Welcome to StartThinking

Welcome to StartThinking
Delivery PPT

Welcome to the StartThinking Delivery PPT
There are a few things to note: There is 1 video in this exercise. Unless you imbed it into your deck before your class, you can copy and paste the URLs included in the notes page into your browser. The video is: (page 14) There are also a few resources for you to see how some of the exercises work: Video Clip: ‘Diversity’ Exercise Video Clip: ‘Toy Descriptors’ Exercise You must purchase Participant workbooks for each participants. Please let us know if you have any questions!

The Business of Thinking®
Version: BOTST2.2,

Sections of Start Thinking
The Art and Science of the Whole Brain® Thinking Model Becoming a Whole Brain® Thinker Exploring the Power of Diverse Thinking Whole Brain® Thinking in Action

Participant Workbook

Section 1: The Art and Science of the Whole Brain® Thinking Model
Introduction Diversity The Whole Brain® Model Clues People Provide Action Plan

Learning Objectives At the end of this section, you will be able to:
Describe the Whole Brain® Thinking model. Recognize your own thinking preferences. Identify thinking preferences clues in others.

The Brain Key brain characteristics: Who You are What You Do
How You Do It Key brain characteristics: What You Do Who You are Unique Situational Dominant Malleable Whole

Most and Least Preferred Cards
Most Preferred Cards Least Preferred Cards Order your five cards by preference. Swap with others to improve your hand. Give two cards back. Make any final swaps. Choose a card you least prefer and return to your seat.

Your Thinking Preferences
7% single-dominant 60% double-dominant 30% triple-dominant 3% quadruple-dominant

The Iconographic Whole Brain® Model

The Organizing Principle and Architecture
The basis of our mental preferences: four interconnected, specialized processing modes that function together situationally and iteratively.

Whole Brain® Model HOLISTIC LOGICAL INTUITIVE ANALYTICAL INTEGRATING
FACT-BASED QUANTITATIVE HOLISTIC INTUITIVE INTEGRATING SYNTHESIZING ORGANIZED SEQUENTIAL PLANNED DETAILED INTERPERSONAL FEELING-BASED KINESTHETIC EMOTIONAL

The Four F’s FACTS FUTURE FORM FEELINGS

History and Science Behind The Whole Brain® Model
How did the Whole Brain® Model originate? What is the science behind it? Video:

Key Thoughts The Whole Brain® Thinking Model is a metaphor for the brain. Each of you has unique preferences. Science supports the Whole Brain® Thinking System. You may make the validation study available to them. (They may not access directly).

Our Four Different Selves
A D Analyzes Quantifies Is logical Is critical Is realistic Likes numbers Knows about money Knows how things work Infers Imagines Speculates Takes risks Is Impetuous Breaks rules Likes surprises Is curious / Plays RATIONAL SELF EXPERIMENTAL SELF Takes preventive action Establishes procedures Gets things done Is reliable Organizes Is neat Timely Plans Is sensitive to others Likes to teach Touches a lot Is supportive Is expressive Is emotional Talks a lot Feels SELF KEEPING SELF FEELING SELF C B

A Quadrant The Rational Self At School: Math, Science, Computers
At Work: Finance, Engineer, Chemist, Technician Decision Making: Gathers Facts, Argues Rationally Problem Solving: Forms Theories, Solves Logically, Measures Precisely Hobbies/Free Time: Model Making, Home Improvements, Computer Games Analyzes Quantifies Is logical Is critical Is realistic Likes numbers Knows about money Knows how things work

“Can you explain the manufacturing process
a little more clearly?”

B Quadrant The Safekeeping Self Takes preventive action
Establishes procedures Gets things done Is reliable Organizes Is neat Timely Plans At School: Geography, History, Language (grammar) At Work: Manager, Administrator, Project Management, Travel Agent Decision Making: Stands Firm, Conservative, Procedural Problem Solving: Approaches Problems Practically Hobbies/Free Time: Travel, Fishing, Camping, Spectator Sports, Golf, Reading

C Quadrant The Feeling Self
Is sensitive to others Likes to teach Touches a lot Is supportive Is expressive Is emotional Talks a lot Feels At School: Social Science, Literature, History, Geography, Drama At Work: Social Worker, Teacher, Trainer, HR Professional, Sales Person Decision Making: Involves Others, Interpersonal, Intuitive, Emotional Problem Solving: Considers Others, Intuitive, Picks Up on Nonverbal and Interpersonal Clues Hobbies/Free Time: Reading, Listening to Music, Travel, Walking, Relaxing

“I have no idea who they are. They came with the frames.”
26

D Quadrant The Experimental Self
Infers Imagines Speculates Takes risks Is Impetuous Breaks rules Likes surprises Is curious / Plays At School: Science, Math, Arts & Crafts At Work: Self Employed, Entrepreneur, Artist, Designer, Advertising, Marketing, Sales Decision Making: Imaginative, Risk Taking, Forward Looking Problem Solving: Inventive, Intuitive, Sees the Big Picture Hobbies/Free Time: Arts & Crafts, Creative Writing, Music Playing, Photography

WHAT IN THE HECK AM I DOING? WHAT IS HE DOING? WHAT IS HE DOING? WHAT
28

Clues People Provide

Key Thoughts Your thinking preferences impact who you are, what you do and how you do it. The stronger the preference, the greater the effect it will have on people and their thinking. The greater the lack of preference, or avoidance, the greater the effect it will have on people and their thinking. We can pick up on the clues from others as to their thinking preferences, and this enables us to make decisions for improved interactions.

Learning Objectives  Outcomes
At the end of this section, you will be able to: Describe the Whole Brain® Thinking model. Recognize your own thinking preferences. Identify thinking preferences clues in others.

Action Plan As you return to your work place, consider the clues you are picking up from others around you. What clues are you providing? What are the implications?

Section 1: The Art and Science of the Whole Brain® Thinking Model
End of Section 1Next: Section 2: Becoming a Whole Brain® Thinker

End of Section 1

Next - Section 2: Becoming a Whole Brain® Thinker

Section 2: Becoming a Whole Brain® Thinker
Introduction Toy Descriptors HBDI® Profile Review Improving Your “Tilt” Action Plan

Discover meaning in your HBDI® Profile data. Recognize the benefits of being a more Whole Brain® Thinker. Identify opportunities to stretch your thinking preferences.

Toy Descriptors Replace with photo of actual Herrmann toys.

HBDI® Profile Review 43 Quadrant: A B C D Preference Code:
Adjective Pairs: Profile Score: 1 9 111 1 8 87 2 4 35 2 3 48 The four-color, four-quadrant graphic and Whole Brain® are registered trademarks of Herrmann Global, LLC. 43

Profile Score Profile Score = Total for each quadrant
B C D Quadrant: Preference Code: Adjective Pairs: Profile Score: 1 9 111 1 8 87 2 4 35 2 3 48 Profile Score = Total for each quadrant forming the basis for your profile. Profile Scores Adjective Pairs The four-color, four-quadrant graphic and Whole Brain® are registered trademarks of Herrmann Global, LLC.

1=Primary preference STRONG 2=Secondary preference MEDIUM
B C D Quadrant: Preference Code: Adjective Pairs: Profile Score: 1 9 111 1 8 87 2 4 35 2 3 48 1=Primary preference STRONG 2=Secondary preference MEDIUM 3=Tertiary preference LOW Profile Scores Adjective Pairs The four-color, four-quadrant graphic and Whole Brain® are registered trademarks of Herrmann Global, LLC.

24 Points distributed across the quadrants.
Preference Code: Adjective Pairs: Profile Score: 1 9 111 1 8 87 2 4 35 2 3 48 24 Points distributed across the quadrants. Look for your highest points-that is your “back-up” style or style under pressure. Profile Scores Adjective Pairs The four-color, four-quadrant graphic and Whole Brain® are registered trademarks of Herrmann Global, LLC.

UPPER MODE LEFT MODE RIGHT MODE LOWER MODE
57% LEFT MODE 70% 30% RIGHT MODE 43% Profile Scores Adjective Pairs LOWER MODE

PROFILE SCORES ADJECTIVE PAIRS KEY DESCRIPTORS WORK ELEMENTS
PREFERENCE CODE ADJECTIVE PAIRS (distribution of 24 points) KEY DESCRIPTORS X = selected * = most descriptive WORK ELEMENTS (5 =most, 1=least) Adolescent Education Education Focus Occupation Hobbies HAND DOMINANCE ENERGY LEVEL MOTION SICKNESS INTROVERT/EXTROVERT COLUMN A UPPER LEFT 111 1 9 Factual X Quantitative Critical Rational X Mathematical Logical * Analytical X Analytical 4 Technical Problem Solving 5 Financial 2 COLUMN B LOWER LEFT 87 8 Conservative X Controlled Sequential X Detailed X Dominant Speaker Reader Organization Planning Administrative Implementation 5 COLUMN C LOWER RIGHT 35 2 4 Emotional Musical Spiritual Symbolic Intuitive Talker Teaching 5 Writing 4 Expressing 3 Interpersonal COLUMN D UPPER RIGHT 48 3 Imaginative Artistic Holistic Synthesizer Simultaneous X Spatial Integration 2 Conceptualizing 4 Creative 3 Innovating 3 primary left left/ some right mixed Right/ some left primary right X day equal night introverted extroverted some frequent none

Improving Your… “Applying Whole Brain® Thinking means being able to fully leverage one’s own preferences, stretch to other styles when necessary, and adapt to and take advantage of the preferences of those around you to improve performance and results.” Lastar, Inc. TILT

One Message Presenter 2 Presenter 1 Presenter 3 Presenter 4 C B A D
Presenter 2 Presenter 1 Presenter 3 Presenter 4 Round 1 Round 2 Round 3 Round 4 preparing a meal cooking recipes/ cooking chef C B A D

Situational “Stretch”
“Life is like a ten speed bicycle – we all have gears that we never use.” - Charles Schultz

Key Thoughts You have unique thinking preferences.
Your preferences may change when under pressure. You can stretch into any of the four quadrants when the situation warrants it.

At the end of this section, you will be able to: Discover meaning in your HBDI® Profile data. Recognize the benefits of being a more Whole Brain® Thinker. Identify opportunities to stretch your thinking preferences.

Action Plan Identify the very strong preferences that tend to dominate the way you communicate. How does that impact the people around you? How might that be an advantage or disadvantage? Identify the lesser preferences that are omitted from the way you communicate. How does that impact the people around you? How might that be an advantage or disadvantage? What actions can you take to stretch your thinking?

Section 2: Becoming a Whole Brain® Thinker

End of Section 2

Next: Section 3 Exploring the Power of Diverse Thinking

Section 3: Exploring the Power of Diverse Thinking
Introduction Exploring Differences Strengths and Frustrations Stretching Into Less- Preferred Quadrants Action Plan

Leverage thinking preference diversity for improved interactions. Accommodate the strengths and frustrations of differing preferences. Use the subtleties of quadrants’clusters to understand differences and/or find common ground.

HBDI® Profile Sharing

Clusters Upper Left A Upper Right D Lower Left B Lower Right C
Technical Factual Critical Rational Realistic Rigorous thinking Knows the basis of things Logical Analytical Problem solving Test & prove Knows how things work Financial Numerical Quantitative Mathematical Knows about money Intellectual thinking Conservative Traditional Controlled Dominant Safekeeping Implementation Gets things done Linear Sequential Step by step Procedural Neat Organized Planning Administrative Preventive Speaker Reader On time Reliable Detailed Intuitive (people) Interpersonal Friendly Sensitive to others Supportive People oriented Empathetic Talker Teacher/ trainer Expressive Communicator Symbolic Emotional Feeling Musical Spiritual Writer Playful Breaks rules Risk taking Simultaneous Impetuous Likes surprises Integration Synthesizing Holistic Originate Imaginative Innovative Creative Curious Artistic Conceptual Metaphorical (solutions) Strategic Future oriented Spatial Visual Clusters Upper Left A Upper Right D The four-color, four-quadrant graphic and Whole Brain® are registered trademarks of Herrmann Global, LLC. Lower Left B Lower Right C

HBDI® Profile Sharing Compare your HBDI® Profile to a partner’s. Consider the questions in your workbook.

Strengths Gathering facts Analysis issues Arguing rationally
Forming theories Measuring precisely Problem solving logically Financial analysis & decision making Understanding technical elements Critical analysis Working with numbers, statistics, data and precision Reading the signs of coming change Seeing the “big picture” Recognizing new possibilities Tolerating ambiguity Integrating ideas and concepts Challenging established policies Synthesizing unlike elements into a new whole Problem solving in intuitive ways Simultaneous processing of different input Finding overlooked flaws Approaching problems practically Standing firm on issues Maintain a standard of consistency Providing stable leadership & supervision Reading fine print in documents/contracts Organizing and keeping track of data Developing detailed plans & procedures Articulating plans in an orderly way Keeping financial records straight Recognizing interpersonal difficulties Anticipating how others will feel Intuitively understanding how others feel Picking up the non-verbal cues of interpersonal stress Engendering enthusiasm Persuading, conciliating Teaching, Sharing Understanding emotional elements Considering values

Frustrations Inarticulate, “off the track” communication
Excessive “chatter” Vague, ambiguous approaches or instructions Illogical comments Inefficient use of time Lack of facts or data Inappropriate informality Overt sharing of personal feelings Fear of challenge or debate Impression of not knowing the “right” answer Repetition Too slow paced “Playing it safe” or “by the book” Overtly structured, predictable Absence of humor and fun Lack of flexibility, too rigid Inability to get concepts or metaphors Drowning in detail Too many numbers Dry, boring topic or style Unknown or absence of a clear agenda Disorganized Hopping around from subject to subject Too many ideas at once Unpredictable Too fast paced Unclear instructions or language Too much beating around the bush Incomplete sentences Lack of closure Lack of interaction No eye contact Impersonal approach or examples Dry or “cold” un-enthusiastic interaction Insensitive comments No time for personal sharing All data, no nonsense Lack of respect for feelings Overly direct or brusque dialogue Critical

“What’s On Your Device?”

And the Shows Go On “Whole Brain® Thinking
became a pillar, a lighthouse constantly reminding us of this knowledge about members of the team. We focused on how we can use these insights to make better decisions.” Danièle Bienvenue Consultant Cirque du Soleil

Key Thoughts Comparing profiles with a colleague can foster more effective interactions. People with similar preferences may still be very different. Appreciate that a strength of yours may be a frustration for someone else.

At the end of this section, you will be able to: Leverage thinking preference diversity for improved interactions. Accommodate the strengths and frustrations of differing preferences. Use the subtleties of quadrants’clusters to understand differences and/or find common ground.

Action Plan Consider a recent situation at work that didn’t go well. What strengths can you leverage next time you find yourself in a similar situation, to improve the outcome? What frustrations should you try to control next time, to improve the interaction? The four-color, four-quadrant graphic and Whole Brain® are registered trademarks of Herrmann Global, LLC.

Section 3: Exploring the Power of Diverse Thinking

End of Section 3

Section 4: Whole Brain® Thinking in Action

Introduction “Speaking the Language” Turn-On Work Pro-forma Profiles “Whole Brain® Language” Action Plan

Identify barriers to effective team communication and performance. Adapt your work to better utilize your thinking preferences. Apply Whole Brain® Thinking to enhance team performance.

“Speaking the Language” Activity
Scenario 1 – “Safety Manual Addendum” Scenario 2 – “Pinnacle Project Development” Scenario 3 – “Company Picnic” These three scenarios appear in the participant workbook. Replace with the first of two company-provided scenarios, if applicable.

“Speaking the Language” Activity
How did our “single-quadrant language” shape the discussion amongst the group? Was it comfortable to speak in/listen to one “single quadrant language”? Now that we can see each other’s quadrants (by viewing our cards), how could we have better handled this work scenario? Are your communication and problem-solving capabilities in real work situations ever hindered by “single-quadrant language,” or less than Whole Brain® Thinking? Give examples.

Turn-On Work Working Solo Applying Formulas Accomplishing
Analyzing Data Putting Things Together Making Things Work Solving Tough Problems Making the Numbers … Logical Processing Building Things Being in Control Having an Ordered Environment Preserving the Status Quo Paperwork Tasks Establishing Order Planning Things Out Stabilizing Getting Things Done Taking Risks Inventing Solutions Providing Vision Having Variety Bringing About Change Opportunity to Experiment Selling Ideas Developing New Things … Excitement Getting groups to Work Together Expressing Ideas Building Relationships Teaching/ Training Listening and Talking Working with People Persuading People Being Part of a Team Communication Aspects Click to reveal lines.

Turn-On Work Working Solo Applying Formulas Accomplishing
Analyzing Data Putting Things Together Making Things Work Solving Tough Problems Making the Numbers … Logical Processing Building Things Being in Control Having an Ordered Environment Preserving the Status Quo Paperwork Tasks Establishing Order Planning Things Out Stabilizing Getting Things Done Taking Risks Inventing Solutions Providing Vision Having Variety Bringing About Change Opportunity to Experiment Selling Ideas Developing New Things … Excitement Getting groups to Work Together Expressing Ideas Building Relationships Teaching/ Training Listening and Talking Working with People Persuading People Being Part of a Team Communication Aspects

Pro-forma Profiles of Occupational Categories
SCIENTIFIC A D TECHNICAL ARTISTIC "TROUBLESHOOTERS" FINANCIAL ENTREPRENEURIAL LEGAL MULTIDOMINANT DEVELOPMENTAL The four-color, four-quadrant graphic and Whole Brain® are registered trademarks of Herrmann Global, LLC. MANAGERIAL MULTI TASKING EXPRESSIVE ADMINISTRATOR FACILITATIVE CUSTOMER SERVICE SUPERVISORY SOCIAL B C SUPPORTIVE

Pro-forma Profiles of Select Occupations
The four-color, four-quadrant graphic and Whole Brain® are registered trademarks of Herrmann Global, LLC.

Key Thoughts The HBDI® Assessment does not say a person can or cannot do a particular job. Preference is not the same as competence. The HBDI® Assessment does give big clues as to how someone might do their job. There is a strong correlation between thinking preferences and job choice. Job satisfaction is related to the match between the job profile and the individual’s HBDI® Profile.

“Whole Brain® Language” Activity
Scenario 1 – “Safety Manual Addendum” Scenario 2 – “Pinnacle Project Development” Scenario 3 – “Company Picnic” Scenario 4 – A Live Scenario These three scenarios appear in the participant workbook. Replace with the second of two company-provided scenarios, if applicable. The four-color, four-quadrant graphic and Whole Brain® are registered trademarks of Herrmann Global, LLC.

“Whole Brain® Language” Activity
How did you use the Whole Brain® walk-around? How did using this as a tool help your team work through the scenario? How can you see utilizing Whole Brain® walk-around in real work situations and how might it be beneficial? The four-color, four-quadrant graphic and Whole Brain® are registered trademarks of Herrmann Global, LLC.

Kick-Off in Color “We are using the Whole Brain® System as an integral tool to employee development and team effectiveness. We use the Whole Brain® Thinking System to improve self-awareness, understanding and self-mastery to enhance Emotional Intelligence. Realizing that thinking preferences are evident in our communication, decision making and collaboration efforts we include the team’s HBDI® Profile during the kick-off phase. Teams discuss strengths and watch-outs and often identify additional resources needed for the additional phases. HBDI® colors of blue, green, red and yellow are common in our language. You’ll hear someone say “we need some green thinking on this issue” or “let’s play in yellow for a while.” Stephanie Taylor, Senior Manager Organizational Development, Compensation & Recruiting Bush’s Baked Beans

Key Thoughts The way we think influences how we solve problems, make decisions, plan and delegate. Whole Brain® Thinking is about knowing the demands of a situation and being able to adapt your thinking to suit that situation. Interacting in a Whole Brain® Thinking way requires conscious effort.

At the end of this section, you will be able to: Identify barriers to effective team communication and performance. Adapt your work to better utilize your thinking preferences. Apply Whole Brain® Thinking to enhance team performance.

Action Plan Start Thinking!
Carry over Whole Brain® Thinking into your work: team-building, communicating, decision-making, problem-solving, etc. What are YOUR next steps to put Whole Brain® Thinking to work for you? The four-color, four-quadrant graphic and Whole Brain® are registered trademarks of Herrmann Global, LLC.

End of Section

Next: Start Thinking Wrap-Up

Why Whole Brain® Thinking
Start Thinking What We’ve Covered Why Whole Brain® Thinking How We Did It Who Benefits

What We’ve Covered A Quadrant
The Art and Science of the Whole Brain® Thinking Model HBDI® Profile Results Differences – Strengths and Frustrations Whole Brain® Thinking leading to improved interactions

How We Did It B Quadrant The Diversity Game Brain Mat Activities
Whole Brain® Model Toy Descriptors Improving Your “Tilt” – One Message “What’s On Your Device?” “Speaking the Language” Turn-On Work “Whole Brain® Language” Whole Brain® Walk-Around Pad

Who Benefits C Quadrant Improved Self – Development
Better Personal Relationships More Successful Outcomes with Colleagues Coworkers Managers Clients Customers Others Outside our Organization

Why Whole Brain®Thinking
D Quadrant Better Thinking. Better Performance. Better Results.

Questions?

Introducing the new… Better Thinking, In Hand
UNDERSTAND YOUR HBDI® PROFILE Learn more at APPLY THE INSIGHTS SHARE YOUR THINKING

The Business of Thinking® Start Thinking
Version: BOTST2.2,

The Business of Thinking® Series
Start Thinking ThinkAbout Teams ThinkAbout Communicating ThinkAbout Creative Thinking ThinkAbout Decision Making ThinkAbout Problem Solving ThinkAbout Your Customer

Appendix Additional Facilitator Resources

Provide facts, data, an equation or research finding on flip chart
Concept: ________ Provide facts, data, an equation or research finding on flip chart Concept: ________ Storyboard, mindmap or metaphor on flip chart Concept: ________ Provide examples only on flip chart Concept: ________ Role play, pantomime, hum a song, or dance “One Message” Activity concept cards. Print out this slide/page (one per round). Write in the concept for each round on the blank line. (The concept is the same for all four Presenters. Sample concepts are listed in the Facilitator Guide.) Cut the four cards apart, giving one to each presenter.

Break it up! The brain needs time to process.
Taking a break during class/learning helps retain the information just learned. Insert in deck as needed.

Buying a Car Looks at the aesthetic qualities: sportiness, color, form, “cutting edge” qualities Wants it to fit the dream, personal image, long-range plans More willing to experiment and take some risks First model buyer, early innovator Wants to see data & statistics on performance Looks at energy efficiency Looks at cost of vehicle trade-in value Comparison shopping with other vehicles Ease of maintenance Wants to know how it works Likes power and precision handling The “feel” and comfort of the vehicle is important, user friendliness of controls Wants to “love” the car Impacted by friendliness of sales and service organization “Knows” it’s the right choice Will buy based on a friend’s recommendations Interested in safety features and durability The practicality of size, number of doors, storage space, stain resistant materials, features such as interior trunk/fuel unlock Looks at maintenance requirements Has done research and knows what they want Can be inserted before/after “Real Stories About Real People”, in the “clues” segment of Section 1.

Four Reporters’ Views of the Same Accident
“Once again...forensic science, using the undeniable facts of blood type, fingerprints, and spectrographic analysis of paint fragments, proves beyond a doubt…” “This accident demonstrates the lethal combination of drunk driving and faulty car design. These two issues are national in scope and deserve urgent Congressional attention if future generations are to be adequately protected…” “At 3:30 pm, Thursday, April 9th, on Route 9, 15 miles north of Columbus, a black, 1978 Plymouth, 4 door sedan traveling at 75 mph in a 35 mph school zone…” “A tearful, screaming mother attacks the cowering suspect as police officers hold off an angry mob at the terrifying scene of a tangled school bus and the bloody victims of the accident.” Can be inserted before/after “Real Stories About Real People”, in the “clues” segment of Section 1.

HBDI® Pro-forma Profiles of Interesting and Famous People
Steve Jobs Newton A Descartes Galileo Socrates D Einstein Roberta Bondar Innovators Thinkers Mathew (new Testament) Bill Gates Chief Seattle Madame Curie Leonardo Da Vinci Bertrand Russel Jack Welch Hippocrates G.B. Shaw Margaret Mead Jeff Bezos Amelia Earhart Christine Lagarde Marco Polo Spike Lee Ben Franklin Luke (New Testament) Adam Smith Tim Cook J.S. Bach Churchill Debussy Kant Bill Clinton Warren Buffet Thomas Jefferson The four-color, four-quadrant graphic and Whole Brain® are registered trademarks of Herrmann Global, LLC. Malcolm X Aristotle Mozart Oprah Abraham Lincoln Shakespeare Albert Schweitzer Plato Eleanor Roosevelt J. Edgar Hoover Thatcher Julia Child Chopin Leo Tolstoy George W. Bush Lao Tsu Julius Caesar Maya Angelou Jimmy Carter Queen Elizabeth II Louis Armstrong Mark (New Testament) John (New Testament) Pope Francis Otto Bismark Confucius Gandhi Geronimo Suzan B. Anthony Martin Luther King Organizers Humanitarians Mother Theresa B C

Business of Thinking Tool
A D FACTS Efficiency Financials Technology Past trends Performance Measurements Goals - Objectives FUTURE Competition Environment Future trends New concepts National - World Vision - Purpose Long term strategy Methods - Regulations Quality - Perfection Risk reduction Resources Control Timing Policy Training - Development Teams - Relationships Community Relations Customer Relations Communications Culture - Values Recognition FORM FEELINGS C B

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