1. Herrmann International WHOLE BRAIN® THINKING TECHNOLOGY
Presents
WHOLE BRAIN® THINKING TECHNOLOGY
SUMMARY
Updated 12/7/07 with page Notes.
Copyright by The Ned Herrmann Group. All rights reserved.
Published by Herrmann International. No part of this presentation may be reproduced in whole or in part in any form or medium without written authorization by Herrmann International.
Herrmann International • Buffalo Creek Road, Lake Lure, NC USA

2. KEY BRAIN CHARACTERISTICS
UNIQUE
SPECIALIZED
SITUATIONAL
INTERCONNECTED
ITERATIVE
DOMINANT
MALLEABLE
WHOLE
KEY BRAIN CHARACTERISTICS
“Why the brain is the source...”
Explain key elements of the brain
TIP: Aim pointer to each element with the provided “finger” pointer as they are described
We can understand rand the reason the brain is the source of self knowledge by becoming familiar with the key characteristics of our brain. The brain is unique, specialized, situational, interconnected , iterative, dominant, malleable and whole.
Unique: Each brain is unique just as a fingerprint. Even though we sometimes rend to suppress our
uniqueness and individuality, we are indeed different from everyone else in terms of our brain.
Specialized: Our brain is specialized, and is specialized in some obvious ways. It is specialized in the ability to talk, to listen, to see, to feel, and to touch, but it’s also specialized in how we think, -the logical processes, the procedural processes, the emotional processes, the ability to see the whole picture, to think intuitively as well as analytically. These are specialized modes and we all have them.
Situational: The brain is situational. As we engage in a particular life experience requiring us to talk or to think mathematically or to proceed in a particular way the part of the brain that is specialized to perform that function becomes engaged and active in it, as required.
Interconnected: a Those specialized structures of the brain are interconnected by millions of axonic
fibers. The oversimplification of “left brain/right brain” is disavowed by this fact. We are, in effect, hard-wired to be whole brained.
Iterative : We are massively interconnected and those interconnections provide the structure for the brain to iterate, or alternate, between specialized modes. We can think logically and rationally and also
intuitively and conceptually, moving back and forth between those separate modes.
Dominant: The brain is dominant. It has four distinct brain structures, each of which is specialized and one of those pairs of structures becomes dominant with respect to the other. Just as we are “handed,” we are “footed,” we are “eyed,” we are also mentally dominant. That is normal and natural.
Malleable: The brain is malleable. We are highly malleable as babies as the brain is evolving and our brains are also malleable throughout most of our life. Learning, including learning very late in life, happens in ways which go way beyond what we earlier assumed Indeed, old dogs can learn new tricks! So, people who are 50, 60, 70 years old are still malleable in terms of their ability to learn and respond to change. That’s a message of hope!
Whole: The brain is whole. The brain is designed to be whole. The structures and interconnections
all provide the basis for the brain to function in its entirety.

3. The BRAIN is the Source of:
Who we are
What we do
How we do it
THE BRAIN
“The beginning of understanding of self.”
Introduce the premise of the presentation.
The beginning or understanding self.
The story begins with the brain which is the beginning of understanding of self£ Yet we often know more about how our car or plumbing works than we do about the brain! The brain is the source of who we are, what we do. And how we do it. As such. It is an essential, yet often overlooked element to understanding self.

4. SPERRY'S LEFT/RIGHT MODEL Right Cerebral Hemisphere Left Cerebral
THE LEFT BRAIN/RIGHT BRAIN
“Understanding begins to occur through Roger Sperry’s left brain/right brain model.”
Recall (for most people) or familiarization with Dr. Sperry’s left / right approach to brain specialization
*Option - Point to the left and right side of your head as you remind participants of this model—or ask the group, by show of hands, how many have heard of the concept.
The beginning of our knowledge of brain specialization emerges from an understanding of Dr. Sperry’s left brain right brain model. Many of you have some awareness of these findings. They have been in the popular press for some years. We have a left hemisphere and we have a right hemisphere, each one specialized in a different way and connected together.

5. REPTILIAN NEOCORTEX LEFT HALF LIMBIC SYSTEM RIGHT HALF LEFT HEMISPHERE
THE TRIUNE BRAN
“And McLean’s Triune brain model.”
Introduction of the Triune Brain Model to build the whole brain concept.
TIP: Paul McLean’s research.
Dr. Sperry’s model is supplemented by Paul McLean’s Triune Brain model witch organizes the brain into 3 separate structures: the reptilian brain, the limbic brain and the neocortex or the cerebral hemispheres. Is important to note char the limbic system, another thinking part of the brain and the source of our emotional and most structured and visceral processes, is also divided into two halves; a left half and a right half which are specialized in different ways, just as the two hemispheres are specialized in different ways.

6. FOUR THINKING STRUCTURES
CEREBRAL
LIMBIC
RIGHT
LEFT
THE FOUR THINKING STRUCTURES
“Source of thinking styles”
The notion of thinking styles is introduced and linked to brain structure.
The four quadrants of the Herrmann model represent the four thinking structures of the brain; the two hemispheres representing our cerebral processes, and the two halves of the limbic system representing our more visceral processes. As you can see, they are all connected together.

7. A D HERRMANN'S WHOLE BRAIN THINKING MODEL B C A D SPERRY'S LEFT/RIGHT
Left Cerebral
Hemisphere
Right Cerebral
Hemisphere A D
SPERRY'S
LEFT/RIGHT
MODEL
THE WHOLE BRAIN® MODEL
“Which forms the basis of the Whole Brain Model.”
This segment now brings together the two models to form a new approach
The Whole Brain Model developed by Ned Herrmann combines the salient points of each of these two theories and models. Dr. Sperry’s left brain/right brain model gives us the left mode and the right mode of the Herrmann model. The limbic system as understood from McLean’s model, provides the basis for the limbic part of the Herrmann model. Taken together we have a composite whole brain with four separate “quadrants”.
McLean's
TRIUNE BRAIN
MODEL B C
Left Half
Limbic System
Right Half
Limbic System

8. IS THE SOURCE OF MENTAL PREFERENCES
BRAIN DOMINANCE
DOMINANCE BETWEEN
PAIRED STRUCTURES
IS THE SOURCE OF MENTAL PREFERENCES
DOMINANCE BETWEEN PAIRED STRUCTURES “Only the paired parts of the thinking brain contribute to dominance.”
Dominance can only occur between two structures, thus, only structures are included in brain dominance analysis.
As this approach takes into account all four thinking brain structures (all that have a cortex) as they relate to each other, we discover where dominance can occur. Just as we have a dominant hand (of our two hands,) we have dominant or preferred thinking styles.

9. THE ORGANIZING PRINCIPLE
Four interconnected clusters of specialized mental processing modes that function together situationally and iteratively, D A B C
ARCHITECTURE
“The organizing principle.”
The architecture provides the conceptual framework to define the whole brain concept.
TIP: Use pointer to show A, B, C & D.
The architecture of the brain is described by Ned Herrmann as “the organizing principle: four interconnected clusters of specialized mental processing modes A, B, C, & D that function together situationally and iteratively making up a whole brain in which one or more parts
become naturally dominant.”
making up a whole brain in which one or more parts becomes naturally dominant

10. THE ORGANIZING PRINCIPLE
PHYSIOLOGY
ARCHITECTURE
METAPHOR A D B C
PHYSIOLOGY/ARCHITECTURE/METAPHOR
“Which forms the basis of the whole brain model.”
The whole brain model is a metaphoric representation of the thinking structures of the brain.
As we move from the specific physiology of the brain to the metaphoric whole brain model, architecture of the thinking structures becomes clear. The organizing principle helps link or bridge the gap between the physiological brain and the metaphoric model. Herrmann’s Whole Brain model. The organizing principle is, thus, a very significant part of our understanding of whole brain technology
THE
ORGANIZING
PRINCIPLE
THE
WHOLE BRAIN®
MODEL
THE
BRAIN

11. WHOLE BRAIN® THINKING MODEL A D B C
Upper Mode Thinking Processes
Upper Left
Upper Right A D
LOGICAL
ANALYTICAL
FACT-BASED
QUANTITATIVE
HOLISTIC
INTUITIVE
INTEGRATING
SYNTHESIZING
Thinking Processes
Left Mode
Thinking Processes
Right Mode
ORGANIZED
SEQUENTIAL
PLANNED
DETAILED
INTERPERSONAL
FEELING-BASED
KINESTHETIC
EMOTIONAL
THE WHOLE BRAIN MODEL
“Metaphoric model of how the brain works.”
Introduction to specific descriptors in each of the four quadrants in the Whole Brain Model.
The Whole Brain Model which emerged from it’s concept is shown here and describes how Herrmann metaphorically represents how the brain, the specialized thinking structures, and the specialized thinking modes of the brain all work. The blue, upper left, A-quadrant, is the focus of logical, analytical, fact-based, and quantitative thinking. The green, lower left, B-quadrant is the location for organized, sequential, and detailed kinds of thinking. In contrast we find the lower right C-quadrant which is the location for interpersonal, feeling based, kinesthetic, and emotional processes. The yellow, upper right D-quadrant is the location for holistic, intuitive, integrating, and synthesizing processes. The Whole Brain Model can be divided into not only four quadrants A, B, C, & D, but also four modes; the left mode and the right mode which come out of Sperry’s work; and the cerebral mode and limbic mode which come from Herrmann’s work integrating the Triune Brain Model. The cerebral mode is the more cognitive, intellectual part of our thinking processes and the limbic mode is the more structured, visceral, and emotional part. B C
Lower Left
Lower Right
Lower Mode Thinking Processes

12. A D C B SAFEKEEPING SELF FEELING RATIONAL LOGICAL ANALYTIC OUR FOUR
DIFFERENT SELVES
PLAYFUL
IMAGINATIVE
ORGANIZER
PLANNER
EXPRESSIVE
EMOTIONAL
EXPERIMENTAL
SELF
THE FOUR SELVES
“The basis of our four different salves.”
We are not limited to one single style but rather a coalition of styles: we all have, thus, four different selves within us.
TIP: Use the pointer to indicate specific quadrants as you describe them.
The quadrants of this model can also be described as four different selves. As the author, Robert Ornstein states, “we are not a single individual, we are a coalition.” We are a coalition of four different selves each representing a distinct aspect of our thinking capabilities. We have a rational self, we have a safekeeping self, we have a feeling self and we have an experimental self.

13. A RATIONAL SELF FEELING SELF Example: Analyzes Quantifies Is logical
Is critical
Is realistic
Likes numbers
Knows about money
Knows how things work
RATIONAL SELF
Is sensitive to others
Likes to teach
Touches a lot
Is supportive
Is expressive
Is emotional
Talks a lot
Feels
DOMINANCE
“Of which one or more become naturally dominant.”
Brain dominance is the basis of our thinking style preferences and avoidances.
When one of the quadrants becomes dominant over the other(s), it suppresses and diminishes our ability to act effectively as a coalition. An example might be when our rational self becomes dominant over our feeling self. This is when the A-quadrant of our preferences becomes dominant over the C-quadrant. The A-quadrant then becomes larger (as this visual metaphor suggests), suppressing and denying our access to emotions or senses, deferring to a more rational, logical approach.
FEELING SELF C

14. of each of the four selvesB C D
Measuring the level
of mental preference
of each of the four selves
forms the profile
MEASURING THE LEVEL OF MENTAL PREFERENCE OF EACH OF THE FOUR SELVES FORMS THE PROFILE
“We are not a single individual, we are a coalition.”
By measuring the degree of preference in each of these quadrants, the Herrmann Brain Dominance Profile provides a quantifiable reference of our thinking styles
We can measure the level of mental preference for each of these four selves by means of the Herrmann Brain Dominance Instrument. This paper and pencil assessment survey form (which you have been provided or is available to you), quantifies your preference for each of the four quadrants and results in a “profile” of those preferences across the four quadrants. You might have a very strong preference for the logical, rational A-quadrant (blue), an intermediate preference for the planned, organized B-quadrant (green), a very low preference for the more emotional expression in the C-quadrant (red), and an intermediate preference for the holistic, intuitive D-quadrant (yellow). We can connect up and then form a profile which represents a coalition of those four separate levels of preference in the form of a profile.

15. PERSONAL PREFERENCE DATA HERRMANN BRAIN DOMINANCE INSTRUMENT
THE HBDI™ PROFILE
RESULTS FROM THE
PERSONAL PREFERENCE DATA
PROVIDED BY THE
HERRMANN BRAIN DOMINANCE INSTRUMENT
THE HBDI PROFILE RESULTS FROM THE PERSONAL PREFERENCE DATA PROVIDED
“Basis of the profile.”
Connecting each profile data point forms the profile.
The profile data emerges from 120 questions which are asked on Herrmann Participant Survey Form which provides “clues” about the mental preferences of the individual. The data provided forms the basis of the profile.

16. “A display of personal mental preferences.”
Quadrant: A B C D
Preference Code:
Adjective Pairs:
Profile Score: 1 9
111 1 8 87 2 4 35 2 3 48
SAMPLE PROFILE
“A display of personal mental preferences.”
The individual profile Provides a “picture” of the degree of that individual’s preferences in each of the four quadrants.
Here is another sample profile, a “John Doe,” that’s different from the example described a minute ago because the primary score or most preferred score of this profile is in the D-quadrant (yellow). The profile drawn previously had a primary preference in the upper left A-quadrant, which could have represented an engineer: a logical, rational, highly technical person. In contrast, this “John Doe” profile could represent an artist or an entrepreneur. Different thinking styles emerge from different profile configurations.
©2005 The Ned Herrmann Group

17. SITUATIONAL CONSEQUENCES
INDIVIDUAL PROFILES
ARE NEITHER
GOOD NOR BAD
RIGHT NOR WRONG
BUT THERE ARE
SITUATIONAL CONSEQUENCES
INDIVIDUAL HBDI PROFILES ARE NEITHER GOOD NOR BAD NOR RIGHT NOR WRONG
“The HBDI is not a test.”
The HBDI profile measures preference, not situational abilities; thus, there are no right or wrong answers or profiles.
These profiles are neither good or bad or right or wrong but there are situational consequences because they lead and influence our choices in life. The profile is not a test because a test implies that something is wrong or right, that’s not what we’re talking about. The profile measures preference not capability.

18. BRAIN DOMINANCE PREFERENCES INTEREST MOTIVATION COMPETENCE
STRONG
WEAK
FROM DOMINANCE TO COMPETENCE
“It’s hard to be smart in areas of little interest or low preference.”
The HBDI measures preference which is different from competence but is related; preference leads to the development of competencies.
TIP: Use the pointer to indicate each word; then use this example to illustrate the learning point: “think of your favorite subject in school...now think of the worst. Imagine getting an advanced degree in both!”
This visual shows the consequences of dominance in terms of our interests and our competencies. Dominance leads to the development of preferences. These preferences lead to interests which. When combined with motivation, lead to the acquisition of competencies. Typically. When we have very strong preferences, we are able to develop strong or high competence, duo to the level of interest and preference In contrast, when we have a very weak or low preference, we would not have the level of interest to develop a strong competence. High competency relates to high interest and preference, low competency relates to low interest and preference. This all relates directly to the educational and occupational choices we make in life.

19. SAMPLE OCCUPATIONAL PROFILES Hospital example
MEDICAL
ADMINISTRATION
NURSES
PSYCHIATRISTS
Herrmann Brain Dominance Profile
SAMPLE OCCUPATIONAL PROFILES
Hospital example
Lower Left B
Controlled
Conservative
Planner
Organizational
Administrative A
Upper Left
Logical
Analyzer
Mathematical
Technical
Problem solver
Lower Right C
Interpersonal
Emotional
Musical
Spiritual
Talker D
Upper right
Imaginative
Synthesizer
Artistic
Holistic
Conceptualizer
SAMPLE OCCUPATIONAL PROFILES
“Examples of hospital occupations.”
This segment introduces the notion of the mentality of the work we do in our occupations, using a hospital as an example.
Choices could, for example, draw us into the choice of an occupation in a hospital. The medical profession, the hospital administration profession, the nursing profession and the psychiatric and psychological profession form a segment of the hospital team. The medical profession, on the average, would strongly tilt toward the logical, technical, analytical upper left A-quadrant (blue) where Administrative preferences and choices would be directed towards the Lower which deals with planning, organizing, the details of administration and supervision. The nursing profession would fall into the lower right C-quadrant (red) which favors interpersonal aspects and caring and typically provides humanistic and nurturing behavior. Psychiatrists and psychologists would be focused on the more experimental aspects, and the more holistic and intuitive aspects of the upper right D-quadrant (yellow).

20. Cognitive / Intellectual Visceral / Instinctual
PROCESSING MODES
Cognitive / Intellectual A
Upper Left D
Upper right
Logical
Analyzer
Mathematical
Technical
Problem solver
Imaginative
Synthesizer
Artistic
Holistic
Conceptualizer
Realistic
Intuitive
PROCESSING MODES
“Our preferences lead to distinctly different ways of processing information.”
We process information not only in quadrants A, B, C, and D but also in modes: left, right, cerebral and limbic.
The way we process information leads us to the choices we make, The previous examples are reflective of our different mental processing modes; A, B, C and D as well as left, right, cerebral and limbic. Modes can also be described as verbal and nonverbal, cognitive and intellectual, and visceral and instinctual. All of these different processing modes are probably present in your group.
Controlled
Conservative
Planner
Organizational
Administrative
Interpersonal
Emotional
Musical
Spiritual
Talker
Visceral / Instinctual
Lower Left B
Lower Right C

21. IMPACT OF DOMINANCE ON HOW WE SEE THE WORLD
“The impact of our preferences affects our perception.”
Our preferences are like filters through which we perceive and interpret the world.
How we see the world affects how we react to life situations. Most of us are sure that we are “seeing” the world in its entirety but, in fact, we re not. We are perceiving it through the potentially or limited window represented by our profile of preferences which affects our
perceptions.

22. BRAIN DOMINANCE FILTERS
PROFILE GLASSES
“What we see and hear is limited by our preferences and avoidances.”
All the information we process passes through the filter of our preferences which greatly influences how it is interpreted.
It’s as if we had a special set of glasses that had our profile in each lens, allowing us to look through that “window” and see the world based upon our preferences. We also hear through a metaphoric headset which has a filter in it that represents our profile. We are selectively blind and selectively deaf. To put it in a positive and seeing some things but it’s likely we are not seeing the whole.

23. N=508,306 Average Thinking Styles for Males & Females 292,576 215,730
Herrmann Brain Dominance Profile
Average Thinking Styles
for Males & Females A
Upper Left D
Upper right
Problem solver
Mathematical
Technical
Analyzer
Logical
Conceptualizer
Imaginative
Synthesizer
Artistic
Holistic
100 90 80 70 60 50 40 30 20 10
100 90 80 70 60 50 40 30 20 10
Males:
292,576
Females:
215,730
100 90 80 70 60 50 40 30 20 10
100 90 80 70 60 50 40 30 20 10
MALE/FEMALE PROFILE
“Males and females are mentally different .”
A key finding is the difference in mental processing styles between men and woman.
When we look at a sample database of and examine the average profile of males and females, we discover that the genders have different mental preferences. On the average, males tend to favor the logical, rational A-quadrant (blue) and least prefer the emotional, interpersonal, and humanistic C-quadrant (red). The reverse is true of females who do prefer the C-quadrant (red) and least prefer the A-quadrant (blue) exactly opposite of the females most preferred. You will note they are “anchored” with similar scores in quadrant-B (green) and D (yellow). This diagonal dislocation represents a fundamental difference between male and female processing. Males and females are attracted to each ocher not only by reason of the different genders, but also by reason of the difference in mental processing.
Planner
Controlled
Conservative
Organizational
Administrative
Talker
Musical
Spiritual
Emotional
Interpersonal
Lower Left B
Lower Right C
N=508,306

24. Herrmann Brain Dominance Profile
SAMPLE PROFILES A
Upper Left D
Upper Right
Problem solver
Mathematical
Technical
Analyzer
Logical
Conceptualizer
Imaginative
Synthesizer
Artistic
Holistic
Husband
SAMPLE COUPLE PROFILE
“Opposites often attract.”
The old adage is also true as we look at mental pre preferences—couples may be seeking balance.
Typically, husbands’ profiles are oriented toward one or two particular quadrants and wives’ profiles are typically oriented in the opposite way. Each have all configurations, not just quadrants- A and C, but also C and D, B and D, and A and D. When looking at the world all configurations emerge. Opposites often attract.
Planner
Controlled
Conservative
Organizational
Administrative
Talker
Musical
Spiritual
Emotional
Interpersonal
Wife
Lower Left B
Lower Right C

25. A COMPOSITE WHOLE BRAIN
TAKEN AS A WHOLE
TAKEN AS A WHOLE, THE WORLD IS A COMPOSITE WHOLE BRAIN
“Groups as small as 100 will represent all thinking and learning styles.”
We must change our assumptions about our companies, families, learning groups, communities, etc.—there will always be a distribution of styles across the four quadrants.
As we look at very large amounts of data from around the world, we can conclude that the world is a composite whole brain. All of the all thinking and learning preferences and lack of preferences are distributed in groups even as all as 100. This holds true in tits country and around the world.
Our data shows that even a group of entering freshman in a school of engineering would be distributed! Is the curriculum balanced? (No!) Is the faculty balanced (No!) Is the delivery and design of the learning balanced? (No!) The question emerges that if the world is a composite whole brain, how can I be truly successful in all of the applications we deal with in everyday life? Those applications must also be “whole brained.” Leadership, creativity, quality, service, communication, teaching, learning, marriage and parenting, to name a few examples.
THE WORLD IS
A COMPOSITE WHOLE BRAIN

26. Herrmann Brain Dominance Instrument SELECTED OCCUPATIONAL NORMS
SCIENTIFIC
"TROUBLESHOOTERS"
TECHNICAL
FINANCIAL
ARTISTIC
ENTREPRENEURIAL
LEGAL
MANAGERIAL
ADMINISTRATOR
SUPERVISORY
DEVELOPMENTAL
EXPRESSIVE
FACILITATIVE
SOCIAL
CUSTOMER SERVICE
SUPPORTIVE
"MULTIDOMINANT
MULTI TASKING
UNIVERSE OF PROFILES
“From the universe of possible profiles.”
The “mentality” of the universe of occupations is distributed across all of the quadrants and modes of the whole brain model. This mentality and occupational norms can be displayed in the form of a profile.
Since the world is a composite whole brain, we can create a universe of occupational categories. There are occupations that are represented by profiles around this model. From the profile of an engineer starting in the upper left corner Quadrant-A, moving counter clockwise to a administrator (B), to a real estate person (B-C), to a teacher/trainer (C), an HR consultant (C-D), an entrepreneur (D) or a research scientist (A-D) a multitude of combinations is possible. In the center you see multi-dominant profiles, having a combination of preferences more distributed, representing occupations such as general manages This distribution often provides a more “situational approach than the multitude and combination of preferences provides them.

27. THE UNIVERSE OF THINKING STYLES
Realistic
Common
Sense
Idealistic
Intuitive
Cognitive Pragmatic
Visceral Instinctual
Double Dominant
Left
Cerebral
Limbic
Right
CREATIVE
NATURAL
LOGICAL
QUANTITATIVE
CRITICAL
ANALYTIC
FACTUAL
CONCEPTUAL
SYNTHESIZING
METAPHORIC
INTEGRATIVE
VISUAL
EMOTIONAL
HUMANISTIC
EXPRESSIVE
SENSORY
MUSICAL
SEQUENTIAL
CONSERVATIVE
CONTROLLED
STRUCTURED
DETAILED
THE UNIVERSE OF THINKING STYLES A B D C
THE UNIVERSE OF THINKING STYLES
“Which translates into four primary thinking styles.”
All our thinking is pan of a total universe of styles that derive from the different quadrants and modes of our mental processes.
The universe of profiles is reflective of the universe of thinking styles. Here we show the type of thinking processes and thinking preferences which occur in each of the quadrants and in each of the modes. We have not only the logical, quantitative, critical A-quadrant (blue); but also the sequential, conservative, detailed B-quadrant (green); the emotional, humanistic, and spiritual C quadrant (red); and the conceptual, metaphoric, and visual D-quadrant (yellow). In addition there is a left mode which is described as realistic and common sense oriented. By contrast, the right mode is more idealistic and intuitive. The cerebral or upper mode is cognitive and pragmatic compared to the limbic or lower mode which is visceral and instinctual. The world is a composite of these styles that then derive into preferred learning styles.

28. PREFERRED LEARNING STYLES
Quantifying
Analyzing
Theorizing
Logically processing
Organizing
Sequencing
Evaluating
Practicing
Exploring
Discovering
Conceptualizing
Synthesizing
Sharing
Internalizing
Moving & Feeling
Involving
INTEREST
MOTIVATION
PASSION A B C D
UPPER LEFT
LOWER LEFT
LOWER RIGHT
UPPER RIGHT
PREFERRED LEARNING STYLES
PREFERRED LEARNING STYLES
“Different thinking styles lead to unique styles.”
Thinking and learning are closely connected. Learning styles play an important role in determining the effectiveness of a learning approach.
This visual shows those learning styles in each of the four quadrants and quantifies our analyzing, theorizing self in quadrant-A and by contrast, our exploring, discovering, and conceptualizing self in quadrant-D. In the center of the model you see interest and motivation. Without interest you are not to have strong motivation to learn. The most effective way we can develop interests and respond to differences in learning is to deal with each key learning point in multiple ways.

29. WHOLE BRAIN® TEACHING & LEARNING MODEL
intellectual
Logical
Rational
Quantitative
Theoretical
Visual
Conceptual
Simultaneous
Experimental
UPPER
FACT-BASED
OPEN MINDED
concrete
LEFT
RIGHT
Verbal
experiential
Non-Verbal
WHOLE BRAIN TEACHING AND LEARNING
“The design and delivery at learning must assume an array of learning styles.”
Whole brain teaming design and delivery is the most effective means to ensuring learning as it is intended.
This next model shows how that is done in learning design and delivery. We call it the Whole Brain Teaching and Learning Model. It consists of all four quadrants and all four modes. The arrows indicate that these modes are interconnected. In light of this, every key learning point must be paraphrased and delivered in multiple modes.
The primary learning points, perhaps half a dozen or a dozen key learning points in a four hour or eight hour session, would need to be paraphrased in all four quadrants. An example of this paraphrasing might include a text (A) or a handout describing a particular learning point. This could be combined with an outline or sequencing (B) chat learning point in relationship to other key learning points preceding it. There might be a visual (D) that would provide another view of the learning or a metaphor (D) which captures its essence. There might be experiential exercises involving pairs (C) or groups (C) of learners. This “paraphrasing” approach ensures the learning point is understood by all as it is intended.
CONTROLLED
FEELING-BASED
Organized
Sequential
Procedural
Methodical
Emotional
Expressive
Interpersonal
Kinesthetic
LOWER
instinctual B C

30. NO MATTER HOW “DIFFERENT” YOU ARE,
THERE ARE OTHER NORMAL PEOPLE LIKE YOU
SOMEWHERE IN THE WORLD.

31. WHOLE BRAIN® CREATIVITY & INNOVATION
VISUALIZATION
IMAGINATION
CONCEPTUALIZATION
LOGICAL THINKING
ANALYSIS OF FACTS
PROCESSING NUMBERS
PLANNING APPROACH
ORGANIZING FACTS
DETAILED REVIEW
GUT REACTION
SENSORY RESPONSE
INTERPERSONAL A B C D
PREPARATION / INCUBATION / ILLUMINATION / VERIFICATION
PREPARATION
&
VERIFICATION
INCUBATION
ILLUMINATION
WHOLE BRAIN® CREATIVITY & INNOVATION
ITERATIVE MODEL
WHOLE BRAIN Creativity AND INNOVATION
“It is more than generating ideas. Applied creativity is a whole brain process.”
Another process that is whole brained in nature is applied creativity and innovation. If you are only good at generating novel ideas (quadrant-B) but don’t know how to analyze them or develop a financial business approach (quadrant-A), or organize a step by step production or implementation plan (quadrant-B), or sell and enthuse others about the idea (quadrant-C), then all you have is an idea-not creativity. By understanding and applying a whole brain approach to creativity, individuals and organizations can improve their probability of success and take advantage of the mental diversity available to them.

32. Value Shift Transformation Steps Along The Mental Path To
Awareness
Understanding
Acceptance
Value Shift
Belief
Application
Transformation
Steps Along The
Mental Path To
Self-Development
STEPS ALONG THE MENTAL PATH TO SELF DEVELOPMENT
“All can aspire to personal growth.”
The personal growth process can be defined in several steps starring with awareness and leading to transformation. For transformation to occur, a value shift is often required.
The steps along the mental path of self development start with awareness and, for many, lead to personal transformation. As you listen to this presentation you are most likely at the awareness level. Other steps may occur at different times for each of you as individual learners. Through understanding and acceptance, belief and application of learning can occur. For some, there is a value shift requirement between superficial “acceptance” and true belief. An example of that value shift might be for an individual to begin to understand his/her own intuitive capabilities which have been typically ignored for most of their life. Even though one can think intuitively, they may not have accepted or listened to those intuitive inputs. In contrast, there are those who may have been avoiding logical processing. Even though they can think logically, they may be bored by it and, thus, haven’t pursued that mental approach and may have even avoided it. A value shift may be one that allows us to access and acquire modes of thinking that we have not yet fully accessed or acquired.

33. Situationally, step into those modes you least prefer as required
STEPPING INTO LESS DEVELOPED MODES
“Many by stretching themselves mentally.”
All of us can grow in areas of lesser preference by practicing mental processing in those modes.
We can be assisted in stretching ourselves mentally by initially stepping’ into our less preferred, less developed modes. As this graphic shows, this person, who is a left mode oriented individual is stepping into the right mode, stepping into the D-quadrant and the C-quadrant and beginning to experience these modes - practice them, become comfortable with their different aspects. This practice aids in creating a value shift and acceptance that these modes are important. By stretching themselves mentally people can grow and develop into modes that are not yet fully developed.

34. SUCH AS TEACHING, MANAGING, COMMUNICATING AND CREATING
THINGS THAT WE ARE
DOING THAT WORK WELL,
SUCH AS TEACHING, MANAGING,
COMMUNICATING AND CREATING
ARE LIKELY, WHEN DIAGNOSED
TO BE WHOLE BRAINED.
THINGS THAT WE ARE DOING THAT WORK WELL ARE LIKELY TO BE WHOLE BRAINED
“So they are situationally able to excel at those many tasks which are whole brained.”
By waking with many thousands of people, we’ve discovered that the work they are doing that works well -such as teaching or managing or creating- is likely, when diagnosed in the whole brain model, to be whole brained. (Possible personal example: As a teacher I’ve experienced a number of things that really work with students compared to others. When diagnosed, it’s probable that those things which work well their design and delivery and that’s why they are working so well). The same could be same could be true of parents; the same could be true of many life situations.