute a certain general character trait to the person. For example, the result of the survey may be an indication or statement that the person is conservative or liberal, or that the person is a hard-driving type-A or easy-going type-B. However, the information content is limited and often times too vague or general to be useful. Having only a simple statement that a person is type-A or type-B does not convey much specific or useful information about his or her overall behavioral profile. 
   There are numerous situations and applications where knowledge of relevant behavior profiles is relevant to a successful outcome. In sales and marketing applications, the more the salesperson knows about the personal profile of the customer, the better job he or she can do in meeting the customer&#39;s needs and closing the sale. In dating services, the more one client can learn about the persona of another client, the more likely the pairing will be enjoyable and successful for all concerned. In career counseling settings, the person&#39;s behavioral profile is directly relevant to finding the right job match. 
   A need exists to establish and communicate personal profiles in a meaningful and efficient manner to communicate information and understand behavior characteristics. 
   SUMMARY OF THE INVENTION 
   In one embodiment, the present invention is a method of generating a symmetrical graphical image representative of a personal profile of a subject comprising the steps of acquiring a plurality of personal attributes of the subject through an assessment tool, storing the plurality of personal attributes on a first computer system, converting the plurality of personal attributes to a plurality of graphical elements, and arranging the plurality of graphical elements to form a symmetrical graphical image as a visual representation of the personal profile of the subject. 
   In another embodiment, the present invention is a method of producing a visual representation of a personal profile comprising the steps of acquiring personal attributes through an assessment tool, converting the personal attributes to graphical elements, and arranging the graphical elements to form a symmetrical graphical image representative of the personal profile. 

   
     BRIEF DESCRIPTION OF THE DRAWINGS 
       FIG. 1  illustrates a personal assessment process and generation of a representative graphical image; 
       FIG. 2  is a block diagram of a computer system for processing and generating the graphical image from the assessment data; 
       FIGS. 3A–3O  illustrate a process of creating a graphical facet; 
       FIGS. 4A–4D  illustrate a variety of graphical facets; 
       FIG. 5A  illustrates a top view of a first graphical image representing the respondent personal profile; 
       FIG. 5B  illustrates a top view of a second graphical image representing another respondent personal profile; 
       FIG. 6  illustrates a multi-layer graphical image representing the respondent personal profile; 
       FIGS. 7A–7D  illustrates various articles of manufacture embodying the symmetrical graphical image; and 
       FIG. 8  illustrates the process of converting assessment data to a graphical image representing the respondent personal profile. 
   

   DETAILED DESCRIPTION OF THE DRAWINGS 
   Each person has his/her own unique personality, character traits, preferences and behavior, collectively referred to as “personal” or “behavioral” profile. If the personal profile is compiled, analyzed, and converted to a graphical form or representation, then a significant amount of information can be conveyed in a relatively short time. People intake and process visual information, e.g., graphical images, much more efficiently and rapidly than written text or audible signals. The visual representation of a personal profile provides both high-density information content and relatively easy interpretation and absorption by the recipient. 
   The basic process flow of the present methodology of generating a graphical image from assessment data is shown in  FIG. 1 . Respondent  12  utilizes assessment tool  14  to create personal or behavioral profile  16 . Personal profile  16  is the accumulation and output of assessment tool  14 , and may take the form of a set of answers to specific questions. Personal profile  16  is stored in a computer system. The computer system generates a graphical image or form  20  based on personal profile  16 . Graphical image  20  is representative of personal profile  16  associated with respondent  12 . 
   Each person has a unique personal or behavioral profile. The profile arises from genetic predispositions, upbringing, mentors, environment, life experiences, goals, aspirations, morality, and spiritual beliefs. Each of these factors, and a host of other influences, form and shape our lives. While it is true that people grow, change, mature, and emotionally evolve, at any point in time, most people are relatively stable with a core set of beliefs and values. 
   The process of representing personal and behavioral profiles in graphical form involves collecting, transforming, and combining visual elements into a unique graphic image. The process begins with collecting personal information from the subject, e.g., respondent  12 , using any one of a variety of profiling assessment tools  14 . Assessment tool  14  collects an assortment of personal information about respondent  12 . In one embodiment, assessment tool  14  is a written questionnaire or survey containing a series of questions. In another embodiment, the assessment process involves an in-person interview with a trained specialist. Alternatively, the assessment can be conducted through a website where the respondent clicks on answer choices with a mouse pointing device or responds through voice recognition capability. 
   Each question or series of questions reveals a specific behavioral tendency or character trait of the person being profiled. The question will set up a fact pattern or situation open to interpretation and will be directed to personal values, preferences, or interests. The questions are intended to allow respondent  12  to express his or her views. The possible or available answers to the questions may be organized in a multiple-choice format. Each question may have 3–6 available answer choices worded in such a manner to allow respondent  12  to express any one of a spectrum of reactions or views. The selection of an answer choice will be an indicator of his or her inner belief, feeling, personality, behavior, and/or point of view. 
   As an example, question no. 1 may worded as simply as “Do you enjoy activities with an element of risk, such as skydiving? The answer choices are: (a) yes; (b) depends on the circumstances; and (c) no.” Question no. 2 may include further facts and more specific answers such as “Your boss has invited you to go on a potentially risky outing, such as skydiving. Assume you had never done this activity before. The answer choices are: (a) yes, because I enjoy new things, even if there is an element of risk or danger; (b) yes, even though I would not go on my own accord, it&#39;s the boss and I don&#39;t want to loose face or jeopardize my standing; (c) yes, even though I would not go on my own accord, I don&#39;t like saying no to anyone; (d) no, and I would explain to the boss that I have no interest or choose to avoid unnecessary risks; (e) no, I really don&#39;t want to go, but I would make up a false excuse to avoid any confrontation; and (f) no, even if it sounds interesting, I would explain to the boss that I don&#39;t mix work and social activities.” 
   Alternatively, the possible or available answers to the questions may be arranged in the form of a Likert scale. The Likert scale gives the person a range of reactions or views to a given set of facts or situations open to interpretation. As an example, question no. 3 may make the statement “I am very comfortable talking to strangers” with five answer choices “strongly agree”, “agree”, “neutral”, “disagree”, and “strongly disagree”. 
   The questionnaire or survey may contain a large number of questions, or the respondent may be subject to multiple surveys with different formats, possibly at different times and venues. The questions can be true/false, yes/no, multiple choice, Likert scales, or fill in the blank. The questions are grouped in such a way as to create levels or layers of probing and inquiry into personality and behavioral traits, which build on prior questions. The hierarchy of questions may change in terms of length, specificity, premise, and fact pattern. A first level may look at a character or behavioral trait generally. A second level may investigate the relative predominance of that trait in the overall personality profile. A third level may make inquiry into circumstances when the trait changes direction. For example, the first question or set of questions may establish that the respondent is fiscally conservative or liberal. A second question or set of questions may confirm that the trait is dominant or non-dominant depending on whether the respondent changes position based on the cause and other circumstances. 
   In another case, as a follow-up question no. 3, a subsequent question may state the proposition “I am very comfortable talking to new business acquaintances” with a similar Likert scale containing answer choices “strongly agree”, “agree”, “neutral”, “disagree”, and “strongly disagree.” The respondent may disagree on question no. 3, but agree on the above follow-up question. The layers of questioning will probe and test the respondent&#39;s views and resolve in a particular position by changing the fact pattern. Even if respondent  12  originally expressed an interest in going skydiving, the survey may probe under what circumstances would the answer be negative. If respondent  12  originally answered no, the survey probes what facts might change the answer. 
   Moreover, the questions are grouped in such a way as to identify separate and distinct characteristics, behaviors, qualities, and attributes. One or more questions may indicate that the person is adversarial. Another question or group of questions may gage the respondent&#39;s personality or predisposition as directed toward accepting accountability. Yet another question or group of questions may disclose the respondent&#39;s interest or aspirations related to career goals. Another question or group of questions may reveal the respondent&#39;s feelings or values toward charity or generosity. And yet another question or group of questions may reveal the respondent&#39;s preferences related to marketing decisions or consumer purchases. 
   In a typical survey, a host of personality areas will be probed to discover the personal profile of respondent  12 . For example, the questions may delve into personal and behavioral areas such as cognition, creativity, socialization, politics, character traits, predispositions, prejudices, spirituality, sexuality, values, hobbies, interests, preferences, aspirations, career goals, family history, and personal facts. In general the questions can be worded and grouped to reveal almost any personality trait, behavior, core value, specific tendency, or personal belief. 
   The questions are also repetitive to test the accuracy and consistency of prior answers. If respondent  12  originally answered that he or she strongly disagreed with question no. 3 (I am very comfortable talking to strangers), and then later strongly agrees that the person enjoys meeting new people at business mixers and social parties, then either the answers are inconsistent or the person has a narrow view of what constitutes a stranger. The assessment tool outcome can be disqualified if answers become too suspect, inconsistent, or uncertain. 
   The answers to the questionnaire or survey for each respondent are stored in database or other file structure for ease of organization, processing, analysis, reporting, and graphical generation. The database resides on computer system  22  as shown in  FIG. 2 . Computer system  22  is a general purpose computer including a central processing unit or microprocessor  30 , mass storage device or hard disk  32 , electronic memory  34 , and communication port  38 . 
   Communication port  38  includes a high speed Ethernet connection to communication network  40 . Communication network  40  is an open architecture system such as the World Wide Web, commonly known as the Internet. Computer system  42  is configured as shown for computer  22  and is also connected to communication network  40 , which allows communication between computers  22  and  42 . Respondent  12  uses computer system  42  to log onto a profiling website residing on computer system  22 . The questionnaire is displayed on computer system  42  for respondent  12  to answer the questions. The respondent&#39;s answers are transmitted to computer system  22 . Computer system  22  contain software and program code necessary to execute the processes described herein. Another respondent uses computer system  44  for the same purpose. 
   Computer system  22  stores the answer data on hard disk  32  and utilizes one or more computer programs and other application software running on the general purpose computer system, with associated microprocessor, memory, hard disk storage, and communication links such as shown in  FIG. 2 , to organize, analyze, and process the assessment data. The assessment data is converted to graphical image, as described hereinafter, and output to graphics generation device  36 . Graphic generation device  36  can be a printer, plotter, or commercial embossing or reproduction equipment. The graphical image can be printed or stored electronically as a computer file. The graphical image can be reproduced on virtually any surface or articles such as clothing, photographs, monograms, greeting cards, posters, mugs, business cards, logos, letterhead, and the like. The graphical image in electronic form can be inserted into documents, e-mails, websites, etc. 
   The manner in which the questions have been answered as well as the content of the answers are organized and processed into a selection of personal qualities that can be converted into a set of pre-defined graphic elements. The graphical elements provide an indication or representation of the respondent&#39;s tendency toward a particular attribute. For example, if the respondent is more or less aggressive, based on the scale of assessments, a set of graphic variables are generated with gradations of values of that particular attribute. If the respondent is more or less submissive, based on the scale of assessments, another set of graphic variables is generated with gradations of values of that particular attribute. Using techniques derived from other technologies such handwriting analysis and universal. symbology, the graphic variables that attach to a particular characteristic are assigned to those characteristics and modified depending on the degree of evidence of such characteristics. 
   The graphic elements include formatting features such as shape (square, circle, triangle, line, waveform), orientation (high, low, right, left), relative dimensions, size (small, large), proportions, line weight (thin, thick), line width, line continuity, angle, facets, color, and shading. The formatting features are used to indicate relative importance of the personal attributes to the personal profile of the subject. The graphic elements are combined together to create an overall graphical image or form that is symmetrical, stylistic and pleasing to the eye, yet conveys considerable information to the observer or recipient related to the respondent&#39;s personal and behavioral profile. The graphic elements have meaning, both individually and collectively. The final graphical image appears as a kaleidoscopic of images composed of individual graphic elements. In some views, the graphical image is akin to a snowflake-like design or image. 
   Consider the following example profiling session where assessment tool  14 , e.g., questionnaire, provides a large number of questions with Likert-scale answers. The questionnaire may contain 50 to 200 or more questions. The example profiling session is simplified in number and complexity of questions for the purpose of understanding and illustration. The questions ask whether the person considers himself or herself to be: 
   
     
       
         
             
           
             
               TABLE 1 
             
           
          
             
                 
             
             
               Personality Profile Questions 
             
          
         
         
             
             
             
             
             
             
          
             
                 
               strongly 
                 
                 
                 
               strongly 
             
             
                 
               agree 
               agree 
               neutral 
               disagree 
               disagree 
             
             
                 
                 
             
          
         
         
             
             
             
             
             
             
          
             
               Sensitive 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Competitive 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Reliable 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Intuitive 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Dominant 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Meticulous 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Independent 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Focused 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Reserved 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Shy 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Efficient 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Imaginative 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Persistent 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Motivated 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Happy 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Generous 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Persuasive 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Decisive 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Worried 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Flexible 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Outgoing 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Intense 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Adventuresome 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
               Warm 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
               ∘ 
             
             
                 
             
          
         
       
     
   
   Assuming that the questions and answers are provided on the profiling website, then respondent  12  clicks each selection with mouse pointing device. In another embodiment, the answers choices are provided on a continuous sliding scale. Respondent  12  uses the mouse to drag a pointer along the sliding scale to the appropriate answer and release the mouse to record the answer in a real number format. The answers are transmitted electronically over communication network  40  to computer system  22 . 
   The answers are stored electronically in the database on hard disk  32 . The answers are then organized or linked in such a manner as to facilitate further processing. The answers may be converted to numeric codes or equivalents. The answer “strongly agree” may be “1”; the answer “agree” may be “2”; the answer “neutral” may be “3”; the answer “disagree” may be “4”; the answer “strongly disagree” may be “5”. The questions related to a particular personality or behavioral attribute are grouped or linked together. Moreover, the questions which are related to varying degrees of the given personality or behavioral attribute are organized or linked together. On the sliding scale, the answer to one question may be “3.5” or, when considered as a group, and averaged or otherwise combined together, the group attribute may assume a real number value. For example, the group of question may be directed to the behavior trait of Accountability To Others. From the respondent&#39;s answers to the related questions, the average or composite real value for the specific trait may be 7.3. 
   When the organizational pre-processing is complete, respondent&#39;s answers are arranged in a table of specific personality or behavioral attributes with associated real number values, such as shown in Table 2. The number values represent an attribute index or numeric code associated with the personal characteristic. 
   
     
       
         
             
           
             
               TABLE 2 
             
           
          
             
                 
             
             
               Personal Attributes and Real Values 
             
          
         
         
             
             
             
          
             
                 
               Personal Trait 
               Value 
             
             
                 
                 
             
             
                 
               Accountability To Others 
               7.3 
             
             
                 
               Accurate Listening 
               7.9 
             
             
                 
               Attention To Detail 
               8.0 
             
             
                 
               Attitude Toward Honesty 
               7.8 
             
             
                 
               Attitude Toward Others 
               8.6 
             
             
                 
               Balanced Decision Making 
               7.7 
             
             
                 
               Commitment To The Job 
               6.7 
             
             
                 
               Conceptual Thinking 
               7.9 
             
             
                 
               Concrete Organization 
               8.1 
             
             
                 
               Consistency And Reliability 
               7.5 
             
             
                 
               Conveying Role Value 
               7.6 
             
             
                 
               Correcting Others 
               8.6 
             
             
                 
               Creativity 
               8.5 
             
             
                 
               Developing Others 
               9.0 
             
             
                 
               Emotional Control 
               7.2 
             
             
                 
               Empathetic Outlook 
               8.6 
             
             
                 
               Enjoyment Of The Job 
               7.6 
             
             
                 
               Evaluating Others 
               8.3 
             
             
                 
               Evaluating What Is Said 
               7.9 
             
             
                 
               Following Directions 
               6.7 
             
             
                 
               Freedom From Prejudices 
               9.0 
             
             
                 
               Gaining Commitment 
               6.7 
             
             
                 
               Goal Directedness 
               6.3 
             
             
                 
               Handling Rejection 
               6.4 
             
             
                 
               Handing Stress 
               8.3 
             
             
                 
               Human Awareness 
               8.6 
             
             
                 
               Initiative 
               7.1 
             
             
                 
               Integrative Ability 
               7.5 
             
             
                 
               Internal Self Control 
               6.3 
             
             
                 
               Intuitive Decision Making 
               8.5 
             
             
                 
               Job Ethic 
               6.5 
             
             
                 
               Leading Others 
               8.3 
             
             
                 
               Long Range Planning 
               7.4 
             
             
                 
               Material Possessions 
               6.9 
             
             
                 
               Meeting Standards 
               6.7 
             
             
                 
               Monitoring Others 
               8.6 
             
             
                 
               People Reading 
               8.6 
             
             
                 
               Persistence 
               6.5 
             
             
                 
               Personal Accountability 
               8.1 
             
             
                 
               Personal Commitment 
               6.7 
             
             
                 
               Personal Drive 
               7.1 
             
             
                 
               Personal Relationships 
               8.6 
             
             
                 
               Persuading Others 
               8.0 
             
             
                 
               Practical Thinking 
               8.1 
             
             
                 
               Proactive Thinking 
               7.9 
             
             
                 
               Problem And Situation Analysis 
               7.4 
             
             
                 
               Problem Management 
               7.8 
             
             
                 
               Problem Solving 
               8.0 
             
             
                 
               Project And Goal Focus 
               6.3 
             
             
                 
               Project Scheduling 
               6.9 
             
             
                 
               Quality Orientation 
               8.0 
             
             
                 
               Realistic Expectations 
               8.3 
             
             
                 
               Realistic Goal Setting For Others 
               8.7 
             
             
                 
               Realistic Personal Goal Setting 
               7.8 
             
             
                 
               Relating To Others 
               8.6 
             
             
                 
               Respect For Policies 
               7.9 
             
             
                 
               Respect For Property 
               8.1 
             
             
                 
               Results Orientation 
               7.9 
             
             
                 
               Role Awareness 
               6.9 
             
             
                 
               Role Confidence 
               7.6 
             
             
                 
               Seeing Potential Problems 
               7.3 
             
             
                 
               Self Assessment 
               6.6 
             
             
                 
               Self Confidence 
               7.5 
             
             
                 
               Self Direction 
               6.4 
             
             
                 
               Self Discipline And Sense Of Duty 
               6.4 
             
             
                 
               Self Esteem 
               8.3 
             
             
                 
               Self Improvement 
               8.3 
             
             
                 
               Self Management 
               6.9 
             
             
                 
               Self Starting Ability 
               6.9 
             
             
                 
               Sense Of Belonging 
               7.9 
             
             
                 
               Sense Of Mission 
               6.4 
             
             
                 
               Sense Of Timing 
               7.6 
             
             
                 
               Sensitivity To Others 
               8.3 
             
             
                 
               Status And Recognition 
               8.1 
             
             
                 
               Surrendering Control 
               8.5 
             
             
                 
               Systems Judgment 
               7.9 
             
             
                 
               Taking Responsibility 
               8.1 
             
             
                 
               Theoretical Problem Solving 
               7.5 
             
             
                 
               Understanding Attitude 
               8.6 
             
             
                 
               Understanding Motivational Needs 
               9.0 
             
             
                 
               Understanding Prospect&#39;s Motivations 
               9.0 
             
             
                 
               Using Common Sense 
               8.2 
             
             
                 
                 
             
          
         
       
     
   
   Next, the table of behavioral and numeric content is converted to graphic elements or symbols associated with specific personal attributes. The personality attributes include such general character polarities as outgoing, reserved, dominant, submissive, feminine, masculine, logical, emotional, strong, weak, adventuresome, cautious, conservative, liberal, extravagant, thrifty, homebody, socialite, etc. Other personality attributes include more specific preferences for different music, literature, film, art, politician, entertainer, sport, hobby, pastime, clothing, food, beverage, automobile, vacation, pet, decor, color, flower, and the like. 
   The conversion process takes each personality attribute or set of related attributes and creates a corresponding graphical element. The graphical elements utilized for the personality attributes can be any geometric shape, symbol, or form. In one embodiment, the graphical element for feminine traits is a circle; the graphical element for masculine traits is a rectangle; the graphical element for sense of belonging is a parallelogram; the graphical element for accountability is a line; and so on. 
   Each graphical element can be weighted to emphasize degrees or variations in the given personality trait. The graphical elements can be made different sizes to emphasis dominance, importance, and significance. The lines defining the graphical element can be broken, shaded, made heavy or light, angled, directional, and assigned one or more colors and hues, all corresponding to the respondent&#39;s answers. For example, a high cross on a “T” may indicate strong ego, whereas a low cross “T” shows low self-esteem. The cross on the “T” may be angled up for optimism or down for depression. A tall “T” shows arrogance. A heavy or deep “T” may be representative of competitiveness and confidence. 
   Consider the creation of the following graphical element or facet. While creative in content, the facet is created with a pre-defined set of graphical conversion rules. There may exist multiple sets of rules in converting personal traits and values to graphical elements. Moreover, the graphical conversion rules can be changed from time to time. Nonetheless, for a given group of personal traits and values, and a given set of conversion rules, the facet takes on a predictable form and shape. The graphical conversion rules evaluate and translate numerical valuation of personal and behavioral traits into position, length, curve, thickness, and color of graphical symbols on the x-axis and y-axis. However, for a different group of personal traits and values, and given the same set of conversion rules, the resulting facet will be different. Therefore, each unique set of personal traits and values, for a given set of rules, will create a unique facet. 
   In  FIG. 3A , the value of the personal trait Confidence is 6.0. From the origin, a reference point  50  is made 6.0 units to the right. In  FIG. 3B , the personal trait Sense of Belonging has a value 7.5. A line  52  is drawn from reference point  50  up 7.5 units. In  FIG. 3C , the personal trait Optimism has a value 6.8, which is converted to 15 degrees. Each unit is assigned to be 10 degrees. Line  52  is angled 15 degrees to the right. If the personal trait Optimism had a value of 3.2, then line  52  would be angled 15 degrees to the left. In  FIG. 3D , the personal trait Aggressiveness has a value 5. The line thickness is increased by 5 points. In  FIG. 3E , the aggregate value of personal traits High-Self Image and Aggressiveness combine to a value of 1.5. Line  52  is given the color of blue. 
   In  FIG. 3F , the personal trait Self Esteem has a value 4.5. A second reference point  54  is established at a location on line  52 , which is 4.5 units up the y-axis. In  FIG. 3G , the personal trait Enthusiasm has a value 8. A horizontal line  56  is drawn with length of 8 units centered on the second reference point  54 . In  FIG. 3H , the personal trait Dominance has a value 7, which is converted to 20 degrees. The second line  56  is angled 20 degrees down to the right with respect to the x-axis. If the personal trait Dominance had a value of 3, then the second line  56  would be angled 20 degrees down to the left with respect to the x-axis. In  FIG. 3I , the personal trait Control/Humor has a value 5.3. The second line  56  is concaved up with corresponding magnitude. In  FIG. 3J , the personal trait Ego has a value 9.5. The line thickness is increased by 9.5 points. In  FIG. 3K , the aggregate value of personal traits Creativity and Goal Directedness combine to a value of 9. Line  56  is given the color of red. 
   In  FIG. 3L , triangle  58  is superimposed over blue line  52  and red line  56 . In  FIG. 3M , the portions of the blue line  52  and red line  56  within triangle  58  are isolated as an individual object. In  FIG. 3N , triangle  58  is mirrored to create triangle  60  with corresponding duplicated segments of the blue line  52  and red line  56  as shown. In  FIG. 30 , the mirror image, including the duplicated segments of the blue line  52  and red line  56 , are replicated to form a hexagon. 
   The graphical image in  FIG. 30  is a simplified facet. The final graphical form will contain multiple facets. Each of the multiple facets originates from the personal attributes and associated numeric value data. Some facets are formed by processing a first set of the personal attribute data through a first set of graphical conversion rules, such as described above for  FIGS. 3A–3O . The graphical conversion rules define how each item of personal attribute data gets converted to a graphical element or representation. The personal attribute numeric data directs and guides a little more or a little less to the implementation of the graphical symbols. Collectively the personal attribute data creates the facet shown in  FIG. 3O . Other facets are formed by processing a second set of the personal attribute data through a second set of graphical conversion rules, in a similar manner as described above for  FIGS. 3A–3O , but achieving a different form and shape of facet. Yet other facets can be formed by processing other sets of the personal attribute data through other sets of graphical conversion rules. It is also possible to create facets by processing the first set of the personal attribute data through the second set of rules, or by processing the second set of the personal attribute data through the first set of rules. In other words, the overall conversion rule sets and processing guidelines can become multi-leveled and interchangeable. Any given set of personal attribute data can be processed through any set of graphical conversion rules to create a variety of facets. 
     FIGS. 4A–4D  illustrates a variety of facets created from personal attribute data.  FIG. 4A  is a six-sided facet  70 ;  FIG. 4B  is an eight-sided facet  72 ; and  FIG. 4C and 4D  illustrate ten-sided facets  74  and  76 , respectively. Each facet comprises different forms and shapes derived from the personal traits as processed through the various sets of graphical conversion rules. 
   The multiplicity of facets is combined together to form graphical image  80  such as shown from a top view in  FIG. 5A . The graphical image  80  is laid out in a symmetrical manner with respect to the placement and use of the multiple facets. The symmetry is accomplished by aligning and placing multiple facets in a repetitive design. The repetitive design comprising multiple facets derived from the personal and behavioral traits provides the visual effect and information content of the graphical image.  FIG. 5B  illustrates another graphical image  82  which may be formed from responses to assessment tool  14  from a different respondent. Graphical image  80  is unique and different from graphical image  82 . Both graphical images  80  and  82  are symmetrical representations of personal or behavior profiles. 
   The graphical image is created in layers and put together using symmetrically placed and oriented facets to create the look or resemblance of a kaleidoscope or snowflake-like design. The facets are located in respective and opposing positions and with consideration of relative importance of each of the plurality of personal attributes to the personal profile of the subject. Color is emphasized for dimensionality and depth perception. The symmetry of the design adds to its visual appeal, uniqueness, and interpretative properties. Certain areas or portions of the graphical image are associated with particular personal and behavioral attributes. One portion of the graphical image, based on the personal traits that went into forming the respective facets used in that portion, may be indicative of interests. Another portion of the graphical image, again based on the personal traits used to form the respective facets, may demonstrate values. Yet another portion of the graphical image shows the respondent&#39;s preferences. 
   Overall, the respondent&#39;s personal identity profile manifests into a symmetrical graphical image that is unique to that person&#39;s personal profile. The graphical image is a unique and individualized personal identity system. The graphical image can be read or decoded to understand those personal and behavioral traits, or simply appreciated for its aesthetic and ornamental properties. 
   The graphical image may be composed of multi-layer arrangement of the graphical elements or facets. The layers of construction have meaning as well. Turning to  FIG. 6 , layer  90  may go to encryption, layer  92  addresses cognition, layer  94  relates to socialization, and layer  96  is representation of character. The assignment of attributes to layer  90 – 96  involves both the construction of the multi-dimensional graphical image and its interpretation. 
   The resulting graphical image is unique, interesting, and visually attractive. The graphical image can be used in a myriad of applications. In one application, the graphical image is a novelty item for personal expression, e.g., for the teenage consumer. A link to the assessment tool and graphical image generator is placed as a banner ad with various teen websites, or the teen stops by a store or booth at the local mall offering the assessment survey. The respondent takes the assessment survey and receives a sample of the graphical image. The respondent further has access to a variety of reports that further express the survey results in graphical form or image, and can order a variety of articles of manufacture with the graphical image attached thereto, such as clothing, stationary, photographs, monograms, greeting cards, posters, mugs, business cards, and other personal items as an expression of their mark or brand, or as a manifest their self image, individuality, or uniqueness.  FIG. 7A  shows the graphical image on shirt  100 ;  FIG. 7B  shows the graphical image on mug  102 ;  FIG. 7C  shows the graphical image on cap  104 ; and  FIG. 7D  shows the graphical image on booklet or card  106 . The young adult market may find it desirable to use the graphic image as a fashion statement or expression of creativity. The image can be a real conversation piece at parties and social events, and be integrated into novelties and games. 
   People without proper training or an understanding of the various graphical elements and their interrelationship may not be able to readily discern or accurately read the graphical image. However, a written description and brief analysis of the graphical image may accompany the mark to aid with the proper interpretation. Nonetheless, even without such information, people will be able to ascertain general degrees and interrelationship of shapes, boldness, density, and color to appreciate the graphical image. 
   The graphical image is derived from the respondent&#39;s answers to a detail assessment of their personality traits and attributes. The assessment is sufficiently detailed and the answers sufficiently varied that, in combination with the graphical conversion rules, it is virtually certain that no two people with have exactly the same graphical image. Therefore, each graphical image generated by computer system  22  is considered to be unique. 
   In another application, the uniqueness of image is valuable as a personal identifier. The graphical image can be digitally scanned and coded on a point-by-point or pixel-by-pixel basis. Once the known image is scanned and stored, a reader can scan an image presented for identification and compare the presented image to the known stored image. If the reader determines the images match, then identification is confirmed. 
   On-line secured transactions can benefit from a unique personal identifier that does not necessarily involve personal confidential information such as date of birth, social security number, address, and financial account numbers. The graphical image is void of such traceable descriptive fields. A graphical image owner can establish an account with a website service or vender. If the image owner wants to purchase an item from the vender, the image owner transmits the graphical image to the website or processes the image through a reader and the image is confirmed against the account records. The website has thus confirmed the identity of the party with whom they are dealing. The unique graphical image can provide access to secured areas such as gated communities and locked areas. A card reader will read the image, identify it as approved for access, and open the gate. 
   The graphical image can be used in applications involving other forms of data aggregation. The image can be merged or combined with various reports to personalize or add information content to the report. For example, in the career placement field, the graphical image can be combined with a professional skill set assessment or resume. 
   In yet another application, the graphical image can be read to gain an accurate assessment of personality profile of the image owner. In the dating service arena, the personality profile is important to finding a compatibility between prospective clients. While it has been said that opposites attract, it is also well accepted that some common ground is necessary to a meaningful relationship. In either case, the personality profile presented in graphical form is an efficient, high content density, and readily understood manner of assessing the likely success of a potential pairing. By reading and interpreting the graphical image, possibly with the assistance of a trained assessment advisor, the client will be able to determine whether or not the person behind the graphical image is internally attractive and compatible, and whether a connection can be made. The graphical image has less chance of self-deception, misrepresentation, and posturing. The variety and nature of questions will highlight inconsistent answers. The assessment can be administered by a trained specialist to compare answers to observable and recognizable character traits derived from separate interview sessions. The graphical image is reliable in providing an accurate and authentic representation of the personality profile of people. 
   In marketing and sales applications, being able to read the graphical image will help the salesperson to understand the customer&#39;s preferences in order to meet those needs and execute more sales. If the customer has tendency for a thrifty purchases, as expressed in the customer&#39;s image, then the salesperson should not waste time with high-end merchandise. If the customer&#39;s image shows a preference for rock music and expressive clothing, then the salesperson can direct the customer to the proper choices. 
   In still further applications, the graphical image can be used on various reports for human resource (HR) functions and to provide analysis of personal and behavior tendencies for career assessments. 
     FIG. 8  illustrates the process of generating a symmetrical graphical image representative of a personal profile of a subject. Step  120  acquires personal attributes of the subject through an assessment tool. The assessment tool uses questions directed to personality traits of the subject. The personal attributes are acquired from answers to the questions directed to personality traits of the subject. Step  122  stores the personal attributes on a first computer system. The personal attributes are acquired by way of the subject accessing the assessment tool through a second computer system connected over a communication network to a website which resides on the first computer system. Step  124  converts the personal attributes to graphical elements. The graphical elements use formatting features such as shape, dimensions, size, orientation, color, line weight, line continuity, angle, and shading to indicate relative importance of the personal attributes to the personal profile of the subject. Step  126  arranges the graphical elements to form a symmetrical graphical image as a visual representation of the personal profile of the subject. The graphical elements within the symmetrical graphical image are located in relative positions and with consideration of relative importance of each of the plurality of personal attributes to the personal profile of the subject. The graphical image is symmetrical and multi-layered. 
   A person skilled in the art will recognize that changes can be made in form and detail, and equivalents may be substituted for elements of the invention without departing from the scope and spirit of the invention. The present description is therefore considered in all respects to be illustrative and not restrictive, the scope of the invention being determined by the following claims and their equivalents as supported by the above disclosure and drawings.