GAIRA is the scientific psychometric test suite for companies. It measures the inputs and outputs of reasoning, personality, competencies, creativity, emotional intelligence and AI adoption, delivering the key indicators to identify profiles with precision and make strategic talent decisions.
Seven dimensions. One complete profile
Six validated instruments for companies: intelligence (factor g), personality on the Big Five model and its 30 facets, 19 cross-cutting competencies across four axes, creativity through divergent thinking, trait emotional intelligence, and artificial intelligence adoption. Schools and colleges add a seventh instrument, interests, crossed with ability to recommend an academic pathway.
Cognitive ability
Factor g · Adaptive test · CAT
Seven cognitive dimensions, assessed through an adaptive test (CAT) that adjusts each item's difficulty in real time: numerical, verbal and visuospatial reasoning, working memory, logical thinking, processing speed and situational judgement.
Built on the general intelligence construct (factor g) and developed under the scientific direction of researchers from Wharton and Virginia Tech, with normative positioning on the population distribution curve. A proprietary adaptive engine, with norms built on a population normative sample.
In companies: The single most robust individual predictor of professional success and job performance. It also reveals the capacity to learn and adapt, the ability to solve novel and complex problems, as well as growth and improvement potential.
In education: The most robust predictor of academic performance and learning potential. It reveals the capacity to learn and adapt, to solve novel problems, and guides the identification of high ability and support needs.
Personality
Big Five · 30 facets · IPIP-NEO
The Big Five personality traits and their 30 facets: the level of granularity where individual differences become truly informative. Emotional stability, extraversion, openness to experience, agreeableness and conscientiousness.
The Five-Factor Model, the personality model with the greatest empirical support in professional contexts. Measured across domains and facets, with reliability analysis on our own sample and convergence with the model's reference instruments.
In companies: Describes how the person thinks, feels and behaves in a stable way in the professional environment. Conscientiousness is the most consistent personality predictor of performance in any role (Barrick & Mount, 1991), and the other traits anticipate cultural fit, collaboration style and response under pressure.
In education: Describes how the student thinks, feels and behaves in a stable way. Conscientiousness is the most consistent predictor of academic achievement (Poropat, 2009), and the other traits anticipate learning style, collaboration and response under pressure.
Competencies
19 competencies · 4 axes
19 cross-cutting competencies organised in four axes covering all personal and academic effectiveness: intrapersonal (self-management, ethics, learning), interpersonal (communication, teamwork, leadership, negotiation), cognitive (analysis, decision-making, strategic vision) and executive (organisation, results, adaptability, sustainable performance).
A proprietary architecture built on established frameworks that define a competency as observable behaviour tied to performance: McClelland's approach, the Assessment Centre tradition and Bartram's «Great Eight» framework, which connects competencies to personality and ability dimensions. Measurement is anchored to scales of accredited validity, with item and consistency control.
In companies: Translates latent potential into observable behaviour. Enables you to read a person in terms directly comparable with the role's demands, make promotion decisions with behavioural criteria and design development plans around specific strengths and areas for improvement.
In education: Translates latent potential into observable behaviour. Enables you to read each student in concrete terms, guide the development of key skills for their future and design improvement plans around specific strengths and growth areas.
Creativity
Divergent thinking · DAT
Verbal divergent thinking capacity: generating original ideas, conceptually distant from each other and semantically far from a common starting point. Decomposed into its three classical dimensions: fluency, flexibility and originality (Guilford, 1967).
A generation task with objective scoring: there are no predefined answers and no subjective judgement from an assessor. Ideas are scored automatically by our own algorithm, validated on our population sample, measuring the semantic distance between the concepts generated.
In companies: Identifies the potential to generate new ideas and solve open-ended problems. Particularly valuable in innovation, design, strategy, marketing and any role where exploring solutions makes a difference.
In education: Identifies the potential to generate new ideas and solve open-ended problems. Guides towards creative, science, technology and design pathways.
Emotional intelligence
Trait EI · Petrides model
Six dimensions of emotional and social functioning: self-awareness, empathy, self-regulation, social skills, self-motivation and optimism. These are internally organised into the four factors of the reference model: well-being, self-control, emotionality and sociability.
Petrides and Furnham's trait emotional intelligence model (2001). Our own operationalisation across six dimensions grouped into its four factors, with reliability analysis on our sample and response-consistency control.
In companies: Anticipates functioning in high interpersonal-demand contexts: team leadership, client management, mediation, customer service and demanding collaborative environments. Provides key information for roles where emotional regulation and reading others are critical performance drivers.
In education: Anticipates functioning in emotionally demanding contexts: group work, stress management and coexistence. Key for supporting well-being and personal development.
Interests
Guidance · academic pathways
The person's areas of interest and their relative intensity: which activities, subjects and working environments attract them. The result is never read on its own: it is crossed with cognitive ability and competencies, because interest without ability and ability without interest predict different things.
The test combines the declared interest profile with cognitive ability and competency results, and projects both onto the map of pathways in the Spanish education system: upper-secondary tracks, intermediate and higher vocational training, and university degrees.
In companies: Reveals what kind of work genuinely motivates each person, beyond what they are able to do. It informs internal mobility decisions, career-plan design, and anticipates fit and retention in a role.
In education: Turns the student's profile into a concrete recommendation: which upper-secondary track, which intermediate or higher vocational programme and which university degrees fit both what interests them and what they are good at.
AI adoption
Generic part · area-specific part
The real extent of artificial intelligence adoption: which tools a person uses, what for, with how much autonomy and with what judgement. It combines a generic part, common to any profile, with an area-specific part that asks about the uses particular to that work.
Proprietary norms built on a worldwide population sample, with European and American normative data. Every result is read against the reference that applies to it, and the generic and area-specific parts are scored separately so that strong general handling cannot mask a specific gap.
In companies: Shows where your organisation actually stands on AI adoption, rather than where it believes it stands. It identifies who already works with AI and with what judgement, which teams need training before they need tools, and where investment in AI will pay off and where it will not.
In education: Shows how students and teaching staff use AI, and with what judgement. It guides staff training, informs the school's usage policy, and surfaces both uncritical use and under-use.