1. The overall pattern of the way in which our abilities come together and interact with each other has a great deal of significance. While there are no direct cause and effect relationships among our abilities, there are some which can support and reinforce each other, and some which can set up push/pull situations with each other. The interactions among them are most easily seen and understood when we consider four specific dimensions of abilities as they relate to functional areas of our lives.

2. o Learning: How you most easily take in new information. o Work/Study Environment (optional): what work/study context or environment is most conductive to your performing at your best. o Communication: How you most effectively communicate and the contexts/situations in which you feel most comfortable communicating. o Problem Solving/Decision Making: How you most effectively solve problems and make decisions. Each of the four (4) dimensions is described in detail in the material which follows.

3. The press point is the point at which you will begin to feel the pressure to use a particular driver on a regular basis. The degree to which you feel this pressure correlates with the strength of your score. For example, if your Classification score is 45 (which is a mid-range score), you will still feel a press to use this driver because its press point is 36. However, you would not feel as strong a press to use this driver as someone whose Classification score is 65+ (which is a strong score).

4. Verbal Memory, Tonal Memory, Number Memory, Design Memory, & Rhythm Memory Scales for all learning channels above: 1-35% 36-64% 65-99% Vocabulary 1-25% 26-64% 65-99% Specialist and Generalist 1-35% 35-64% 65-99% Introvert/ Extrovert 1-35% 35-64% 65-99% Classification & Idea Productivity – press point: 36 1-35% 36-99% Concept Organization & Spatial Relations/Theory – press point: 50 1-49% 50-99% Spatial Relations/Visualization – press point: 65 1-35% 36-64% 65-99% Pitch Discrimination 1-35% 36-64% 65-99% Time Frame Orientation 1-35% 36-64% 65-99% Limited Medium Strong Limited Medium Strong Limited Medium Strong Introvert Medium introvert/extrovert Extrovert Limited Strong Limited Strong Abstract Orientation/Limited Structural Orientation Medium Abstract/Structural Orientation – not clear Strong Structural Orientation Limited Medium Strong Short Medium Long

5. How you take in, understand and apply new information, concepts and strategies Verbal Memory Relates to READING: the ability to recall written materials and learn new words quickly and easily. Verbal Memory relates to visual learning, the ability to recall what one has read efficiently. It can help you: master vocabulary (general and specialized), learn to read and write foreign languages and gather information from the written word. Limited (1-35) Medium (36-64) Strong (65-99) Give yourself enough time to work with written material. If you give the task time, focus, and energy when approaching the material, you may not experience any particular problem learning from this medium. You should be able to pick up information from the written word without any particular problem You may find it helpful to re- read the material. You should be able to pick up information from the written word quite quickly and easily. Reading new material is perhaps the most efficient way for you to take in new information.

6. Tonal Memory Relates to LISTENING: the ability to remember tunes and tonal sequence. It is particularly important for oral communication as it is the ability to remember what you hear. This ability relates to: learning vocabulary words; reproducing the accents of languages and dialects; the ability to remember and reproduce sequences of sounds, such as words, sentences, musical tones, or any other mechanical or natural sound. Tonal Memory is most closely related to what is thought of as true musical ability. People who have medium to strong scores can easily reproduce musical tones, as well as other sound sequences, from memory. As a purely musical ability, it has application in playing musical instruments and singing by ear. Limited (1-35) Medium (36-64) Strong (65-99) This may mean that it is difficult to pick up information immediately from lectures and spoken instructions. You have some facility in remembering tonal sequences. You may find it helpful to listen to the material more than once. You have a very strong ability to remember what you hear. Listening to new material is perhaps the most efficient way for you to take in new information. Learning Continued

7. Design Memory Relates to TWO-DIMENSIONAL DESIGN: The ability to recall charts, diagrams, graphs, pictures, or visual representation. Design memory is the ability to remember information in two-dimensional graphic form. It is the “big picture,” rather than small detail. You use this ability to: Recall or work with any kind of two-dimensional patterns or designs (i.e. fabric designs, floor plans, mechanical schematics, architectural drawings, etc.). Visually notice, remember, and work with how the elements of a design or pattern relate to each other. Limited (1-35) Medium (36-64) Strong (65-99) You may experience some difficulty remembering the overall patter, the big picture, of visual fields. You are able to remember and use visual patterns in your everyday life. You are able to remember and use visual patterns very easily. Consider design memory to be a significant learning channel. Learning Continued

8. Rhythm Memory Relates to MOVEMENT AND ACTION: The ability to remember rhythm patterns and to learn new information through direct, hands-on experience, physical movement and action. It is thought to be related to the need for physical activity. Rhythm Memory is a kinesthetic memory channel. It involves large muscle memory and is related to body coordination and motor activities. We use it when we are learning such things as new dance steps; tennis, golf, and baseball swings; football tackling maneuvers, martial arts movements; swimming strokes, and the blocking involved in stage productions. Rhythm memory is also involved in the larger arm and body movements used in such actions as drawing, painting, and playing musical instruments. It indicates a general need for enjoyment of physical activity, Limited (1-35) Medium (36-64) Strong (65-99) You do not generally experience a strong ‘need’ or ‘press’ to use Rhythm memory. You are able to enjoy music, rhythm and beat, even though reproducing it may be difficult to you. You usually do not experience a strong ‘need’ or ‘press’ to use it. However, you should experience no particular problems in responding to music, learning a musical instrument, or in moving ‘in sync’ with others in athletics or dance. You experience this ability’s demand to be used. If it is ignored, you will feel restless and unhappy.. It also means your have a strong ability to remember physical movements of your body. Learning Continued

9. Number Memory Relates to NON-ASSOCIATIVE LEARNING: The ability to recall miscellaneous facts. This type of memory does not have an organizing structure; all facts are remembered equally. It usually manifests itself as a facility for remembering new factual information like names and numbers. Number Memory helps you: Recall a fairly long series of digits, miscellaneous material, facts, information, statistics, and trivia that may or may not be associated with anything else. Use numerical information along with extraneous information to solve problems and make decisions and recommendations. This ability is referred to as non-associative or rote learning. Number Memory is the most specialized ability of the five learning channels and have a narrower usage than the other four learning channels. A travel agent could use this ability to remember plane schedules in detail; or a sports broadcaster could use it to remember statistical information about yards gained, names and numbers of players; or a cashier in a shop could remember the price of merchandise without looking. Limited to Medium (1-64) Strong (65-99) You are able to remember whatever facts and numbers you need to do your day-to- day tasks. You are able to remember numbers easily, and also other kinds of facts. People who are as high in number memory as you are remember all sorts of facts from many different sources quickly and easily, without apparent effort. Learning Continued

10. Multi-Modal This means that learning new information is best accomplished through using more than one learning channel. Everyone has access to multi- modal learning. It is particularly useful and applicable when several learning channels are in the low range, with no one learning channel being especially strong. Learning Continued

11. Identifies the environment that maximizes your performance. Most comfortable in work roles that require you to become and expert. Difficulty moving from job to job unless it is within your specialty. View things from a unique point of view. Any work environment where you can find a niche and stick with it will be most satisfying. A specialist in a generalist role may be frustrated because the job will seem broad and ill-defined. Most comfortable in work roles that allow you to be team oriented. Can move from one job to another without undue stress as along as you feel the group goals are being met. Works best in teams and groups. A generalist in a specialist role often feels that the job is too narrow. SpecialistGeneralist Plenty of time and space to work alone. Able to have time to yourself after interacting with others in order to recharge your batteries. Plenty of time to interact with others. Prefer to process your thoughts and communicate out loud. Able to have time to be with others after working alone. Introversion Extroversion

12. A holistic, non-logical problem-solving approach that creates quick problem-solution Work/Study Environment (optimal) Continued Limited (1-35)Strong (36-99) The optimal work environment is one which contains structure/ guidelines to follow. Allows for time to reflect on prior experiences and to gather information as needed. Thrives in a environment that requires patience to work through a structured process in an accepting, curious fashion. The optimal work environment is fast paced and varied. Thrive in work environments that draw on your diagnostic insight and pointed, incisive decision making. Boredom is likely if there is a need to slow down long enough for follow-through or learning process. The rate or volume of ideas. Limited (1-35)Strong (36-99) Your optimal work environment may be one in which a premium is placed on being able to concentrate/ stay focused on one thing at a time. Your optimal work environment may be one in which a premium is placed on generating many ideas. Prefer to work on several projects at a time.

13. The ability to visualize three-dimensional forms – related also to needing “hands-on” experience/ work Limited (1-35)Strong (36-99) Thrive on work roles that deal with abstractions like ideas, relationships, laws and feelings Sometimes may forget the connection to the real world in what you do. Feel most comfortable working with and thinking about real things such as tools, products, machinery, or buildings. Need the sense of having seen and touched the end result. Work/Study Environment (optimal) Continued

14. An indicator of your fund of general knowledge Work/Study Environment (optimal) Continued People are most comfortable working with others with similar vocabulary levels. This optimal work environment then, is one which a person spends the majority of his/ her day interacting with people with a similar level of vocabulary. The unit of time (days, weeks, years) thought of when looking towards the future In general, a work environment that values a person’s particular time frame orientation will feel most comfortable. For example, some entire industries (like the computer industry) have very short time frame orientations while others (for example, some research industries) have very long time frame orientations. In addition to specific work roles, people should consider the industry or organization within which he/ she works in terms of optimal time frames.

15. How you effectively facilitate the flow of information to reach a common understanding in a manner appropriate to the target audience. Work as an individual. Contribute as an “expert”. Communicate with passion & intensity. Unique way of seeing an issue. May feel out of sync in communicating with generalists. May be difficult to understand how others feel. Communication may not be appear to be connected to team goals. Team approach. Resonates with others. Intuitively understands how others react and feel. Easily understood by the majority. 75% of the population are generalists. Easily facilitate communication among generalists. Communicates from team or group perspective. SpecialistGeneralist

16. Recharged by time spend alone. Need purpose in interaction. Prefer to communicate by writing or e-mail. Prefer to communicate one-on-one or in small groups. Energy is drained by large groups or continuous interaction with others. Process internally. Need time before you react because you prefer to process before you speak. Recharged by interaction with others. Like and need free social interaction during the day. Prefer communicating personally or by phone. Enjoy large groups. Energize through talking with others. Process out loud and it may take talking with others before you draw a conclusion. May seem scattered as you process externally. IntroversionExtroversion Communication Continued

17. A holistic, non-logical problem-solving approach that creates quick problem-solution Limited (1-35)Strong (36-99) Needs time to decide the problem. Listen to others. Gather thoughts and information. Utilize past experiences. Quickly draw conclusions to the problem. Prefer executive summary presentations. May become impatient with others and yourself in processing so rapidly. “Cut to the chase” attitude. May appear bored or annoyed holding in frustration. Communication Continued

18. A relatively slow, logical, linear problem-solving approach particularly useful in planning and in communicating to others. Limited (1-49)Strong (50-99) Need time to plan, organize & prioritize. May be difficult to think through a logical way to communicate plans, thoughts or ideas. Use of external tools to organize communications with others. May communicate quickly (depending on Introversion or Extroversion) but appear scattered. Can easily communicate a logic track to others. Communication method (written or oral) will depend on Introversion or Extroversion. Can assist in others’ understanding a process or problem. Use step by step fashion May be slow in communicating due to depth of step by step processing Communication Continued

19. The rate or the volume of ideas. Limited (1-35)Strong (36-99) May have difficulty communicating in situations requiring a concept to be restated several different ways. Difficult to communicate with several people simultaneously or when another person has difficulty understanding (impacts teaching, sales, persuasion). Efficient at jobs requiring focused attention (accounting, finance, negotiating, listening intently). Easy to generate large numbers of ideas or ways to communicate. Especially with strong concept organization, facilitates work roles like teaching, brainstorming, sales. May have difficulty in work roles requiring focused attention or communication. Communication Continued

20. The ability to see theoretical relationships in the mechanical universe and the mentally manipulate real or imagined relationships and systems. Limited-to-medium spatial relations theory (1-49) may not impact communication as much as strong (50-99) spatial relations theory. Individuals strong in this area may be able to see and communicate from another person’s point of view, due to their ability to understand real or imagined relationships. This can help them mediate and negotiate group issues. Communication Continued

21. An indicator of your fund of general knowledge Vocabulary determines the range of people with whom you will be able to build rapport. Those with a limited vocabulary will feel less comfortable with and will not relate as well with people in high levels of organizations as they will with people at lower levels within organizations. Conversely, people with strong vocabularies will relate better to people at high levels within organizations and will find it stressful if they are required to constantly communicate with people with limited vocabularies. Communication Continued The ability to remember tunes and tonal sequence, oral communication Tonal memory can effect communication because it influences the amount of information people remember from what they hear. If it changes in voice intonation are important to the meaning of words or the only means for communication are auditory, then the strength of a person’s tonal memory is critically important.

22. Identifying problems, opportunities, and feasible decision alternatives making necessary decisions leading to optimum results Able to quickly see relationships and common threads among seemingly disparate pieces of a problem, leading to hunches about solutions that are usually accurate. Prone to be very sure of workability of proposed solutions, and sometimes impatient with others who do not “get it.” Self-confidence can motivate others to persist in implementation. Enjoy the challenge and excitement of identifying and proposing solutions to new problems much more than seeing an old one through from start to finish. Find It tedious and boring to dot i’s and cross t’s Able to easily arrange facts, ideas, things into logical association or sequence, enhancing correct analysis of the problem. Enjoy organizing and arranging so much that you may be tempted to spend more time on it than necessary. Good at helping others understand the source of the problem and why the proposed solution will work. May, however, want to explain more than others want or need to know. Strong Classification and limited Concept Organization Strong Concept Organization and Limited Classification Diagnostic Problem Solver Logical Problem solver

23. Can be the quickest problem solver because you do not need to work through a logic track or treat every situation as a new. Rely on past experiences to guide you. Important to continuously build a base of experiences from which to draw. Able to draw conclusions quickly and accurately as well as explain how you arrived at the solutions. Excel in fast paced environments with multiple problems to solve. May need others to listen, follow through and carry out the work. Limited Classification and Limited Concept Organization Strong Classification and Strong Concept Organization Experimental Problem solverConsultative Problem Solver Problem solving/Decision making Continued

24. A holistic, non-logical problem-solving approach that creates quick problem solution. Effective in work situations requiring patience with process & structure. Curious, accepting, decisive. Rely on Experience. Do best when there is time to gather information to make decisions. Effective in work situations requiring quick problem-solving & decision- making. Excel in fast-paced environments. May have difficulty making decisions since you may see the problems in every option Strong (36-99)Limited (1-35) Problem Solving/ Decision making Continued

25. A slower, more logical, linear problem-solving approach particularly useful in planning and communicating to others. Can cut through layers of logic to a conclusion. Can solve problems without needing to see every step of solution. Prioritizing between problems can be a challenge, as can multiple competing demands. Do logical problem-solving effortlessly and quickly. Always sorting, categorizing and predicting what the logical outcomes of an event will be, either consciously or unconsciously. High need to go through logical steps can make you less effective in work environments requiring fast actions. Strong (50-99)Limited (1-49) Problem Solving/ Decision making Continued

26. See problems from your unique perspective. Bring expertise to the situation. For new problems, tend to take an in-depth, intensive approach Difficult to understand others’ or the team’s perspective. Approach problems from team point of view. Become frustrated if it is not clear how the solution to a problem affects the team. Prefer to reach consensus. Willing to pitch in and do what it takes to solve a problem as long as group goals are met. SpecialistGeneralist Problem solving/Decision making Continued IntroversionExtroversion May be silent as you think about the problem. May need time alone to think. When a solution is verbalized you may have spend time processing to a conclusion. Process out loud. First statement may not represent a final conclusion. Need to talk to decide. If you don’t have the benefit of processing out loud, you may want to change course once things are underway.

27. The rate or the volume of ideas Needs time to generate a variety of solutions Able to generate many solutions in a short amount of time. Strong (36-99)Limited (1-35) Problem Solving/ Decision making Continued The ability to see theoretical relationships in the mechanical universe and to mentally manipulate real or imagined relationships as in a system Individuals with strong Spatial Relations/ Theory (50-99) are able to make decisions & solve problems based on their perspective of the system with which they are working. They are also able to understand the impact of decisions & solutions.

28. Problem Solving/ Decision making Continued The ability to visualize three-dimensional forms; related also to needing “hands-on” experiences/ work. Individuals with strong Spatial Relations Visualization (65-99) are likely to generate concrete/ structural decisions and solutions rather than solutions that are abstract. They also generate tangible solutions. The unit of time (days, weeks, years) thought of when looking toward the future. Immediate (1-35)Intermediate (36-64)Long (65-99) Likely to generate solutions that focus on here and now. These solutions are needed to keep things moving on a day to day basis and put fires out as they arise. Likely to generate solutions and make decisions that have implications 1-5 years into the future. These solutions are helpful in work environments demanding relationship building. Likely to generate solutions that will impact 5-10 years out. These solutions are helpful for long range strategic planning.

29. Based on learning style only, what is the BEST way for you to be given information? Based on learning style only, what is the WORST way for you to be given information?

30. Based on work study environment only, what work environment is the MOST conductive to your satisfaction and productivity? Based on work study environment only, what work environment is LEAST conductive to your satisfaction and productivity?

31. Based on communication styles only, what is the way you are LEAST likely to communicate? Based on communication styles only, what is the way you are MOST likely to communicate?

32. Based on problem solving styles only, what is the way you are MOST likely to solve problems? Based on problem solving styles only, what is the way you are LEAST likely to solve problems?

33. Learning Style Work/ Study Environment Communication Style Problem Solving/ Decision Making