Whole Brain Learning


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This is a presentation delivered in 2012 for a Masters degree subject (Management Consulting) at Griffith University, Gold Coast, Australia. The content may be useful for consultants/presenters working with diverse groups. The concept of Whole-brain learning was championed by Ned Herrmann - see inside for details. Co-authored by Anuar Kaden, Ali Abdolkhani, and Kien Traht.

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  • It might be very helpful to firstly introduce each other, and then give a quick biography of our learning styles. That way we can ask the class what elements of our presentation they see that meet these styles.
  • there are 4 different personality types and they all speak a different language.  They each have likes and dislikes, different ways of saying the same thing and they can even have a completely different understanding of the same words!Learning the skill of recognising what personality type someone is, then speaking in their language has made me a small fortune and is very simple to understand. This information is not new, nor is it something I personally made up!You may have seen the personality types expressed using long words or animals, but I like to use colours to identify each type, mainly because it’s easy to remember.
  • Firstly, the premise—which focuses on thinking preferences—measures somewhat information than the assessments to which it is being compared. Since the basis of the HBDI is the metaphor of the brain, the premise is that we all have a brain, we just each use ours differently. This foundation underlies the positive learning experience of the HBDI (ie there are some areas that may not be as comfortable for you, but you are not limited in what you can do) and it also introduces individual accountability—which may not exist with other assessments.Secondly, the HBDI was created for a business environment (originated at General Electric) and designed to help people get to the application stage to gain benefit. The majority of assessments are created for individuals—many are designed to raise awareness and impart knowledge with less focus on application.Validity is also an important differentiating factor. The HBDI is a validated assessment, while a number of other assessments are not. Key areas of validation include test/retest reliability, face validity and internal construct reliability.Finally, the HBDI is based on the Whole Brain Model, which serves as a ‘meta-model’ that can describe a wide variety of mental processes, including customer viewpoints, style of communication, corporate culture and others. As a result, the HBDI is scalable and applicable to business in ways other assessments are not.
  • Appropriate uses for the HBDI include, but are not limited to the following areas:1. Better Understanding of Self and of Others. To learn about one's own brain dominance profile and to understand how that profile compares to that of other people and other occupational groups.2. Enhanced Communication. To be able to understand and predict the way different profiles might affect communication which leads to problems or to enhancement of interpersonal relationships on the job and at home.3. Enhanced Productivity Through Teamwork. To learn how to increase the productivity and enjoyment of interpersonal associations in work, at home, and elsewhere. This can be accomplished through honoring and building upon the great advantages of differences in enhancing the effectiveness of teamwork in problem-solving, teaching and learning, etc.4. Work Climate for Creativity. To identify inhibitors to creativity, productivity, and a positive work climate, and to establish the conditions for a positive work climate that will foster creativity.Authenticity. To foster a climate of authenticity among groups of people who must work together. 6. Enhanced Teaching and Learning. To improve the effectiveness of learning and teaching and to achieve greater enjoyment inlearning and teaching.7. Better Management. To improve management of human activity in a variety of jobs ranging from supervision of work groups at lower levels to executive functioning at the highest level.8. Counseling. To relate a person's profile to the profiles of others in college major fields, occupational groups, work groups, or families as a guide to clarifying and improving current relationships or making wise decisions.9. Building Composite Learning Groups. To organize, in advance of a group learning activity, heterogenous or homogenous pairs, triples, sextets, etc. in order to promote understanding of interpersonal communications and of "whole-brained" teamwork in creative problem-solving and design.
  • More so than other styles, Analyticals value critical analysis, a good debate, competence, technicalperfection, logic, principles and facts.They are probably the most successful overall when it comes to traditional education. In fact, oneeducator once said, “Some students will learn in spite of the instructor, the materials or the method ofinstruction.” In a sense he was describing individuals who prefer this style of learning. However, foroptimal learning, they tend to favour certain methods and strategies over others.We use the acronym, I-D-E-A-S to explain their preferred style as follows:
  • Carl Gustav Jung, Stephen Hawkings, Thomas Edison,
  • Creatives more that other styles value innovation, artistic excellence and uniqueness, individual initiative,minimal details, freedom to explore, frequent and spontaneous tasks, having fun, and visuals.They learn best when activities fit the acronym, R-I-S-K-S:
  • Albert Eienstein, JFK, Bill Clinton, Steve Jobs, Some woman
  • The Emotional style prefers and needs a personal touch. In fact, this type is least likely to pursue highereducation, preferring to “learn by doing” rather than “learn by reading and writing.”They also need harmony and respect for others. They are most apt to strive for equality and relationshipbuildingGiven their need for interaction, it is no wonder that we use the acronym, T-E-A-M to describe theirpreferred learning style.
  • Dennis Rodman, MuhatmaGhandi, Mother Teresa, Lady Diana Spencer, Martin Luther King,Jr
  • One of the main things an Organized learner needs is a roadmap so they will know where they are goingand what they will be doing (an agenda or course schedule).They also need to have clear goals and objectives for each activity. It things are ambiguous, they canbecome frustrated.They prefer structured, impersonal examples or relevant case studies.They also like simple charts and graphs, but can become overwhelmed with overly complicated ones.More than the other types, they will be concerned with doing things on time.They also will tend to take things very literally and may not readily see connections to other things. Theyneed to be able to proceed from one point to the next before coming to a conclusion.Both men and women favor this style of learning.
  • Julius Ceaser, Margaret Thatcher, B. F. Skinner and Tiger Woods
  • Whole Brain Learning

    1. 1. Whole Brain LearningAnuar Kaden, Ali Abdolkahni, Kien Traht and Charles Audley
    2. 2. Outline for Today Brief history & backgroundACTIVITY 1 – Preference indicator exercise The 4 learning styles explained ACTIVITY 2 – Which style is that?Implications for consulting with examples Summary Conclusion Questions
    3. 3. Learning/Thinking Styles Emotional Analytic/Logical Creative Organised
    4. 4. Where did the idea come from? Pioneered in the West by Ned Herrmann (1922-1999), Cornell University graduate (Physics and Music majors), former manager of Management Education at GE. Spent the last 20 years of his life dedicated to researching creativity and developing his quadrant-based learning/thinking/doing model.
    5. 5. Ned Herrmman discussing the origins and uses of the HBDI
    6. 6. HBDI Preference Indicator Exercise Please listen to or read the instructions.
    7. 7. A - Analytic/Logical (upper left)• Linear thinker• Quantitative• Interested in what is happening here and now• Goals and outcomes focused
    8. 8. (Upper Left)Analytic/Logical Learning/Management Style Argues on the basis of facts, critically analyses Is able to generalise from specifics Interested in goals and outcomes Realistic and present-oriented Rational, unemotional
    9. 9. Logical/Analytical• I – information gathering• D – debating issues• E – evaluating and testing theories• A – applying logic and analysis• S – strategy formulation
    10. 10. Analytical/Logical (upper left)
    11. 11. (Upper Left) Strengths Weaknesses • Facts based • Very focused, may miss • Facts-based situational synergies evaluations • Unable to admit when they • Conducting research are wrong • Ideas and concepts • Prefer individual over group work • Have trouble delegating • Place an importance of facts over people
    12. 12. Analytic/Logical
    13. 13. Creative (upper right)Dealing with the FutureSeeing the Big PictureInventing SolutionsDeveloping new thingsProviding VisionTaking RisksIntegrating IdeasBringing about Change
    14. 14. Creative (upper right)Management style• Adventurous• Visionary• Entrepreneurial• Idealistic• Holistic
    15. 15. Creative Learning• R – researching “what-if” scenarios• I – individual initiative• S – systems analysis• K – keeping an open mind• S – solving problems intuitively
    16. 16. Creative (upper right)
    17. 17. Creative (upper right)• Strengths: Weaknesses:• “Big picture” thinkers • Overlook details• Innovative/creative • Dislike routine or• Tolerant of ambiguity repetitive tasks• Making connections • Tend to procrastinate• Intuitive problem solving • Have problems prioritizingTypical Occupations: entrepreneur, strategic planner, CEO, artist, musician, entertainer
    18. 18. Creative
    19. 19. • Interpersonal/Feeling oriented• Values communication• Empathetic and nurturing• Attuned to people and group dynamics• Enjoys working with people and building relationships• Supports the expression of ideas C - Emotional (lower right)
    20. 20. Emotional LearningT – Team oriented activitiesE – Emotional stimulationA – Action oriented activitiesM – Making connections
    21. 21. Emotional (lower right)
    22. 22. STRENGTHS WEAKNESSES• People focused • Talks too much• Action oriented • Too spontaneous• Visual • Acts without evaluating all• Team/Group oriented available facts• Brainstorming • Easily distracted• Free-flowing activities • Impatience with routine• Driven by personal values and structured activities Creative (lower right)
    23. 23. Emotional
    24. 24. Planner Detail-oriented Sequential thinker Thrives on structure Concerned with implementationOrganised (lower left)
    25. 25. • F – focuses on one thing at a time• A – Applies new skills• C – Controlled dialogue• T – Tests and evaluates concepts• S – Structures and sequences content
    26. 26. Organised (lower right)
    27. 27. Organised (lower left)STRENGTHS WEAKNESSES• Control-oriented • Resistant to change• Routine • May not be open to• Detail-focused innovative/creative• Linear processing ideas • Uncomfortable in dynamic environments • May not see the ‘big picture’
    28. 28. Organised
    29. 29. Connect the dots• In your groups find the work keywords that fit your style• Choose some for your group• Nominate a team member to write this up on the board
    30. 30. An example of the 4 styles in action Creative Analytical/Logical “This accident demonstrates the lethal combination “Once again…forensic science using the well of DUI and poor car design. These two international established tools of blood type, fingerprint analysis,and spectrographic analysis of paint fragments proves issues deserve urgent Government attention for beyond doubt…” future generations are to be adequately protected…” Four reporters’ perspective of the same accident Organised Emotional“At 3:30pm, Thursday, May 10th, on Olsen Avenue, at “Terrified, screaming mother attacks the coweringthe intersection of Napper Road, a white 1994 model suspects as infuriated police officers hold off aToyota Camry, 4-door station-wagon travelling at 105 stunned audience at the terrifying scene of a tangled kilometers per hour in a 70 kph zone…” school bus and the accident’s bloody victims…”
    31. 31. How can I use this as a consultant?• In most environments, you will work with a wide range of styles• Deliver presentations that appeal to all four learning/thinking styles• Use knowledge of the four styles to turn “change” into “creativity”• Try not to get “stuck” with the comfort & familiarity of your dominant style• If you can deliver in a way that incorporates all four styles, you can capture your audiences’ attention!
    32. 32. Is it an effective tool for consultants? Companies who are current clients of the Herrmann Foundation include: American Express MTV Networks Bank of America National Semiconductor BB&T Nortel Networks Blue Cross BMW North Carolina Courts Boeing Perdue Pharma Chevron Proctor and Gamble Cisco Rogers Communications Coca-Cola St. John’s University Columbia Business School Disney University Shell Oil DuPont Target Guardian Life The Clarion Group GE Tommy Hilfiger Global Lead 3M Google University of Pretoria, S. Africa HBO IBM US Navy Johnson & Johnson Vanderbilt University JP Morgan Chase Victoria’s Secret Kaiser Permanente Wharton Business School Microsoft XeroxSource: The theory behind HBDI, Herrmann International
    33. 33. Summary
    34. 34. References• Berberet, J. (2004). Whole Brain Model: Understanding Working Styles. University of California, Unpublished.• Cassidy, J. (2006). A brief introduction to “Whole-Brain teaching and Learning. Unpublished• Herrmann, N. (1996). The Whole Brain Business Book. New York, NY: McGraw Hill• The Herrmann Brain Dominance Instrument. Retrieved on 11 April, 2012 from www.hbdi.com• Tiger Beer: “Shape Shifting” accessed on May 11, 2012 from http://www.adforum.com/creative-work/ad/playlist/7921/34451943• Bud Lite: Organized Men. Accessed on May 11, 2012 from http://www.youtube.com/watch?v=QguYw39bTFc• Anheuser-Busch: Thank You Commercial. Accessed on May 11, 2012 from http://www.youtube.com/watch?v=7IY9xjIHugo• Bud Lite: The Magic Fridge. Accessed on May 11, 2012 from http://www.metacafe.com/watch/70680/magic_fridge_2006_superbowl_commer cial/
    35. 35. Questions