A

I like to learn more about myself

B

I can play a musical instrument

E

I find it easiest to solve problems when I am doing something physical

B

I often have a song or piece of music in my head

C

I find budgeting and managing my money easy

D

I find it easy to make up stories

E

 I have always been very co-ordinated

D

When talking to someone, I tend to listen to the words they use not just what they mean

D

I enjoy cross words, word searches or other word puzzles

C

I don’t like ambiguity, I like things to be clear

C

I enjoy logic puzzles such as 'sudoku'

A

I like to meditate

B

Music is very important to me

D

I am a convincing liar

E

I play a sport or dance

A

I am very interested in psychometrics (personality testing) and IQ tests

C

People behaving irrationally annoy me

B

I find that the music that appeals to me is often based on how I feel emotionally

F

I am a very social person and like being with other people

C

I like to be systematic and thorough

G

I find graphs and charts easy to understand

E

 I can throw things well - darts, skimming pebbles, frisbees, etc

D

I find it easy to remember quotes or phrases

G

I can always recognise places that I have been before,
even when I was very young

B

I enjoy a wide variety of musical styles

G

When I am concentrating I tend to doodle

F

I could manipulate people if I choose to

A

I can predict my feelings and behaviours in certain situations fairly accurately

C

I find mental arithmetic easy

B

I can identify most sounds without seeing what causes them

D

At school one of may favourite subjects is / was English

C

I like to think through a problem carefully
, considering all the consequences

D

I enjoy debates and discussions

E

I love adrenaline sports and scary rides

A

I enjoy individual sports best

F

I care about how those around me feel

G

My house is full of pictures and photographs

E

I enjoy and am good at making things - I'm good with my hands

B

I like having music on in the background

C

I find it easy to remember telephone numbers

A

I set myself goals and plans for the future

E

I am a very tactile person

F

I can tell easily whether someone likes me or dislikes me

G

I can easily imagine how an object would look from another perspective

E

I never use instructions for flat-pack furniture

F

I find it easy to talk to new people

E

To learn something new, I need to just get on and try it

G

I often see clear images when I close my eyes

C

I don’t use my fingers when I count

D

I often talk to myself – out loud or in my head

B

At school I loved / love music lessons

D

When I am abroad, I find it easy to pick up the basics of another language

E

I find ball games easy and enjoyable

C

My favourite subject at school is / was maths

A

I always know how I am feeling

A

I am realistic about my strengths and weaknesses

A

I keep a diary

F

I am very aware of other people’s body language

G

My favourite subject at school was / is art

D

I find pleasure in reading

G

I can read a map easily

F

It upsets me to see someone cry and not be able to help

F

I am good at solving disputes between others

B

I have always dreamed of being a musician or singer

F

I prefer team sports

B

Singing makes me feel happy

G

I never get lost when I am on my own in a new place

G

If I am learning how to do something, I like to see drawings and diagrams of how it works

A

I am happy spending time alone

F

My friends always come to me for emotional support and advice

intelligence description

Typical roles, preferences, potential

related tasks, activities or tests

preferred learning style

self-awareness, personal cognisance, personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change

arguably anyone who is self-aware and involved in the process of changing personal thoughts, beliefs and behaviour in relation to their situation, other people, their purpose and aims - in this respect there is a similarity to Maslow's Self-Actualisation level, and again there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ

consider and decide one's own aims and personal changes required to achieve them (not necessarily reveal this to others); consider one's own 'Johari Window', and decide options for development; consider and decide one's own position in relation to the Emotional Intelligence model

self-reflection, self-discovery

musical ability, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling

musicians, singers, composers, DJ's, music producers, piano tuners, acoustic engineers, entertainers, party-planners, environment and noise advisors, voice coaches

perform a musical piece; sing a song; review a musical work; coach someone to play a musical instrument; specify mood music for telephone systems and receptions

music, sounds, rhythm

logical thinking, detecting patterns, scientific reasoning and deduction; analyse problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result

scientists, engineers, computer experts, accountants, statisticians, researchers, analysts, traders, bankers bookmakers, insurance brokers, negotiators, deal-makers, trouble-shooters, directors

perform a mental arithmetic calculation; create a process to measure something difficult; analyse how a machine works; create a process; devise a strategy to achieve an aim; assess the value of a business or a proposition

numbers and logic

words and language, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning

writers, lawyers, journalists, speakers, trainers, copy-writers, English teachers, poets, editors, linguists, translators, PR consultants, media consultants, TV and radio presenters, voice-over artistes

write a set of instructions; speak on a subject; edit a written piece or work; write a speech; commentate on an event; apply positive or negative 'spin' to a story

words and language

body movement control, manual dexterity, physical agility and balance; eye and body coordination

dancers, demonstrators, actors, athletes, divers, sports-people, soldiers, fire-fighters, PTI's, performance artistes; ergonomists, osteopaths, fishermen, drivers, crafts-people; gardeners, chefs, acupuncturists, healers, adventurers

juggle; demonstrate a sports technique; flip a beer-mat; create a mime to explain something; toss a pancake; fly a kite; coach workplace posture, assess work-station ergonomics

physical experience and movement, touch and feel

perception of other people's feelings; ability to relate to others; interpretation of behaviour and communications; understands the relationships between people and their situations, including other people

therapists, HR professionals, mediators, leaders, counsellors, politicians, educators, sales-people, clergy, psychologists, teachers, doctors, healers, organisers, carers, advertising professionals, coaches and mentors; (there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ)

interpret moods from facial expressions; demonstrate feelings through body language; affect the feelings of others in a planned way; coach or counsel another person

human contact, communications, cooperation, teamwork

visual and spatial perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect

artists, designers, cartoonists, story-boarders, architects, photographers, sculptors, town-planners, visionaries, inventors, engineers, cosmetics and beauty consultants



 

design a costume; interpret a painting; create a room layout; create a corporate logo; design a building; pack a suitcase or the boot of a car

pictures, shapes, images, 3D space