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Howard Garner’s theory of multiple intelligences

Complete a self-assessment on Howard Gardner’s Basic Multiple Intelligences Test and Daniel Goleman’s EQ Instrument.

Howard Garner’s theory related to multiple intelligences provides us with productive insights that emphasizes on the extremely individualized method in which we, individuals learn and identifies that each of the individuals possess unique intellectual capabilities (Strauss 2013). The essay will focus on the assessments on Howard Gardner’s Basic Multiple Intelligences Test and Daniel Goleman’s EQ test that has been conducted by two of my close friends and me in order to evaluate my level of multiple intelligence and emotional intelligence. In addition to this, it will use four quadrants of Johari Window compare the results of our tests and further analyse the strengths and limitations and discuss possible developments.

Multiple Intelligence theory of Howard has provided me with certain insights of my own level of intelligence along with gaining knowledge about the assessments that my close friends’ got and further comprehends the disparities of the assessment results. According to the MI test that has been conducted by me, it can be evaluated that some of intelligence skills such as linguistic ability, logical mathematics, bodily-kinaesthetic is relatively higher. The assessment results of the other two tests have produced a score varying from 26- 31 in comparison to the second friend of mine who scores were ranging from above average to high. This MI test has further assessed that my linguistic and logical mathematical level of intelligence can be enhanced by engaging myself into more reading and improves analytical and reasoning skills. An improved analytical knowledge would not only facilitate me in conceptualizing and exploring relations but would further provide me with a better understanding of my daily actions. Furthermore, it can be evaluated that my interpersonal level of intelligence must also be worked on in comparison to my other two associates. Being low in intrapersonal intelligence and high in interpersonal intelligence, I feel I tend to remain calm in public and face immense communication instability comparable to my associates who had some other perceptions of me being extrovert. Although my associates have developed some other perceptions in relation to the interaction I have with them.  However, I feel that I would need to improve my listening skills, restrict in reflecting empathy during any interaction, and further develop my level of self-confidence.


Based on the study and findings of Daniel Goleman test that has been conducted by me and my two close associates, the Johari Window can be applied on my personal level of emotional intelligence. Although the evaluation of my emotional level of intelligence revealed my quality of maintaining good rapport with my colleagues, but it has further shed light on the varied situations of complexities others face while working with me ( Eysenck 2018). Goleman’s test can effectively be related to the Johari window tool in order to assess our personal as well as professional growth (Goleman 2017). Through the intentional improvement of room or opportunity that is further known as the open area has assisted me to learn through self-disclosure, appealing and willing to receive reviews and feedbacks from others (Shooshtarian, Ameli and Aminilari 2013). As the open area is regarded as the part of our self-awareness, the quadrant therefore signifies my qualities open to me and to my peers. In comparison to the test conducted by one of my close associates who had a greater score EI  assessment for me , have evaluated that they perceive I possess greater mental stability, a commendable performance at work and better leadership skills. However, I feel that in order to improve my qualities in these areas, an increased level of self-awareness and the zeal to bring alterations in my personal life.

Assessing multiple intelligence and emotional intelligence using tests


Self-awareness also known as self-insight is regarded as a significant factor of any connotation of emotional intelligence (Goleman, Boyatzis and McKee 2013). It further portrays a form of intrapersonal intelligence that has often been explained as the capability to comprehend oneself and further utilize the information in order to control the actions of one’s own life. Being at the moderate level of emotional intelligence test, one should be engaged in learning about oneself completely (Nilson 2013). However, it must be noted that, intending to learn about oneself completely could not be carried out effectively. Thus, the feedback and suggestions of benefactors play a significant role in improving one’s level of self-awareness (Showry and Manasa 2014). Another significant area of development that needs to be focused on is to understand an individual’s motivational factors (Algiraigri 2014). It must be taken into consideration that every individual has a fundamental motivational area, which drives him or her towards achieving success. However, complexities develop while maintaining this motivational force in action during times of hardships (Nilson 2013). Values, principles, morals and aspects of ideologies assist us in guiding an individual’s life.  Having knowledge of one’s own principles and values comprises a vital part of establishing the awareness level of an individual (Tandon 2013). Furthermore, increasing consciousness of the assumptions that people hold about others is a significant characteristic of emotional intelligence. In order to enhance self-awareness, individuals must give utmost concentration on the preconceived notions that they develop towards others (Lee 2013). An improved self-awareness is considered as an essential characteristic for emotional intelligence. However, being self aware or self-cognizant is an enduring process and one might probably spend an entire lifetime in the process of developing knowledge about oneself. It must be noted that an improved self-cognizance facilitates in improving the life experiences and knowledge and further create prospects and opportunities to improve one’s competency to act in response to changes.


Living collectively in multicultural societies can be posed as a challenge at the heart of contemporary societies. There lies an evidence of several essential ways whereby, education contributes towards global citizenship expertise and knowledge (Osland and Bird 2013). However, focusing on the international, unified disputes of sustainable growth, diplomatic and inclusive society establishment along with climate change alleviation, the importance to prioritize awareness and knowledge are associated with conflict resolution and sustainable advancement (Edwards and Gaventa 2014). However, such competence involve critical analysis, problem solving abilities along with pertinent knowledge such as environmental and climate change learning, diminution of disaster risks and awareness and lastly, technical as well as vocational training (Eysenck 2018). Raising acknowledgements of knowledge gainers to add to the sustainable progress facilitates to make education process more appropriate and responsive towards existing and emerging risks and challenges. A green economy that aims at reducing environmental risks and hazards demands for seizing potentialities and opportunities to improve economic as well as ecological aims at the same time (Strauss 2013). It must be noted that reorganization of activities towards encouraging green economy would necessitate transferable knowledge, which are not necessarily associated to specific occupational category. A practical example of culturally diversified workplace can be related to the factors of racial diversity that is persistent in US business that pose a challenging record of segregation in the nation. Another contemporary evidence of cultural divergence in business is related to the business processes of Coca-Cola (Osland and Bird 2013). Diversity is viewed as something greater than mere terms and policies of the company. It plays an integral part of recognizing the organization and its operations to view its future prospects. The Diversity education policy involves Diversity and multiplicity induction along with a library that promotes multiplicity and subjects related to cultural diversity. Furthermore, last year Coca-Cola has introduced a new parental benefit policy that offered 6 weeks of paid leave to the new mothers and fathers engaged with their organization (Nilson 2013).

Therefore, it can be seen from the above discussion that self-awareness is an essential tool for knowing oneself and further re-establish within the society. Improved level of self-awareness not only enhances one’s competency but also further facilitates in improving knowledge and life experiences. The essay effectively reflected the assessment results of my skills and level of mental intelligence as well as other forms of intelligence by drawing comparisons to the assessment results my two close associates who conducted the test on their perceptions associated to me. It further focused on the areas of betterment related to self-awareness of an individual. Lastly, it analysed the way certain competencies help in earning global citizenship with the help of few examples.

References

Algiraigri, A.H., 2014. Ten tips for receiving feedback effectively in clinical practice. Medical education online, 19(1), p.25141.

Edwards, M. and Gaventa, J. eds., 2014. Global citizen action. Routledge.

Eysenck, H., 2018. Intelligence: A new look. Routledge.

Goleman, D., 2017. Leadership That Gets Results (Harvard Business Review Classics). Harvard Business Press.

Goleman, D., Boyatzis, R.E. and McKee, A., 2013. Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Press.

Lee, A.Y., 2013. Literacy and competencies required to participate in knowledge societies. Conceptual relationship of information literacy and media literacy in knowledge societies, 3.

Nilson, L., 2013. Creating self-regulated learners: Strategies to strengthen students? self-awareness and learning skills. Stylus Publishing, LLC..

Osland, J.S. and Bird, A., 2013. Process models of global leadership development. Global leadership: Research, practice and development, pp.97-112.

Shooshtarian, Z., Ameli, F. and Aminilari, M., 2013. The effect of labor's emotional intelligence on their job satisfaction, job performance and commitment. Iranian Journal of Management Studies, 6(1), p.29.

Showry, M. and Manasa, K.V.L., 2014. Self-awareness-key to effective leadership. IUP Journal of Soft Skills, 8(1), p.15.

Strauss, V., 2013. Howard Gardner:‘Multiple intelligences’ are not ‘learning styles’. The Washington Post, 16.

Tandon, R., 2013. New area in Johari Window. thinking, 3(2

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