Personality Dimensions® – Raising Awareness of Learning Styles

Personality Dimensions®  of Year 5/6 Students and Teachers – Raising Awareness of Learning Styles and the Implications for Educators



“When someone is teaching us in our most comfortable style, we learn.” (McCarthy, 1980)

Personality Dimensions® uses the metaphor of colour to describe the four types of learners and how they need to be responded to (Tudor & Konyu, 2011). Based on the Learning Style descriptors of Bernice McCarthy, these types are:

  • Authentic Blue or Type 1 – Innovative Learners
  • Inquiring Green or Type 2 – Analytic Learners
  • Organised Gold or Type 3 – Common Sense Learners
  • Resourceful Orange or Type 4 – Dynamic Learners

In addition, Personality Dimensions® incorporates an understanding of Introversion and Extraversion preferences and the impact of these preferences, not only on the individual – by recognising how they are energised – but also on how others see and relate to them. According to Tudor and Konyu, “the Introversion/Extraversion function will impact…the participatory needs of the learner.”
Personality Dimensions®

Personality Dimensions® (PD) is a human relations model, presented in an interactive workshop format. Its strength lies in its self-discovery process and balanced learning style delivery. The Colour picture card depictions of the four temperaments are designed to help participants retain the information. They often begin to immediately apply this information to their lives.


Personality Dimensions® and Temperament Theory

Personality Dimensions® relies heavily on earlier theorists as well as independent studies. Theorists responsible for developing the concept of four temperaments are the ‘pre-psychological theorists: Hippocrates; Galen; Avencena; Kant, and the late 19th to mid-century theorists: Adickes; James; Spranger; Kretschmer; Jung and Fromm (Campbell, 2014).

Temperament Theory states that individuals are born with a predisposition to act and interact in certain ways to meet underlying needs. The term “Temperament Styles” was introduced by Keirsey in his seminal book Please Understand Me II (Keirsey, 1998). His publication contains in-depth descriptions of the four Temperaments: Intuitive Feeler (NF), Intuitive Thinker (NT), Sensing Judger (SJ) and Sensing Perceiver (SP).

Personality Dimensions® has added descriptors (as above) that reflect important aspects of each Temperament Style – Authentic Blue (NF), Inquiring Green (NT), Organized Gold (SJ) and Resourceful Orange (SP).

Personality Dimensions® states that we are all a “blend” of the four Temperaments and, although we have a preferred Temperament Style – Core self – other Colours are available to us in varying degrees – Developed self and Contextual self (Berens, 2010).



Since 2004, the author has delivered Personality Dimensions® to the corporate sector, Not-for-profit organisations and universities for multiple applications including: developing leadership cultures which engage employees, team building, developing people skills, improving communication, building relationships; raising awareness of learning and teaching styles; and career development. In 2009, a simplified format of the self-assessment, PD for Youth, was developed by the publishers, at the behest of the author. For the first time, anywhere, PD for Youth was introduced into the level 4 school curriculum (grade 5/6) of Melbourne Metropolitan schools.

At any level of education, Personality Dimensions® can assist students to recognise their learning styles, and to discover their natural skills and talents. It validates students for who they are and can, thereby, build self-worth – the vital component of confidence. Personality Dimensions® can also foster an understanding of others – building empathy and respect. Thus, it lays the foundation for developing two pillars of emotional intelligence: self-awareness and awareness of others.


The Study

Over a period of six years, 398 students (in years 5 and 6) and 48 teachers, at seven schools located in the Yarra Ranges, Manningham and Whitehorse Councils, undertook the Personality Dimensions® assessment.

A total of ten workshop programs were facilitated, each with a minimum of 12 students and their respective teachers. Results for a teacher professional development day are included in this study. (Principals results were excluded unless they had direct teaching responsibilities).

School Year of workshop
Warrandyte Primary S 2010 & 2011
Yering, Chum Creek & Gruyere PS 2012
Wonga Park PS 2012, 2013, 2014, 2014, 2015
Anderson Creek PS 2012
Orchard Grove PS 2014



First preference colours were collated and the percentages of teachers versus students were compared. The table and chart below show the comparisons.

Authentic Blue (Keirsey – NF) Type 1 – Innovative Learners Inquiring Green (Keirsey – NT) Type 2 – Analytic Learners Organised Gold (Keirsey – SJ) Type 3 – Common Sense Learners Resourceful Orange (Keirsey – SP) Type 4 – Dynamic Learners



6.3% 31.2% 10.4%



29.4% 11.8% 12.6%




This data show an under-representation of both Resourceful Orange and Inquiring Green teachers in these Primary Schools. Authentic Blue and Organised Gold teachers comprise over 80 per cent of teachers. Authentic Blues and Organised Golds have a higher ratio of teachers to students with the same temperament. This is advantageous to their similarly traited students, because the way they teach is the way their temperaments learn.

Each temperament presents special challenges to their non-similarly traited teachers. However, as Resourceful Orange students constituted 46.2 per cent of students, and the ratio of Resourceful Orange teachers to students is grossly disproportionate, the discussion will focus on the ramifications on learning for this cohort, as an example. It is not to be construed that these students are the most difficult to teach or that they require the most adaptation by a non-Resourceful Orange teacher.

Resourceful Orange students are dynamic learners and as such need an active, changing environment. They learn through movement (Robinson & Aronica, 2009) and this is likely to be considered as hyperactivity, by teachers with temperaments whose learning needs are different. They are action and hands-on learners and prefer to be manipulating, operating or making something (Tudor & Konyu, 2011). Sitting at a desk is anathema to them.

A failure to understand the needs of Resourceful Orange students may result in a relatively high number of these students unable to thrive in the conventional school system. Indeed, the author has observed a preponderance of this temperament in disengaged adolescent and young adult clients, whose parents turned to her to provide career counselling for their children. (A study of “at-risk” students would be needed to confirm this observation).

So, how well are teachers of different temperaments able to provide a learning environment which engages Resourceful Orange students?
The Authentic Blue preference endows people with innate temperament traits which enable them to “read others very well and adjust their communication style to meet the situation…. They are intuitive and sensitive to the needs of others… They are empathic and very good at inspiring and motivating others to reach their full potential” (McKim, Detailed Descriptions of the Four Temperaments, 2013). Authentic Blue teachers can mirror others’ behaviour to build rapport, so they are adaptable and able to provide an empathic learning environment for all the other Temperaments.

These Authentic Blue traits were corroborated in a separate adult study conducted by the author (a NeuroPQ® assessor) with Dario Nardi and presented as a concurrent session at the Brisbane AusAPT conference (Riddle & Nardi, 2014). The study, which focused on Personality Dimensions and Emotional Intelligence (EQi), found that Authentic Blues scored high in the EQi cognitive skills areas of the neo-cortex (F7, T4 and T5 and O2) related to “Awareness of Others” and “Managing Others” including: social rapport (they are able to mirror others’ behaviour); intuitive listening; sensitivity to facial expressions and social feedback ( they notice how other people respond to them and adjust their behaviour to aid, conform or appease) and attention to body language (Nardi, 2014).

On the down-side, Authentic Blues are “very concerned about the impact of process” (McKim, Tying it all Together, 2013) and so they tend to give what may be perceived as lengthy explanations. Resourceful Orange students have no time for wordy details and prefer to jump in and get going.

The Organized Golds are caring and concerned with the well-being of others. They show this by being highly organised and efficient. They see rules, procedures and routine as necessary to make things easier for people to understand (McKim, Detailed Descriptions of the Four Temperaments, 2013). However, these very attributes are all key learning stressors for the Resourceful Orange Temperament (Tudor & Konyu, 2011). Organized Golds do things in a particular way and this involves prioritising, planning and having timeframes. Whereas, Resourceful Oranges are multi-taskers – often doing several things at once – and they like to do things in their own way and in their own time. Resourceful Orange students may feel constrained and view the Organized Golds’ approach as “authoritarian” and perceive their feedback as criticism – further learning stressors.

The results of the NeuroPQ study showed that Organized Golds’ scores were weak in the F7 and O2 regions of social rapport and attention to body language, so they may tend to be less intuitively aware of others [than Authentic Blues] so may not see the need to adapt their style to provide learning environments which suit the Resourceful Orange student.

Inquiring Greens are innately curious and focussed on the pursuit of knowledge. They need to “know” and are comfortable when they can explain how and why they “know” (McKim, Detailed Descriptions of the Four Temperaments, 2013). Semantics tend to make Resourceful Orange students phase-out – they prefer action to discussion and analysis (McKim, Tying it all Together, 2013). In addition, Inquiring Greens present information as abstract concepts – a further learning stressor for the Resourceful Orange student (Tudor & Konyu, 2011).

The results of the NeuroPQ study showed that Inquiring Greens were weak in the F7 and O2 regions of social rapport and attention to body language, so they, like Organized Golds, may not instinctively provide learning environments which suit the Resourceful Orange student.


Outcomes of Introduction of Personality Dimensions® into Primary School Curriculum.

In this study, teachers observed the environments which different temperaments valued and which allowed them to work at their best. Teachers reported that seeing their students from a new perspective helped them to better understand their needs, skills and challenges. This enabled them to construct strategies to connect students to their style of learning. They were now able to better plan and develop their lessons so they could appeal to, and engage, each of the temperaments.

Furthermore, teachers commented that “it was great for students to understand their Colours and [validate] how they learn. The students were “now able to use this language of Colour to their advantage” and apply it to achieving their full potential. “This has given them transferable skills and knowledge for the future.”

One Principal reported that “Personality Dimensions® will definitely stick in my head better than others I have done”. A teacher relayed that “None of the other programs I have done were as useful in the classroom as this one.”


Conclusions and Implications

There is a high ratio of Authentic Blue and Organized Gold teachers to their same temperament students, which is advantageous for these students.

The innate traits of Authentic Blue endow them with the ability to adapt to the learning needs of disparate Temperaments. Organized Golds and Inquiring Greens do not have these innate traits.

It is noted that Inquiring Green teachers are largely under-represented in the Primary schools in this study. The effect on Inquiring Green students has not been discussed in this article.

There is a pronounced disparity in the ratio of Resourceful Orange teachers to students of the same Temperament. The implications on learning, for this Temperament, have been discussed, as an example.

Primary school provides the foundation for learning. It is essential that educators have an understanding of the learning needs of the diverse temperaments in order to provide learning environments and strategies that maximise education. An understanding of Introversion and Extraversion preferences is also necessary to meet the participatory needs of the learner. Personality Dimensions® provides a user-friendly approach to help achieve these educational goals.

Awareness is the key. Not all temperaments are able to innately “read” the learning styles of their non-similarly traited students. The author recommends the introduction of Personality Dimensions® into teacher education and professional development. This will enable teachers to expand their toolkit of strategies to maximise the learning experience of all temperaments. Combined PD workshops for teachers and their students can assist teachers to recognise the behaviours of the disparate temperaments and to adjust their communication and teaching styles, accordingly.



Berens, L. (2010). Understanding Yourself and Others: An Introduction to the 4 Temperaments. Huntington Beach, CA: Telos Publications.

Campbell, S. (2014). History of Personality Dimensions. Retrieved from Personality Dimensions CLSR Canada:!history/ckqh

Keirsey, D. (1998). Please Understand Me II. Del Mar, CA: Prometheus Nemesis Book Company.

McCarthy, B. (1980). The 4Mat System: Teaching to Learning Styles with Right/Left Mode Techniques. Barrington, Illinois: Excel Inc. Retrieved from ISBN0-9608992-0-0

McKim, L. (2013). Detailed Descriptions of the Four Temperaments. Personality Dimensions [Facilitator] Manual Ed 2. Concord, Ontario, Canada: Career/Lifeskills Resources Inc.

McKim, L. (2013). Tying it all Together. Personality Dimensions – A Guide for Facilitators Ed 2. Concord, Ontario, Canada: Career/Lifeskills Resources Inc.

Nardi, D. (2014). Cognitive Skills Profile. Neuroscience of Personality: Certification Workshop. Los Angeles, California, USA: Radiance House.

Riddle, C., & Nardi, D. (2014). Leadership Qualities (EQi) for Career Development. AusAPT 11th Bienniel Conference. Brisbane.

Robinson, K., & Aronica, L. (2009). The Element. New York: Viking.

Tudor, M., & Konyu, L. (2011). Personality Dimensions: A Guide for Facilitators and Teachers. Concord, Ontario, Canada: Career/Lifeskills Resurces Inc.



The author wishes to acknowledge the invaluable contribution of Catherine Gerhardt, Level I Personality Dimensions® facilitator. Cathy was trained and accredited by the author. Her excellent organisation and presentation of the workshops has been a pivotal aspect of this study. Cathy’s diligent collection and reporting of temperament preference statistics has enabled the author to produce this study.
The author is grateful for the comprehensive proof-reading and suggestions by Denise Hughes and Julia Bartrim, which have enriched this article.



Cecile Riddle MHealthSc (HRM) LaTrobe; Fellow, Career Development Association of Australia; Member, Australian Association of Personality Type


About the Author

cecileCecile Riddle is a Coach, Mentor and Learning Facilitator who specialises in developing emotionally intelligent leaders. She is an International Master Trainer of Personality Dimensions® and trains assessors to be internationally certified as Personality Dimensions® Level I facilitators.
For more information:


This article was first published in the Australian Association of Personality Type Magazine, Summer Ed. 2016

Personality Dimensions® – Tech Support’s Top Ten

tech-contact-support-ss-1920PD-Online™ has been growing in popularity ever since it was first launched in 2007.  Trainers love the flexibility it allows them with different report options, and the time savings it creates in a workshop.  The addition of Retirement Dimensions™ and Career Dimensions™ gives Personality Dimensions® Certified Trainers even more options for working with clients.  These popular assessments are available on  We’ve aimed to make the process of delivering Personality Dimensions® online as seamless as possible, but occasionally we all run into roadblocks we just can’t figure out; that’s why we have our resident tech support expert, Angie.  Angie has put together her list of the top 10 tech support questions she receives to help guide Personality Dimensions® trainers through the administration process.

Tech Support’s Top Ten

  1. How do I add a user/participant? There are 4 ways to add a participant. Note that an email address is required to add a user.
    • Individually via the Add a User button located at the bottom-middle of the Main Facilitator Control Page
    • Via CSV Upload tool located at the bottom-left of the Main Facilitator Control Page
    • Via the Client Management Key set up on your website, allowing users to register themselves to your facilitator account
    • Lab Link, which is similar to the Client Management Key, also allows for offline registration


  1. Where can I find a report? There are two ways to access reports.
    • Via the report icon (white rectangle with a green arrow) at the end of the participant’s name listed on the Main Facilitator Control Page. This will bring you to the user’s contact information page. Click on the same icon within this page to access the report
    • The “View Reports” button located on the left side of the Main Facilitator Control Page


  1. Why can’t the report be sent directly to the assessment taker?
    • Reports cannot be emailed directly to the participant as our assessments follow the standards set by the CPA and APA. The report must be sent to the facilitator as they are certified to interpret the report’s results


  1. I forgot my password. Can you tell me what it is?
    • Tech Support doesn’t have a master list of passwords. Passwords can be reset via the “Forgot Password?” button just above the login fields on our website


  1. How long does it take for the assessment results/report to be available?
    • The assessment report is usually available minutes after the assessment has been completed. The system will send an email advising the facilitator when the report is ready


  1. How long are reports kept?
    • Reports are retained for 180 days before they are purged from the system. We suggest that facilitator’s save a copy of each report should they require it for future use


  1. What’s the difference between the PD Profile report and the PD Professional report?
    • The main difference is how detailed the report is


  1. The system won’t let the assessment taker proceed?
    • This normally occurs when all questions have not been answered. Check to see that all questions have been answered


  1. I tried to register myself, but the system won’t accept it, why?
    • Typically, it’s because your email address is already registered in our system. We use the email address as the unique identifier.


  1. Why do all the options show up on the Personality Dimensions® report, when all cards were not selected for the assessment?
    • The report layout is consistent for all PD assessments. If some (or all) cards are not included in the assessment, the report will show ‘0’ for that card rather than ‘1’, ‘2’, ‘3’, or ‘4’


If you aren’t using PD-Online™ yet, and would like to give it a try for yourself, send us an email and we will set you up with your own CLSRAssessments account.  If you are already using your account, and run into any problems, you can always click on the “Help” button from your account, or email resident tech support expert Angie at

Personality Dimensions® at Church

Church communities may not be seen as a good prospect from a revenue perspective, which is true. It is something I choose to do as a way of “giving back” and do not charge a fee, only asking them to offset direct expenses, including access to PD online. It does take a commitment of time, and can be most rewarding when you see people make the link between communication/personality and church.

I’ve worked with United Churches in Ontario as well as this one United Methodist Church in Florida. One common “concern” voiced by a few participants is that the Bible is the only information they need, and when we are able to help them create linkages between personality style and the Bible, it is another way of looking at the gospels, and linking it back to how we have different perspectives and expectations in church based on our personality type.

This particular church in Florida seats 1750 people, has 2 services weekly, and has a 600 student Christian school attached, so it is pretty big. The “music” program, called Worship & Arts, has at least 100 people involved, mostly volunteers. I started working with this group about 8 years ago, and am a member as well, so have been able to follow their “growth” which has been truly awesome.

In addition to the Worship & Arts team, I’ve facilitated sessions with the church staff, volunteer leadership and the entire school staff and teachers over the years, making Personality Dimensions® part of their “culture”. In the past, we linked it to team building, leadership, conflict, and other communication strategies, so this was the first time that we linked it to “church”, and it was really awesome how it worked out so well.

For this session, we had 50 participants, mostly part of Worship & Arts and a couple of extra church staff, which made for a lot of great interaction. Of the 50 participants there were: 14 Authentic Blues, 16 Organized Golds, 12 Inquiring Greens, and 8 Resourceful Oranges.  We had a 3 hour session including dinner and covered different activities or “themes”. For the first activity over dinner, participants were asked to do the following:


With your “color” team, discuss the following questions over dinner. As much as possible, find answers that all can agree with. Write your answers on the flip chart paper provided. Be prepared to share your team’s answers with the rest of the color groups after dinner.

After taking time to discuss the questions, and enjoy their dinner the groups came up with some very fitting, and creative responses…


  1. Name three aspects or attributes of this church community that appeal most to your “colour” group.
Authentic Blue Organized Gold Inquiring Green Resourceful Orange
Friendly – warmth Vacation Bible School Open table, all in Music
music Office Staff Efficiency Evolving to include Theatrics
bible study/small group Small Groups/Bible Study No edicts! Humor
food No Debt   Welcoming
Prayer shawls Modern, well-maintained facilities    
Stephen Ministers      
Community outreach/missions    
Spiritual growth    


  1. List three ways in which (church) demonstrates “all ages, all in” that appeal to your “colour” group.
Authentic Blue Organized Gold Inquiring Green Resourceful Orange
Worship & Arts/music/God rodz Operation Christmas Child Inclusion, worship & arts Children’s moments
Missions all inclusive Youth Mission Trips Explore unknown Ministries for all ages
School and Church together:  600 students on site Fund raising Respect for tradition All ages on platform singing
Children’s moment in service Children’s choirs Home for recovering Catholics!  
Shining Lights/special needs Age inclusive praise team & participation in services    
Shoe Boxes, Reindeer Run – all inclusive      


  1. As we grow older/mature, our spiritual needs tend to change or grow. Identify more/other ways in which (church) could address the spiritual needs of your “color” group – at least one answer for each age group:
    • Preschool up to middle school/junior high
    • Teens to young adults
    • Families with young children
    • Mid-range adults (40 to 60 approximately)
    • “Mature” adults (60 up)
  Authentic Blue Organized Gold Inquiring Green Resourceful Orange
Preschool up to middle school/junior high All inclusive mission activities Include Prayer at children’s activities Encourage questioning Spray park/splash park
Teens to young adults H.S. Group/mall/social activities Confirmation; help with career planning and life skills Exposure to other beliefs Coffee bar; charging station
Families with young children MOPS, Santa, Egg Hunt, Parent child banquet, intergenerational activities, mentoring, prayer partners, give parents a break – child care More emphasis on unchurched families w/children who participate; More interaction with older members Provide stable environment Involve youth assisting w/young families
Mid-range adults (40 to 60 approximately) Singles, dancing Wing men’s’ group Maintain perspective (Life balance) Care (small) groups *to meet each other
“Mature” adults (60 up) Empty Nesters, small groups, disciple Mentoring and tutoring children and families, and vice versa Respecting tradition (big picture) Facebook Tutorial classes (technology


  1. Name a scripture, parable or bible story that appeals most to your “color” group.
Authentic Blue Organized Gold Inquiring Green Resourceful Orange
Jonah, Prodigal Son, Daniel Martha and Mary when Jesus was at their home King Solomon Moses parting the red sea@ (Exodus 14:21)
Naomi & Ruth Turn water into wine Noah David and Goliath! (Matthew 14:22-36
Ten Commandments Peter walking on water
Mark 89:29 “Who Do You Say That I Am?”


Our final activity was not based on scripture, one of those team bridge building games.  The participants started in brightened color groups, and then we mixed them up 2 or 3 times, plus handed out the behavior cards to cause even more confusion.  It definitely proved that crazy unstructured teams are not effective, but they did have a lot of fun and built four really cool bridges as you can see in the pictures below.


Participants were given the following directions:

You will be put into teams, then read all of these instructions. Team Leaders will be assigned to lead a team and will meet separately while the “building” teams read these instructions and plan their bridge building – DO NOT START BUILDING UNTIL YOUR TEAM LEADER TELLS YOU TO START

Using the materials given, and one extra item of your choosing, you will be building a bridge that can achieve the following:

Can support the weight of a bible

A bible can pass under it without touching it

Some creative design feature makes the bridge different and memorable

Spread out and look at the materials in your bag to help you plan how you will build your bridge

You have ten minutes to plan – during which you may not start building

When your Team Leader says “start building”, you then have ten minutes to build your bridge

PD at Church2


PD at Church


The most important part of this was to see that each “color” could identify pretty good responses to each question, and they were different from each other color, to truly emphasize how we filter perceptions through our “Personality Dimensions”.


Karen Rae ShortKaren Rae Short has been privileged to work with numerous organizations in the public and private sector across Canada, frequently applying personality type to coaching and workshop design and delivery. As a True Colors facilitator, she was delighted when Personality Dimensions® was first introduced and has been a Personality Dimensions® Facilitator and supporter since day one. With 20 plus years of workshop design and delivery, Karen enjoys a “dual” lifestyle, travelling from Tampa Florida to work with her Canadian clients during the winter months, and working the rest of the year from her Canadian home in London Ontario. She can be reached at

Personality Dimensions® – Colourful Travel

ParaglidingA while ago I was speaking with Lynda McKim. She was, as usual, making plans to travel. To say that Lynda likes to travel is about as understated as possible! I still vividly remember the photos she showed me following a trip that she and Rob, her late husband, had taken – of Lynda zip-lining from treetop to treetop! The grin on her face was unmistakable (Rob was quite happy to serve as official photographer, from the safety of the ground, as I recall).

Now, Lynda’s favourite travel companion is her cousin.  If her cousin can’t go, Lynda will change her plans until they can go together.  They spent 24 hours a day, for 31 days, in Europe and never even got the least bit annoyed with each other.  They both love seeing the same things, skipping the same things, eating the same things, spending money on the same things, scrimping on the same things and, most of all, doing the same things (although Lynda did confide that her cousin was a little hesitant about the para-gliding at first, but Lynda didn’t push and, surprise, surprise, they both went para-gliding in the end … and LOVED it).

Lynda said that she hasn’t ‘coloured’ her cousin, but she would be very surprised if she’s not very similar to Lynda, Resourceful Orange/Authentic Blue or Authentic Blue/Resourceful Orange. I’ve always admired Lynda’s “wow, there’s a chance to walk on a tightrope, let’s give it a try!” approach to life and it sounds like she and her cousin both enjoy the spontaneous freedom so typical of Resourceful Oranges that such an opportunity provides them with. On the other hand, being in the close company of someone for such a long period of time, and always agreeing with the other person is clear representation of the wonderful warm and caring values of Authentic Blues.

Speaking with Lynda brought to mind another conversation I had several years ago with a colleague who was planning a major trip with her husband. I asked her what her plans were, were there specific places or things that they wanted to experience or were they just going to see what evolved and enjoy whatever presented itself. Marilyn was almost horrified at the thought of just  letting the trip unfold on its own. She was absolutely adamant that it was essential that she be totally involved in planning every aspect of the trip to ensure that they didn’t miss anything that was important to them. She said that she and her husband enjoyed researching, planning, and looking forward to their travels almost as much as the trip itself. Marilyn’s need to do comprehensive research into places of interest is absolutely in line with her Inquiring Green preference and her love of actually planning the actual trip fits so well with her second colour preference of Organized Gold.

I know that para-gliding and zip-lining hold little appeal to me (but I have perfected the art of holding the coats/bags/other stuff that shouldn’t go on rides and waving and smiling at the same time), I can lose myself for hours on end in a museum. Likewise, hiking old railroad tracks in Algonquin Park and observing the forest, animals and birds or the night sky holds tremendous appeal to me. My kids were always thankful that their father enjoyed taking them to amusement parks, baseball cages and go-karts when they were young! Isn’t it interesting how we “are” who we are, even when we are at our most relaxed.


Denise Hughes is the Director and owner of Denise HeadshotCareer/LifeSkills Resources Inc. and general editor of Personality Dimensions® materials and products. She just noticed the calendar and realized it is just past the 41st anniversary of her introduction to career and type and temperament materials. Those experiences and the expertise she gained through her years with the Guidance Centre, University of Toronto, and now with CLSR, continue to shape the direction that both Career/LifeSkills Resources and Personality Dimensions® take.