Specialist-Generalist

This worksample measures the breadth and depth of information with which a person is comfortable, a person’s preference for assuming singular or shared responsibility for work outcomes, and one’s response to group dynamics.

If you scored low on Specialist it means that you scored high on Generalist. The following description can help you understand the types of work roles and career fields that often draw on a Generalist orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which Generalists are employed.

A person scoring in the Generalist range on this continuum prefers academic or work environments in which one can function as a part of a group or team, and achieving results by working through or with others. Generalists typically prefer variety in their work responsibilities, for example:

1. Managerial, executive, administrative, business-oriented jobs.
2. Engineering fields such as construction, civil, mechanical, or industrial.
3. Heath-related sciences such as physical therapy, physician’s assistant, athletic coach or trainer, paramedic, general practitioner.
4. Sales and group-influencing jobs, (especially if combined with strong Idea Productivity).
5. In academic environments, study groups and group projects rather than independent study.
6. Broad-based liberal arts and humanities curricula.

Specialist-Generalist

This worksample measures the breadth and depth of information with which a person is comfortable, a person’s preference for assuming singular or shared responsibility for work outcomes, and one’s response to group dynamics.

The following description can help you understand the types of work roles and career fields that often draw on a mid-range Generalist-Specialist orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which mid-range Generalist-Specialists are employed.

A person scoring in the mid-range on the Generalist-Specialist continuum prefers academic or work situations in which one can have an area of expertise or specialization, and use it in group projects and situations, for example:

1. Lawyers who might become real estate developers or the heads of companies.
2. Study situations in which one can become expert and contribute knowledge to a group.
3. Curricula in which one can get both specialized training and the breadth of the liberal arts and the humanities.
4. Roles in which one is an information/communication conduit or hub.
5. Professionals who may prefer group settings or shared responsibilities.

Specialist-Generalist

This worksample measures the breadth and depth of information with which a person is comfortable, a person’s preference for assuming singular or shared responsibility for work outcomes, and one’s response to group dynamics.

If you scored low on Generalist it means that you scored high on Specialist. The following description can help you understand the types of work roles and career fields that often draw on a Specialist orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which Specialists are employed.

A person scoring in the Specialist range on this continuum prefers academic or work situations in which one can function independently or individually, achieving results using one’s own knowledge or skills, for example:

1. Professions like law, medicine, the sciences, accounting, and other careers that require specialized training and skills.
2. Engineering that stresses individual effort, such as lab research, design, or subfields of chemical engineering.
3. Performance-oriented careers in music and art.
4. Academic environments in which one can do independent or individual study or research.
5. Curricula in which one can get specialized training.
6. Mechanical or non-professional work where one works independently based on individual knowledge.

Introvert-Extrovert

This worksample measures the amount and type of people interaction that is energizing and depleting and one’s optimal way to think through ideas, problems and plans.

The following description can help you understand the types of work roles and career fields that often draw on an Introvert orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which Introverts are employed.

A person scoring in the Introvert range on this continuum prefers academic or work environments in which one can work in solitude, one-on-one, or in structured settings, for example:

1. In organizations and groups where there is also private space and protection from constant contact with others. For example, scheduling, report writing and planning in an organization are often a solitary tasks.
2. Management situations in which most interactions are one-on-one, or in small groups or meetings.
3. Writing that requires limited or structured contact with people, for example certain journalist, free-lance writer, or advertising copy-writer roles.
4. Artistic, creative work that requires solitary practice and work.
5. Legal, medical, or other professional work roles that requires limited interaction with people.

Introvert-Extrovert

This worksample measures the amount and type of people interaction that is energizing and depleting and one’s optimal way to think through ideas, problems and plans.

The following description can help you understand the types of work roles and career fields that often draw on a mid-range Introvert-Extrovert orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which mid-range Introvert-Extroverts are employed.

A person scoring in the mid-range on the Introvert-Extrovert continuum prefers academic or work environments that provide a balance or the flexibility to create a mix between solitude and interactions with others, for example:

1. A position in which one is teaching classes and tutoring one-on-one.
2. A counselor who teaches classes or supervises groups and writes or counsels individuals.
3. Academic work that may involve scholarly studies with teaching or tutoring.
4. Management in small or intermittent group settings.
5. Counseling or consulting or professional roles that may combine one-on-one and group interactions.
6. Behind the scenes business, political and professional activities that may involve both individual effort and group interaction.

Introvert-Extrovert

This worksample measures the amount and type of people interaction that is energizing and depleting and one’s optimal way to think through ideas, problems and plans.

The following description can help you understand the types of work roles and career fields that often draw on an Extrovert orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which Extroverts are employed.

A person scoring the Extrovert range on this continuum prefers academic or work environments in which one can work in the presence of others, for example:

1. In organizations, teams, and any kinds of groups.
2. Sales, marketing, advertising, public relations, teaching, politics, and any kind of face-to-face persuasion.
3. Management in various fields.
4. Performing and presenting before groups of people.
5. Any legal, medical, or other profession that includes interaction with people.

Time Frame Orientation

This worksample measure the Time Frame within which a person naturally plans, the length of time comfortable to wait for results and still feel motivated, the length of time comfortable between accomplishments and rewards, and one’s natural Time Frame for expectations.

The following description can help you understand the types of work roles and career fields that often draw on an immediate Time Frame orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all of the career fields in which those with an immediate Time Frame are employed.

A person scoring in the immediate range on this continuum prefers academic or work environments that focus on the here and now, a few months out, even up to a year into the future, for example:

1. Work roles/tasks with an immediate outcome and payoff/reward.
2. Long-range tasks that have short-range milestones.
3. Work roles/tasks that enables worker to move from project to project easily without being encumbered by a fixed, long-term view of things.
4. Helpful in work roles which demand closure or completion, such as sales, public speaking, newspaper reporting, and accounting.
5. Helpful in work roles requiring immediate action including help desks and emergency workers.

Time Frame Orientation

This worksample measure the Time Frame within which a person naturally plans, the length of time comfortable to wait for results and still feel motivated, the length of time comfortable between accomplishments and rewards, and one’s natural Time Frame for expectations.

The following description can help you understand the types of tasks and career fields that often draw on an intermediate Time Frame orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with an intermediate Time Frame are employed.

A person scoring in the intermediate range on this continuum prefers academic or work environments where goals and rewards are cultivated over time, 1-5 years into the future, for example:

1. Jobs/tasks with goals within a one-to-five-year time frame such as earning a college degree.
2. “Relationship” sales where building rapport is more important than a “one shot” success; client development in law, consulting, accounting, and some forms of journalism.
3. Sales of capital equipment or other investment decisions that draw on relationship building.
4. Work roles/tasks that do not provide instant gratification for a longer-range goal, but not TOO far out including those such as building an athletic program, starting a business, conducting research and writing an investigative journalism book, expose’ or video, or improving test scores in a public school.

Time Frame Orientation

This worksample measure the Time Frame within which a person naturally plans, the length of time comfortable to wait for results and still feel motivated, the length of time comfortable between accomplishments and rewards, and one’s natural Time Frame for expectations.

The following description can help you understand the types of work roles and career fields that often draw on a long-range Time Frame orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with long-range Time Frames are employed.

A person scoring in the long range on this continuum prefers academic or work environments where a connection to long-term developments, plans or outcomes is a priority, for example:

1. Work roles/tasks that require envisioning goals within a five-to-twenty-year time frame, for example city planners.
2. Work roles/tasks that require workers to plan and work toward goals that may take many years to develop or come to fruition, such as architects and environmental-related professions.
3. Work roles that focus on distant targets, such as retirement planners.
4. Work roles/tasks that require works to endure efforts that are largely not rewarded to reap a larger reward later, such as creative careers in music, graphics, and the performing arts.
5. Helpful in work roles that require strategic planning, trend analysis, or extended negotiations.
6. Relates to having a professional degree and to having a degree beyond the Bachelor’s degree.
7. Helpful for medical doctors, lawyers, certified public accountants, and for people who develop and then run their own businesses.

Classification

This worksample measures the ability solve problems diagnostically, to identify a unifying principle, and for synthesizing. It influences one’s natural ability to evaluate and critique, one’s contribution to problem solving and the pace and structure of one’s preferred work environment. It is one type of convergent reasoning.

The following description can help you understand the types of work roles and career fields that often draw on low Classification, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with low classification are employed.

A person scoring in the low range on the Classification continuum prefers academic or work responsibilities allowing for patience in solving problems, time to implement solutions, and parameters within which to implement identified solutions, for example:

1. Classes/work roles with tried-and-true procedures and within a structure such as actuarial work.
2. Classes/work roles that allow time for decision-making based on new information, outside areas of expertise and experience such as mechanical work.
3. Classes/work roles where one can be curious, accepting, patient with process and a good listener such as teachers.
4. Work roles/tasks that require extremely accurate, predictable decision-making such as engineers and bankers.
5. An asset for executives, managers, and anyone whose job is team building and individual development.
6. Can be an advantage for artists (less critical of own work).
7. A plus for managers who make decisions by review of facts, not by leaping to conclusions.
8. Technical roles related to industrial and other engineering.
9. Work roles where reaching conclusions is based on careful, deliberate and methodical processes, where quality is emphasized over speed, such as furniture restoration and estate planning law.

Classification

This worksample measures the ability solve problems diagnostically, to identify a unifying principle, and for synthesizing. It influences one’s natural ability to evaluate and critique, one’s contribution to problem solving and the pace and structure of one’s preferred work environment. It is one type of convergent reasoning.

The following description can help you understand the types of work roles and career fields that often draw on mid-range Classification, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with mid-range Classification are employed. Mid-range Classification is somewhat less a factor in career decisions than low and high scores.

A person scoring in the mid-range on the Classification continuum prefers academic or work environments providing a moderate pace of solving problems, a balance between identifying solutions and implementing them; classes/work roles that are moderately paced with occasional emergency-type situations to address, for example:

1. Students/workers need to have some stability and some variety and fast-paced problem solving.
2. In any career field, one will problem-solve best within established guidelines.
3. In any career field, one will not enjoy environments requiring continuous fastanswer problems or high pressure.
4. Prefers work with set procedures.
5. All branches of physical sciences, especially in investigative capacity.

Classification

This worksample measures the ability solve problems diagnostically, to identify a unifying principle, and for synthesizing. It influences one’s natural ability to evaluate and critique, one’s contribution to problem solving and the pace and structure of one’s preferred work environment. It is one type of convergent reasoning.

The following description can help you understand the types of work roles and career fields that often draw on high Classification, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with high classification are employed.

A person scoring the high range on the Classification continuum prefers academic or work environments requiring a continuous rapid pace of solving problems or are chaotic, providing few parameters or simply a blank slate, and where a premium is placed on identifying solutions rather than implementing them, for example:

1. Work roles that require rapid, accurate decision-making, particularly in face-to-face situations in fields such as medical, business or legal consultation.
2. Fields in which there is rapid change, such as the practice of emergency medicine, litigation and criminal law, scientific research, technology, editorial work, critical writing, counseling, advice-giving, investigating, elementary school teaching, administrative assistance, accounting, and trouble shooting.
3. Work roles where high Classification is often seen include fields such as editors, researchers, and writers for magazines, lawyers, physicians, and computer workers.
4. Group influencing roles in areas such as religion or ministry, politics, marketing, buying, advertising, university lecturing, and fiction writing.
5. Persuading work roles/tasks including debating, newspaper reporting, editing, and diplomatic work.
6. Diagnostic work roles/tasks and solving problems in areas such as mechanical repair, diagnostic medicine, design engineering.
7. Critic work roles/tasks in any area including art, comedy, music, literature, cinema, appraisers, lecturers, social satire or historians.
8. Careers within life sciences, social sciences and forensic science because of greater degree of unpredictability than in the physical sciences.
9. Work roles often performed by psychologists, remedial instructors, speech/art/music therapists.
10. Work roles often performed by repairers of concrete things such as auto mechanics, electronics, small engines, household repairs, musical instruments, and computer/ copy machines.

Concept Organization

This worksample measures the ability to reason analytically. Concept Organization is the ability to mentally organize or create order and influences one’s orientation toward process, decision-making time, and communication. It is one type of convergent reasoning.

The following description can help you understand the types of work roles and career fields that often draw on low Concept Organization, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with low Concept Organization are employed.

A person scoring in the low range on the Concept Organization continuum prefers academic and work responsibilities that de-emphasize using a process to arrive at a solution; jobs not requiring step-by-step explanations or rationales; jobs that do not require juggling many schedules or activities at once, for example:

1. People who tend to score low in this ability are likely to be in work roles requiring decisiveness or performance of certain rote tasks in a highly consistent manner without drawing logical conclusions from them.
2. Work roles/tasks such as clerk, cashier, coding clerk, insurance typist, industrial leadsman, general production, and auto assembly inspector.
3. Work roles in which there is a premium on reactive decision-making such as some school administrator roles, clergy, some fields of law enforcement and customer service representatives.

Concept Organization

This worksample measures the ability to reason analytically. Concept Organization is the ability to mentally organize or create order and influences one’s orientation toward process, decision-making time, and communication. It is one type of convergent reasoning.

The following description can help you understand the types of work roles and career fields that often draw on mid-range Concept Organization, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with mid-range Concept Organization are employed.

A person scoring in the mid-range on the Concept Organization continuum prefers academic and work responsibilities with a balance of processes/procedures and the flexibility to skip steps; responsibilities relying on some explanation of logic tracks with time to compose in advance, for example:

1. Work roles/tasks with flexibility in following a prescribed process.
2. Responsibilities that rely on communicating a framework rather than structured, detailed steps.
3. Work roles that allow for both restraint and reactivity.

Concept Organization

This worksample measures the ability to reason analytically. Concept Organization is the ability to mentally organize or create order and influences one’s orientation toward process, decision-making time, and communication. It is one type of convergent reasoning.

The following description can help you understand the types of work roles and career fields that often draw on high Concept Organization, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with high Concept Organization are employed.

A person scoring in the high range on the Concept Organization continuum prefers academic or work responsibilities emphasizing processes and procedures, careful analysis and thoroughness, or easy-to-follow communications and explanations, for example:

1. People in work roles that require careful planning, careful and logical communication, and the drawing of logical conclusions that can be communicated to others in fields such as chemistry, mathematics, test piloting, actuarial science, bank managing, design engineering, middle managing, engineering, industrial engineering, software engineering, accounting, office management and college studies.
2. Any work roles that rely heavily on logical, linear thought, careful linear problem-solving and/or planning, or careful, content-oriented information, such as the medical sciences, some fields of law enforcement, security services, engineering, computer programming, and oral communications.
3. Fields that require logical analysis of data and the movement of materials through time and space, such as writing (facts and words), logistics/scheduling (materials, deliveries, routes, products, space), teaching (facts and logical connections), natural sciences (observation and data), travel and tour planning (space, time, routes).
4. Work roles that require planning and organizing such as editing, political and advertising campaign planning, PR strategizing, professional writing, computer programming, systems analyzing, social science researching, and travel agent scheduling.
5. It is an asset for people with small businesses or individual practices where they themselves do most of the scheduling, organizing, ordering and other logistical tasks.
6. Helpful in fields of law, science, technology, life sciences, copywriting, planning an ad campaign, and sports directing.

Idea Productivity

This worksample measures the ability to generate a large quantity of ideas. Idea Productivity influences the rate of ideas going through your mind at any one time, how you self-manage multiple tasks/projects, and the type of contributions you make to group decisions. It is divergent reasoning.

The following description can help you understand the types of work roles and career fields that often draw on low Idea Productivity, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with low Idea Productivity are employed.

A person scoring in the low range on the Idea Productivity continuum prefers academic or work responsibilities requiring focus and/or follow through; environments that allow for a more sequential approach to accomplishing tasks, for example:

1. Work roles/careers where routine and/or stability are called for or are typical of the environment, such as banking, air traffic control, management, and clerical work.
2. Fields requiring concentration, focus, and following a direction or project to completion, such as accounting, dentistry, engineering, computer programming, surgery, house painting and engraving.
3. Opportunities to bring focus to any type of group or with an individual where a myriad of ideas are generated or under consideration and the goal is to arrive at an answer/plan.
4. Work environments where progress is viewed as completing projects somewhat sequentially.

Idea Productivity

This worksample measures the ability to generate a large quantity of ideas. Idea Productivity influences the rate of ideas going through your mind at any one time, how you self-manage multiple tasks/projects, and the type of contributions you make to group decisions. It is divergent reasoning.

The following description can help you understand the types of work roles and career fields that often draw on mid-range Idea Productivity, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with mid-range Idea Productivity are employed.

A person scoring in the mid-range on the Idea Productivity continuum prefers academic or work responsibilities that allow for a mix of focus and generation of new ideas; work environments that do not singularly emphasize either brainstorming or focus.

1. Work roles/careers with environments that are somewhat changeable and not chaotic such as design engineering, some sales, some types of business management, and project management.
2. Opportunities to switch-hit in group discussions between kick-starting a group that is stuck on a single idea and focusing a group that is all over the board.

Idea Productivity

This worksample measures the ability to generate a large quantity of ideas. Idea Productivity influences the rate of ideas going through your mind at any one time, how you self-manage multiple tasks/projects, and the type of contributions you make to group decisions. It is divergent reasoning.

The following description can help you understand the types of tasks and career fields that often draw on high Idea Productivity, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with high Idea Productivity are employed.

A person scoring in the high range on the Idea Productivity continuum prefers academic and work responsibilities requiring the rapid generation of plentiful ideas.

1. Work roles/careers with chaotic and changeable environments, or that require persuasion and change of opinion such as sales and politics and trial law.
2. Work roles that require “creative imagination” such as advertising, sales, journalism, performing, comedy, fine arts, game design, writing and teaching.
3. Responsibilities requiring rapid problem solving using more than one approach including emergency medicine, consulting, newspaper journalism, and most forms of live media.
4. Work roles that place a premium on the rapid flow of words or thoughts in fields such as teaching, industrial/set/interior design, architecture, public relations and communications.
5. Classes that include class discussion, essay tests and presentations.
6. Work environments where progress is viewed as moving multiple projects/tasks forward simultaneously rather than accomplishing one project/task at a time.
7. Opportunities to brainstorm with any type of group or individual, especially when the group/individual is stuck on a single idea.

Spatial Relations Theory

This worksample measures three-dimensional abstract reasoning, recognizing or picturing the interrelationships between entities (systems thinking). Spatial Relations Theory influences the way you work with information and data; pragmatic or practical vs. theoretical or hypothetical. It also describes your preferences to focus on the relationship between objects or things (systems thinking) or to focus on singular entities.

The following description can help you understand the types of work roles and career fields that often draw on low-mid Spatial Relations Theory, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with low-mid Spatial Relations Theory are employed.

A person scoring in the low to mid-range on the Spatial Relations Theory continuum prefers academic or work responsibilities where the emphasis is on what is present, practical and has a direct connection to solutions to a problem rather than theoretical or hypothetical scenarios.

1. Responsibilities in any field such as psychology, medicine, law, management, education where there is a premium on direct contact with clients, patients, or students.
2. Responsibilities that focus on a component of a system rather than a system as a whole such as an educator responsible for a department, an administrator of a school, a manager responsible for the functioning of a product line, a doctor focused on a specific clinic.

Spatial Relations Theory

This worksample measures three-dimensional abstract reasoning, recognizing or picturing the interrelationships between entities (systems thinking). Spatial Relations Theory influences the way you work with information and data; pragmatic or practical vs. theoretical or hypothetical. It also describes your preferences to focus on the relationship between objects or things (systems thinking) or to focus on singular entities.

The following description can help you understand the types of work roles and career fields that often draw on mid-high Spatial Relations Theory, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with mid-high Spatial Relations Theory are employed.

The stronger this ability, the more a person naturally theorizes about and studies interactions in a subject for a future or hypothetical solution. Can perform tasks that emphasize imagining relationships and interactions that do not really exist, understanding the interrelationships within the system as well as the hypothetical relationships that could result from change, for example:

1. Scientific, technical, and some artistic fields in which one theorizes about the solutions to complex problems (medical, chemical, nuclear, astronomical, mathematical, various kinds of engineering, etc.)
2. Fields that involve the design of three-dimensional structural solutions, (architecture, computer design, interior design, prosthetic design, bridge and road design, etc.)
3. Social Sciences involving the interactions of people living in various kinds of groups (families, communities, political units, nations, etc.)
4. Fields that require understanding various points of view and an understanding of how people relate to each for example, counselors, negotiators, diplomats, corporate lawyers, economists and family therapists.
5. The core of the computer science field.
6. Theoretical or research orientation tasks where there might be direct contact with patients for the gathering of information.

Spatial Relations Theory

This worksample measures three-dimensional abstract reasoning, recognizing or picturing the interrelationships between entities (systems thinking). Spatial Relations Theory influences the way you work with information and data; pragmatic or practical vs. theoretical or hypothetical. It also describes your preferences to focus on the relationship between objects or things (systems thinking) or to focus on singular entities.

The following description can help you understand the types of work roles and career fields that often draw on mid-high Spatial Relations Theory, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with mid-high Spatial Relations Theory are employed.

The stronger this ability, the more a person naturally theorizes about and studies interactions in a subject for a future or hypothetical solution. Can perform tasks that emphasize imagining relationships and interactions that do not really exist, understanding the interrelationships within the system as well as the hypothetical relationships that could result from change, for example:

1. Scientific, technical, and some artistic fields in which one theorizes about the solutions to complex problems (medical, chemical, nuclear, astronomical, mathematical, various kinds of engineering, etc.)
2. Fields that involve the design of three-dimensional structural solutions, (architecture, computer design, interior design, prosthetic design, bridge and road design, etc.)
3. Social Sciences involving the interactions of people living in various kinds of groups (families, communities, political units, nations, etc.)
4. Fields that require understanding various points of view and an understanding of how people relate to each for example, counselors, negotiators, diplomats, corporate lawyers, economists and family therapists.
5. The core of the computer science field.
6. Theoretical or research orientation tasks where there might be direct contact with patients for the gathering of information.

Spatial Relations Visualization

This worksample measures three-dimensional “structural” reasoning. Spatial Relations Visualization influences the types of work and results that feel real and the degree of need for tangible/concrete examples and outcomes. Fit can also influence communication.

The following description can help you understand the types of work roles and career fields that often draw on low Spatial Relations Visualization, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with low Spatial Relations Visualization are employed.

A person scoring in the low range on the Spatial Relations Visualization continuum prefers academic or work responsibilities related to the intangible world of ideas, words, concepts, emotions, and people. People scoring in the low range feel little press to work in structural fields, for example:

1. Many specialties within the field of law (lawyers and judges) that emphasize concepts and relationships such as constitutional, corporate, and family law.
2. Many business executives, general salespeople, counselors and social researchers where the focus is on managing relationships and relating to the preferences of others.
3. Intangible artistic fields such as literary, visual and musical performing arts.
4. Oral communications such as non-technical teaching, politicians, ministers, presenters.
5. Work responsibilities focused on abstract concepts such as computer software development, meteorology, climatology, seismology and the social sciences.

Spatial Relations Visualization

This worksample measures three-dimensional “structural” reasoning. Spatial Relations Visualization influences the types of work and results that feel real and the degree of need for tangible/concrete examples and outcomes. Fit can also influence communication.

The following description can help you understand the types of work roles and career fields that often draw on mid-range Spatial Relations Visualization, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with mid-range Spatial Relations Visualization are employed.

People scoring in the mid-range of the Spatial Relations Visualization continuum prefer academic and work responsibilities that create a mix of hands-on and abstract activities; jobs that require building understanding or facilitating interactions between people who are more comfortable in tangible (e.g., technically oriented) world and those more comfortable in the intangible (e.g., service oriented) world.

As an alternative, a person with a mid-range score in Spatial Relations Visualization may find adequate balance alternating activities performed on and off the job, for example:

1. Any responsibilities blending technical knowledge with communication such as scientific writers, documentary filmmakers, teachers in technical fields.
2. Jobs/tasks requiring an understanding of both the tangible and intangible aspects of a product or service such as technical and pharmaceutical sales.
3. Activities that produce a tangible outcome for the purpose of enjoyment (rather than a paycheck) such as cooking, crafting, wood working, gardening and landscaping.

Spatial Relations Visualization

This worksample measures three-dimensional “structural” reasoning. Spatial Relations Visualization influences the types of work and results that feel real and the degree of need for tangible/concrete examples and outcomes. Fit can also influence communication.

The following description can help you understand the types of work responsibilities and career fields that often draw on high Spatial Relations Visualization, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which those with high Spatial Relations Visualization are employed.

A person scoring in the high range on the Spatial Relations Visualization continuum prefers academic or work responsibilities related to the tangible world, working with their hands or with concrete facts, producing something that can be felt or touched, for example:

• Occupations such as engineering, dentistry, medicine, computer programming, architecture, physical therapy and industrial design.
• Trades such as building construction, mechanics (car, machine), carpentry, auto repair, HVAC, surveying and plumbing.
• Structural students are tinkerers and doers more than thinkers and are often happier and more successful in the hands-on world than in the verbal world of ideas and discussion.
• Even in fields considered more intangible, there are hands-on sub-fields such as neuroscience and psychiatry when interested in counseling/psychology; art/architectural history, art restoration and historical preservation when interested in history;
• Artistic fields such as 3-D animation, set design, furniture design, sculpting, audio engineering, industrial design and jewelry design

Design Memory

This worksample measures the ability to recall overall graphic patterns or designs and influences visual learning. The stronger your Design Memory the more naturally able you are to easily recall overall graphic patterns or designs. Design Memory supports studies and work roles in fields such as:

Art (especially cartoonists, clothing and textile design, art history, painting, sketching, and restoration; helpful to an artist who works from memory rather than one using a model)

• Architecture
• Engineering
• Surgery
• Choreography
• Cartography
• Museum work
• Photography
• Advertising
• Biology
• Dentistry (especially orthodontics)
• Surveying
• Medical or science illustrations
• Real estate sales or appraisals

Medium Design Memory

As a person with medium Design Memory, you…

• Will find this ability helpful in work or tasks involving learning and recalling the details in visual patterns and designs.
• Will experience little difficulty in remembering and using visual stimuli in such everyday tasks as recalling the locations of objects in a room or directions on a map, or data on a printed page.
• Can find this ability useful in many artistic and technical tasks, but you should not experience any particular lack or stress if your work does not use this ability.

High Design Memory

As a person with high Design Memory, you…

• Find it easy to remember two-dimensional visual patterns and are able to work comfortably with the overall patterns in visual material, as, for example in maps, architectural designs, and diagrams of any kind.
• Should find it easy to remember such things as the location of objects in a room and directions on a map.
• Can consider Design Memory to be a significant learning channel in and of itself and can easily translate information received in other forms into graphics such as diagrams and drawings.
• Need to find activities in which this ability can be used regularly, or you may feel vaguely dissatisfied.
• Will find this ability useful in many scientific, technical, and/or artistic tasks.

Observation

This worksample measures the ability to notice and remember small visual details. The stronger your Observation, the more naturally able you are to make visual comparisons quickly or automatically and recall details, or notice body language and facial expressions. Observation supports studies and work roles in fields such as:

Product, building, and safety inspection

• Insurance adjusting
• Appraising
• Quality control
• Visual critiquing
• Retailing
• Medicine, science, laboratory (e.g., examining tissue slides, observing small changes or variations in cells or appearance)
• Science
• Art (e.g., recalling details of sketches, parts of paintings and brushstrokes or styles; art restoration; art history)
• Detective and police work
• Writing that includes details of real-life scenes which add richness to descriptions

Medium Observation

As a person with medium Observation Ability, you...

• May find your level in this ability strong enough to be useful to you in areas that require both close attention to detail and the capacity to remember visual changes and inconsistencies.
• May not automatically notice detail in all areas of work/life, although your Observation can be keen when you're interested in something.
• Can bring this ability into play in any artistic and visual tasks.
• Can find this ability helpful any time you need to describe the details of some experience, notice small parts of an event, or recall changes in what you're seeing.
• Can use this ability in a hobby if not in the work setting.
• May use this ability to read facial expressions and the body language of others.

High Observation

As a person with high Observation Ability, you…

• Will find this ability to be useful to you in many areas that require close attention to detail and remembering visual changes and inconsistencies.
• May intuitively notice detail in all areas of work/life, especially when they are of interest to you.
• Can easily bring this ability into play in artistic and visual tasks.
• Can find this ability helpful any time you need to describe the details of some experience, notice small parts of an event, or recall changes in what you're seeing.
• Can use this ability in a hobby if not in the work setting.
• May intuitively use this ability to read facial expressions and the body language of others.

Verbal Memory

This worksample measures the ability to memorize new words and influences learning through reading and learning the vocabulary of foreign languages. The stronger your Verbal Memory the more naturally able you are to retain and recall information you read (does not necessary apply to comprehending the information) and to master vocabulary of languages and other specialized vocabularies such as medical terminology, legal terminology and scientific terms. Verbal Memory supports studies and work roles in fields such as:

• Anatomy and physiology
• Education classes
• Foreign languages
• Geology
• Geography
• Biology

A strong score in verbal memory is needed in “word and jargon fields” such as:

• Translating and interpreting foreign languages
• Teaching foreign languages
• Historical research
• Information sciences
• Reference librarian
• Data base development
• Medical records development and maintenance

Medium Verbal Memory

As a person with medium Verbal Memory, you…

• Should be able to memorize information from the written word without any particular problem.
• Find this learning channel to be an advantage in any formal learning or training environment.
• Find this ability helpful in building your vocabulary, learning a foreign language or working in a field that has its own language or technical jargon.
• Should consider Verbal Memory a significant learning channel.

High Verbal Memory

As a person with high Verbal Memory, you…

• Are able to memorize information from the written word quickly and easily.
• Find this learning channel a strong advantage in any formal learning or training situation.
• Find this ability an area of strength in building your vocabulary, learning a foreign language or working in a field that has its own language or technical jargon.
• Should consider Verbal Memory a very important learning channel.

Tonal Memory

This worksample measures the ability to remember sequences of tones and influences your musical ability and auditory learning. The stronger your Tonal Memory, the more naturally able you are to produce music by memory, reproduce the accent of foreign language, and learn through listening. Tonal Memory supports studies and work roles such as:

• Speaking, interpreting or translating language dialects
• Remember what people have said (e.g., consulting, teaching, diplomacy, customer service)
• Producing music by memory
• Remembering dialogue or lines (e.g., actors, broadcasters)
• Retaining information by listening (e.g., listening to lectures, podcasts)

Medium Tonal Memory

As a person with medium Tonal Memory, you…

• Have some facility to remember tunes and tonal sequences. This ability is used to sing and play music by ear. It is also the auditory memory used to reproduce the accent and tones of a foreign language.
• May feel some press to use this ability, particularly if your scores on the other music abilities (Rhythm Memory and Pitch Discrimination) are in the medium range or above.
• Should enjoy learning to play a musical instrument, particularly if you have some support from at least one of the other two musical abilities.
• Should be able to pick up information from what you hear with no particular problem.
• Should consider Tonal Memory a significant learning channel and use it to advantage in any formal learning or training situation.

High Tonal Memory

As a person with high Tonal Memory, you…

• Have a strong facility to remember tunes and tonal sequences, which you may use to sing and play music by ear.
• Have the auditory memory to reproduce the accent and tones of a foreign language.
• Should consider Tonal Memory a very important learning channel.
• Will feel a press to use this ability and may feel dissatisfied if you are not using Tonal Memory in some way. If any other scores on the other music abilities (Rhythm Memory and Pitch Discrimination) are in the medium range or above, this press to use Tonal Memory will be even stronger.
• Should experience very little problem in learning to play a musical instrument, especially one that "tunes" itself (e.g., keyboard or drums), particularly if you have some support from at least one of the other music abilities.

Rhythm Memory

This worksample measures the ability to remember the cadence, beat or rhythm of what one hears and influences kinesthetic learning and movement-based work roles. The stronger your Rhythm Memory, the more naturally able you are to learn kinesthetically, by large muscle movement and by going through the motions.

Rhythm Memory supports studies and work roles in fields such as:

• Physically active/outdoor fields (e.g., park management, forestry, law enforcement, construction, beat/street police, fire fighter)
• Athletics (e.g., athletes, sports coaching, sports medicine, physical therapy)
• Music (e.g., conducting, playing instrument, recording)
• Dance (e.g., performing)
• Language fields (poetry, script writing, performing comedy)

Medium Rhythm Memory

As a person with medium Rhythm Memory, you...

• Have some ability to reproduce physical movements. Anytime you "act out" or "walk through" what you are learning, you are taking advantage of this ability.
• Should experience no particular problems in responding to music, learning a musical instrument (especially one with a strong beat, like the drums), or in moving "in sync" with others in athletics or dance.
• May not experience a strong need or press to use this ability, but you should consider Rhythm Memory a significant learning channel.

High Rhythm Memory

As a person with high Rhythm Memory, you…

• Can play music or musical instruments that lean heavily on rhythm or beat.
• May feel a demand for an outlet for this ability and can feel restless and unhappy if you ignore it.
• Have a general need for physical activity. Sitting at a desk all day will be hard for you unless you do something physical with your body. Walking, jogging, or playing sports are some ways to release this ability.
• Have a strong ability to remember movements of your body. Anytime you "act out" or "walk through" a learning activity, you are taking advantage of this ability.
• Should consider Rhythm Memory a strong learning channel.

Pitch Discrimination

This worksample measures the ability to make fine auditory discriminations in frequencies and pitch and influences your sensitivity in many sensory areas. The stronger your Pitch Discrimination the more naturally able you are to sense the tiniest of differences in what you hear, smell, feel (tactile) and/or taste. Pitch Discrimination supports studies and work roles where small tolerances are critical such as:

• Singing acapella
• Playing un-pitched instruments (e.g., trumpet, violin)
• Replicating/interpreting/translating languages that rely on pitch (e.g., Asian)
• Interpreting sounds from mechanical instruments (e.g., ham radio operators, sonar or radar operators)
• Gourmet cooking
• Working with textures
• Chemists
• Dentists
• Electrical engineers
• Working with delicate machinery with small moving parts (e.g., watch repair, jewelry design and repair, lab technicians)

Medium Pitch Discrimination

As a person with medium pitch discrimination, you…

• Have adequate ability to sing or play a musical instrument.
• (There is some evidence that you) have the ability to make the kinds of fine sensory discriminations required in such diverse tasks as gourmet cooking, photography, artistic painting, working with small instruments or machines, microscopy, or astronomy.
• Will probably be able to learn the inflection and accent of a foreign language.
• Should not feel a press or need to use this ability in your everyday work life, but will find it strong enough to be helpful to you both musically and in other sensory areas.

High Pitch Discrimination

As a person with high Pitch Discrimination, you…

• Score well enough to sing or play a musical instrument well, even instruments like the violin or trumpet that lean heavily on the ability to distinguish pitch.
• (There is some evidence that you) have a strong ability to make the kinds of fine sensory discriminations required in such diverse tasks as gourmet cooking, photography, artistic painting, working with small instruments or machines, microscopy, or astronomy.
• Will find it easy to learn the inflection and accent of a foreign language.
• Will feel a press or need to use this ability and, depending on your other musical abilities (Tonal and Rhythm), should consider learning a musical instrument.
• Can pick up subtle changes in tone or inflection of voice, an ability useful in diplomacy and mediation.

Number Memory

This worksample measures the ability to remember number sequences and influences the ability for rote memorization. The stronger your Number Memory, the more naturally able you are to memorize multiple sequences of number related to an area of focus. Number Memory supports studies and work roles in fields that require having statistical and/or numerical information at one’s fingertips and such as:

• Accounting
• Banking
• Finance
• Stock brokering
• Sports broadcasting
• Inventory control
• Coding work for computer input
• Routing and scheduling of various types
• Insurance underwriting
• Ticket writing in the travel industry
• Clerical or office roles (e.g., remembering customer account numbers, license plates, form numbers, stock control)
• Library/information resources work
• Retail sales
• Highway patrol and city traffic enforcement
• Editing

Medium Number Memory

As a person with medium number memory, you…

• Are able to remember all sorts of facts from many different sources.
• Can remember those facts and numbers you need in your day-to-day tasks.
• Find this ability useful in roles that require instant access to facts and information.

High Number Memory

As a person with high Number Memory, you…

• Are able to remember numbers and unrelated or miscellaneous facts quickly and easily, without apparent effort.
• Are probably not aware of making any effort to remember this data..
• Can find this ability helpful in any setting in which you have many things to remember and keep at your fingertips.
• Have an advantage in any roles that require instant access to facts and information.

Visual Speed and Accuracy

This worksample measures the ability to handle clerical-type work (no longer referred to as “paperwork” since so much is now handled electronically) and influences the ability for your eyes to scan tables of numbers or symbols accurately and quickly. The stronger your Visual Speed/Visual Accuracy the more naturally you are able to check the accuracy of written material. Visual Speed and Visual Accuracy supports studies and work roles in numerically-oriented fields such as:

• Banking
• Accounting
• Finance
• Economics
• Computing and accounting recording
• Insurance
• Investing
• Bond trading
• Nursing
• Bookkeeping
• Medical records
• Pianists (for sight-reading)
• Auction house and museum curatorial roles
• Proofreading and editing
• Teaching/grading papers
• Law
• Government bureaucracy

Low Visual Speed and Medium Accuracy

As a person with low Visual Speed and medium Accuracy, you…

• Are probably inclined to slow your work down in order to be as accurate as possible.
• Should not experience any undue stress at work unless you are in a job that depends very heavily on both speed and accuracy.
• Should have very little problem with the paperwork demanded by the business world as long as you allow yourself enough time.
• May need to apply concentration and attention when you read.

Low Visual Speed and High Accuracy

As a person with low Visual Speed and high Accuracy, you…

• Are probably inclined to slow your work down in order to assure your accuracy.
• Should not have any difficulty with this process unless you are working at a task that depends very heavily on both speed and accuracy.
• Should experience very little problem with work that requires a large amount of paperwork or working with columns of numbers and figures as long as you allow yourself enough time.
• Will find that most paperwork tasks demand accuracy over speed.

Medium Visual Speed and Low Accuracy

As a person with medium Visual Speed and low Accuracy, you...

• Are able to move your eyes quickly enough to experience no particular problem with work that requires a large amount of paperwork or concentration on columns of numbers and figures.
• Can find that your low accuracy causes you difficulty where precision is important.
• Will be naturally inclined to go fast in visual dexterity tasks, but you may need to improve your accuracy, which is relatively more important in most tasks, by going at a slower rate. Over time, as you become more accustomed to the task, your speed will improve also.

Medium Visual Speed and Medium Accuracy

As a person with medium Visual Speed and Accuracy, you...

• Should experience no particular problem in interpreting written symbols quickly and accurately.
• Should find these abilities helpful in any work that requires a large amount of paperwork or working with columns of numbers and figures.

Medium Visual Speed and High Accuracy

As a person with medium Visual Speed and high Accuracy, you…

• Should experience no particular difficulty with visual dexterity.
• Should find this ability helpful in any work that requires a large amount of paperwork or working with columns of numbers and figures.

High Visual Speed and Low Accuracy

As a person with high Visual Speed and low Accuracy, you…

• Are able to move your eyes quickly; however, your low accuracy may cause difficulty where precision is important.
• May improve your accuracy, which is relatively more important in most tasks, by going at a slower rate. Over time, as you become more accustomed to the task, your speed will improve also.
• Can experience problems in tasks which require precision in paperwork and reading for accuracy, as in research, reading musical scores, etc.

High Visual Speed and Medium Accuracy

As a person with high Visual Speed and medium Accuracy, you…

• Are able to move your eyes quickly, and your accuracy is strong enough for you to handle visual tasks requiring dexterity with no particular problem.
• Should find this ability helpful in any work that requires a large amount of paperwork or working with columns of numbers and figures.
• May improve your accuracy, which is relatively more important in most tasks, by going at a slower rate.

High Visual Speed and High Accuracy

As a person with high Visual Speed and high Accuracy, you …

• Are able to interpret written symbols very quickly and accurately.
• Find this a distinct advantage in any administrative task, paper-and-pencil work, working with columns of numbers and figures, or any activity where visual speed and precision are involved.
• Are able to process written information quickly and accurately.
• Are able to notice discrepancies in data and numbers
• Will find these abilities useful in bookkeeping, accounting, financial analysis, research, editing, estimating, etc.

Vocabulary

Your general vocabulary provides you with the foundation for the breadth and depth with which you learn and communicate. Vocabulary is a personal tool developed by each individual over time, rather than a natural ability, but the range of your vocabulary will affect how effectively you can use some of your abilities. The Highlands Ability Battery tests vocabulary in isolation, which means there are no context clues in a paragraph to help you know what a word means, only a group of synonyms from which to choose. Many universities/colleges require an adequate general vocabulary for entry, and yours will be measured further by entrance exams and potentially later for entry to graduate school.

For adults, a strong general vocabulary can be a gateway to working with a wider variety of fields, working with more sophisticated clients or in professional fields that require the usage of a wider range of communication. A strong vocabulary can even influence gaining access to opportunities at higher levels of career development (management, supervision, teaching at graduate levels, law).

Regardless of your current vocabulary level, knowing how to develop your vocabulary can help you. Many careers require a specific or technical vocabulary, so discovering how you best learn new words and ideas will support you in any career you choose. Also, over time, focusing on the development of a specialized or technical vocabulary may divert developing and/or practicing your general vocabulary which may decline with disuse. If you ever decide to increase your vocabulary, use your most efficient learning channels (Design Memory, Verbal Memory, Tonal Memory, Rhythm Memory, and Number Memory) to assist you with building this skill.

Medium Vocabulary

High Vocabulary

Specialist-Generalist

This worksample measures the breadth and depth of information with which a person is comfortable, a person’s preference for assuming singular or shared responsibility for work outcomes, and one’s response to group dynamics.

The following description can help you understand the types of work roles and career fields that often draw on a Specialist orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which Specialists are employed.

A person scoring in the Specialist range on this continuum prefers academic or work situations in which one can function independently or individually, achieving results using one’s own knowledge or skills, for example:

1. Professions like law, medicine, the sciences, accounting, and other careers that require specialized training and skills.
2. Engineering that stresses individual effort, such as lab research, design, or subfields of chemical engineering.
3. Performance-oriented careers in music and art.
4. Academic environments in which one can do independent or individual study or research.
5. Curricula in which one can get specialized training.
6. Mechanical or non-professional work where one works independently based on individual knowledge.

Introvert-Extrovert

This worksample measures the amount and type of people interaction that is energizing and depleting and one’s optimal way to think through ideas, problems and plans.

If you scored low on Extroversion it means that you scored high on Introversion. The following description can help you understand the types of work roles and career fields that often draw on an Introvert orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which Introverts are employed.

A person scoring in the Introvert range on this continuum prefers academic or work environments in which one can work in solitude, one-on-one, or in structured settings, for example:

1. In organizations and groups where there is also private space and protection from constant contact with others. For example, scheduling, report writing and planning in an organization are often a solitary tasks.
2. Management situations in which most interactions are one-on-one, or in small groups or meetings.
3. Writing that requires limited or structured contact with people, for example certain journalist, free-lance writer, or advertising copy-writer roles.
4. Artistic, creative work that requires solitary practice and work.
5. Legal, medical, or other professional work roles that requires limited interaction with people.

Specialist-Generalist

This worksample measures the breadth and depth of information with which a person is comfortable, a person’s preference for assuming singular or shared responsibility for work outcomes, and one’s response to group dynamics.

If you scored low on Specialist it means that you scored high on Generalist. The following description can help you understand the types of work roles and career fields that often draw on a Generalist orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which Generalists are employed.

A person scoring in the Generalist range on this continuum prefers academic or work environments in which one can function as a part of a group or team, and achieving results by working through or with others. Generalists typically prefer variety in their work responsibilities, for example:

1. Managerial, executive, administrative, business-oriented jobs.
2. Engineering fields such as construction, civil, mechanical, or industrial.
3. Heath-related sciences such as physical therapy, physician’s assistant, athletic coach or trainer, paramedic.
4. Sales and group-influencing jobs, (especially if combined with strong Idea Productivity).
5. In academic environments, study groups and group projects rather than independent study.
6. Broad-based liberal arts and humanities curricula.

Introvert-Extrovert

This worksample measures the amount and type of people interaction that is energizing and depleting and one’s optimal way to think through ideas, problems and plans.

If you Scored low on Introversion that means you scored high on Extroversion. The following description can help you understand the types of work roles and career fields that often draw on an Extrovert orientation, independent of all other dimensions measured by the HAB. It is not intended to suggest a specific job nor is it a comprehensive list of all the career fields in which Extroverts are employed.

A person scoring the Extrovert range on this continuum prefers academic or work environments in which one can work in the presence of others, for example:

1. In organizations, teams, and any kinds of groups.
2. Sales, marketing, advertising, public relations, teaching, politics, and any kind of face-to-face persuasion.
3. Management in various fields.
4. Performing and presenting before groups of people.
5. Any legal, medical, or other profession that includes interaction with people.