ANALYTICAL 
Your Analytical theme challenges other people: "Prove it. Show me why what you are claiming is true." In the face of this kind of questioning some will find that their brilliant theories wither and die. For you, this is precisely the point. You do not nec\ essarily want to destroy other people's ideas, but you do insist that their theories b~ sound. You see yourself as objective and dispassionate. You like data because they are value free. They have no agenda. Armed with these data, you search for patterns and connections. You want to understand how certain patterns affect one another, How do they combine? What is their outcome? Does this outcome fit with the theory being offered or the situation being confronted? These are your questions. You peeL the layers back until, gradually, the root cause or causes are revealed. Others see you' 
as logical and rigorous. Over time they will come to you in order to expos~ someone's "wishful thinking" or "clumsy thinking" to your refining mind. It i$ hoped that your analysis is never delivered too harshly. Otherwise, others may avoi~ you when that "wishful thinking" is their own. :..,; 
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Analytical sounds like this: :.., 
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Jose G., school system administrator: "I have an innate ability to see structure~ and formats and patterns before they exist. For instance, when people are talking about writing a grant proposal, while I'm listening to them my brain instinctively, processes the type of grants that are available and how the discussion fits into the e14 
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igibilitY, right down to the format of how the information can fit on the grant form i:tl 
a clear and convincing way." :..i 
Jack T., human resources executive: "If I make a claim, I need to know that I c~ back it up with facts and logical thinking. For exampl~, if someone says that o~ company is not paying as much as other companies, I always ask, 'Why do you saj that?' If they say, 'Well, I saw an ad in the paper that offers graduates in mechanical; engineering five grand more than we are paying,' I'll reply by asking, 'But;where ar~ these graduates going to work? Is their salary based on geography? What types o~ companies are they going for? Are they mauufacturing companies like ours? An~ how many people are in their sample? Is it three people, and one of them got a really good deal, thus driving the overall average up?' There are many questions I need to ask to ensure that their claim is indeed a fact and not based on one misleading data! 
point." Leslie J., school principal: "Many times there ate inconsistencies in the perfor" mance of the same group of students from one year to the next. It's the same group:.. of kids, but their scores are different year to year. How can this be? Which build.. ing are the kids in? How many of the kids have been enrolled for a full academic year? Which teachers were they assigned to, and what teaching styles were used by those teachers? I just love asking questions like these to understand what is truly happening."