Hermann Brain Dominance Instrument (HBDI)

Hermann Brain Dominance Instrument (HBDI)
CIE Interpretation Session

Agenda What is Herrmann Brain Dominance? (History and Applications)
Whole Brain Diversity game HBDI results and interpretation Discussion (Apply to Creativity)

Who Was Ned Herrmann? Studied chemical engineering in school while pursuing musical interests outside of class Divergent drives difficult to balance Musical interests outweighed engineering Graduated with double major: physics/music Wrestled with his duality in interests. Entered GE as a Chemical Engineer.

At General Electric Co. He moved up through managerial positions:
Sales Marketing Employee relations Human resources Corporate Manager of Management Education In education he studied the brain and theories of brain specialization. Dr. Roger W. Sperry’s, Nobel Prize winning (1981) Split Brain studies. (Sachs, et al.)

Creativity Expert Ned was recognized as an educational and creativity expert. He applied the whole brain model to: Teaching. Learning. Personal, team, and leadership development. And creative thinking.

THE ORGANIZING PRINCIPLE
PHYSIOLOGY ARCHITECTURE METAPHOR A D B C THE ORGANIZING PRINCIPLE THE WHOLE BRAIN MODEL THE BRAIN How we prefer to think and relate

D A C B Holistic Intuitive Integrating Synthesizing Analytical Logical
OUR DIFFERENT SELVES A D Analytical, Rational Self Synthesizing, Experimental Self Holistic Intuitive Integrating Synthesizing Analytical Logical Fact-Based Quantitative Organized Sequential Detailed Planned Interpersonal Feeling-Based Expressive Emotional C B Sensing, Feeling Self Planning, Safekeeping Self © Ned Herrmann Group

A D B C Thinking Styles Rational Conceptual Sequential/Abstract
Likes to ask “Why?” Conceptual Random/Abstract Likes to ask “What, How and What if?” Operational Sequential/Concrete Likes to ask “How much and How Many?” (people, time, resources) Interpersonal Random/Concrete Likes to ask “Who and For Whom?” © 2000 The Ned Herrmann Group B C

The Whole Brain Diversity Game
© 2000 The Ned Herrmann Group B C

The Diversity Game starting to put your whole brain to work.
The Diversity Game by Ted Coulson and Allison Strickland

The Diversity Game by Ted Coulson and Allison Strickland
Get Started Arrange your five cards in order, start with the card that best describes you and end with the card that is least like you. The Diversity Game by Ted Coulson and Allison Strickland

Get Started Discussion Points: 4up What was your first response to your cards? Are there any you want to get rid of? Are there any that you don’t want to lose? Would you be comfortable finishing the game with the hand you were dealt? The Diversity Game by Ted Coulson and Allison Strickland

Improve Your Hand Talk to other players. See what cards they have and trade cards to strengthen your hand by getting cards that better represent you. Maintain five cards in your hand at all times. Trade as many cards as you wish with other players, as long as you give as many cards as you take. You cannot take a card(s) unless the other player is willing to make an exchange. The Diversity Game by Ted Coulson and Allison Strickland

Improve Your Hand Discussion Points: 4 up What strategies did you use to negotiate trades? Did you notice any patterns in the kinds of cards you wanted to keep and those you were willing to trade? If you detected patterns, what might you venture about the group’s preferences? The Diversity Game by Ted Coulson and Allison Strickland

Discard Time Discard your two least preferred cards. Feel free to examine the pile of discarded cards and make any exchanges you wish. Maintain three cards. Discarded cards are “part of the pool” and may be picked up by any player. Continue to trade cards with people or the “discard pool” as long as you give up one that is in your hand. (Maintain three). The Diversity Game by Ted Coulson and Allison Strickland

Discard Time Discussion Points: 4up How did you react when you had to give two of your cards back? Were your choices easy or difficult for you to make? Have you put together a hand closely representing you? If not, what card(s) did you want that you couldn’t get? The Diversity Game by Ted Coulson and Allison Strickland

Get a card that is LEAST like you. Hold on to it.
The Diversity Game by Ted Coulson and Allison Strickland

Tell a Story 4up Remember a personal story. Share with your group how it illustrates a time when all three of the qualities in your hand came into play and influenced your behavior. Listen to others’ stories, and help your group decide one or two stories to tell the whole class. The Diversity Game by Ted Coulson and Allison Strickland

Tell a Story Discussion Points: 4 up (cont.) How easy/hard was it for you to come up with a story that illustrated the qualities on your cards? Does your story reflect the way you are much of the time? The Diversity Game by Ted Coulson and Allison Strickland

How “Whole Brained” Is Our Group? You will receive four plastic holders. Insert your three most preferred cards into the plastic sleeves (one in each sleeve). Put you LEAST preferred card in Go display your most preferred card first. The Diversity Game by Ted Coulson and Allison Strickland

How “Whole Brained” Is Our Group? Discussion Points: Looking at the group’s most prevalent color, what does it say about your strengths as a group? What does the overall distribution say about your “blind spots”? The Diversity Game by Ted Coulson and Allison Strickland

How “Whole Brained” Is Our Group? Now come display your second most preferred card. The Diversity Game by Ted Coulson and Allison Strickland

How “Whole Brained” Is Our Group? Discussion Points: How did the overall color of the group change? Now, what does it say about your strengths as a group? — and about your “blind spots”? What types of work projects do you think people in this group would find interesting (and do well)? The Diversity Game by Ted Coulson and Allison Strickland

How “Whole Brained” Is Our Group? Come display your third most preferred card. The Diversity Game by Ted Coulson and Allison Strickland

How “Whole Brained” Is Our Group? Discussion Points: How did the overall color of the group change? What does the color distribution say about your strengths as a group? — about your “blind spots”? What types of work projects might people in this group find interesting (& do well)? What types of work projects would this group avoid or find boring? The Diversity Game by Ted Coulson and Allison Strickland

Herrmann Brain Dominance Profile
HBDI HBDI Understanding the Herrmann Brain Dominance Profile This presentation is designed to help explain the HBDI profile and accompanying materials.

Cognitive / Intellectual Visceral / Instinctual
PROCESSING MODES A Upper Left D Upper right Cognitive / Intellectual Logical Analyzer Mathematical Technical Problem solver Imaginative Synthesizer Artistic Holistic Conceptualizer Realistic Intuitive Interpersonal Emotional Musical Spiritual Talker Controlled Conservative Planner Organizational Administrative Visceral / Instinctual Lower Left B Lower Right C

This is the profile sheet that displays your data in a visual display.
Quadrant: A B C D Preference Code: Adjective Pairs: Profile Score: 1 9 111 1 8 87 2 4 35 2 3 48 This is the profile sheet that displays your data in a visual display. 70% ©2005 Ned Herrmann Group

Quadrants and Preferences
1 = Primary preference STRONG 2 = Secondary preference MEDIUM 3 = Tertiary preference LOW A Quadrant (blue color) is the upper left cerebral B Quadrant (green color) is the lower left limbic C Quadrant (red color) is the lower right limbic D Quadrant (yellow color) is the upper right cerebral Profile Scores Adjective Pairs

Adjective Pairs 24 Points distributed across the quadrants.
Highest score is your “back-up” style or style under stress. UNDERSTANDING ADJECTIVE PAIRS What does the Adjective Pair data indicate? The adjective pair data comes from the forced choice pairings section on the Survey. By forcing you to choose between two different terms, this section typically reveals the thinking style distribution that is most instinctive for you. This distribution may or may not be the same as your overall preferences. Your adjective pair data helps indicate your inner or "back up" style of preferred thinking, The highest score typically reveals the thinking style favored in "pressured" situations, which may vary from your "day to day" preferences. Differences between adjective pairs and your overall profile sometimes indicate that your are undergoing a change in preferences in part of your life. Preferences suggested by the adjective pairs may be more visible to others than your overall profile and under pressure situations you may react more in keeping with the adjective pair indications. There are 24 pairs, and therefore, 24 points distributed between the four quadrants, providing you made a selection for each pair. Profile Scores Adjective Pairs

Profile Scores Profile Scores=Total for each quadrant
that forms the basis for your profile. UNDERSTANDING PROFILE SCORES What do Profile Scores mean? Each Quadrant Score can range from under 10 to over 150. The higher your score in a quadrant, the stronger your preference for thinking in that quadrant. As you can see on this profile, this person has a strong preference for Quadrants A and B thinking styles. This is indicated by the numbers 98 and 95, as opposed to a less preferred thinking style for Quadrants C and D, which are represented by numbers 59 and 54. Profile Scores Adjective Pairs

Four Modes UPPER MODE LEFT MODE RIGHT MODE LOWER MODE PERCENTAGES
Please note the percentage located north, south, east and west of your profile. The HBDI is a whole brained model. You will notice that you have a degree of "tilt" when you combine the thinking preferences of the A and B quadrants (left brain tilt), the C and D quadrants (right brain tilt), A and D quadrants (cerebral tilt) and B and C quadrants limbic tilt). We more often combine thinking preferences when working on a task, problem solving or communicating. Focusing on "tilt" gives us additional data into our preferred thinking processes. Profile Scores Adjective Pairs LOWER MODE

HERRMANN BRAIN DOMINANCE INSTRUMENT
DATA SUMMARY Name: Occupation: Gender: GROUP Date: COLUMN A UPPER LEFT COLUMN B LOWER LEFT COLUMN C LOWER RIGHT COLUMN D UPPER RIGHT 111 1 87 1 35 2 48 2 PROFILE SCORES 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 (self-placement) 9 8 4 3 Factual x Quantitative Critical Rational x Mathematical Logical * Analytical x Conservative x Controlled Sequential x Detailed x Dominant Speaker Reader Emotional Musical Spiritual Symbolic Intuitive Talker Reader Imaginative Artistic Intuitive Holistic Synthesizer Simultaneous x Spatial Analytical Technical Problem Solving 5 Financial Organization Planning Administrative Implementation Teaching Writing Expressing Interpersonal Integration Conceptualizing Creative Innovating This is the data summary sheet that displays your data in detail. Right/ some left left/ some right primary right mixed primary left x day equal night x none some frequent x introverted extroverted x ©2005 Ned Herrmann Group

Profile Scores PROFILE SCORES ADJECTIVE PAIRS KEY DESCRIPTORS
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 (self-placement) COLUMN A UPPER LEFT COLUMN B LOWER LEFT COLUMN C LOWER RIGHT COLUMN D UPPER RIGHT 111 1 87 35 2 48 9 8 4 3 Factual x Quantitative Critical Rational x Mathematical Logical * Analytical x Conservative x Controlled Sequential x Detailed x Dominant Speaker Reader Emotional Musical Spiritual Symbolic Intuitive Talker Imaginative Artistic Holistic Synthesizer Simultaneous x Spatial Analytical 4 Technical 5 Problem Solving 3 Financial 2 Organization 4 Planning 2 Administrative 1 Implementation5 Teaching 5 Writing 4 Expressing 3 Interpersonal 3 Integration 2 Conceptualizing4Creative 3 Innovating 3 introverted primary left left/ some right mixed Right/ some left primary right day equal night some frequent none extroverted x UNDERSTANDING PROFILE SCORES AND THE PREFERENCE CODE What do Profile Scores mean? Each Quadrant Score can range from under 10 to over 150. The higher your score in a quadrant, the stronger your preference for thinking in that quadrant. As you can see on this profile, this person has a strong preference for Quadrants A and B thinking styles. This is indicated by the numbers 98 and 95, as opposed to a less preferred thinking style for Quadrants C and D, which are represented by numbers 59 and 54. What is the Profile Preference Code ? Your Profile Preference Code corresponds to the degree of preference for each quadrant. Your preference code is provided to give you a frame of reference of the group or family of profiles to which your profile belongs. "1" or "Primary" (Score of 67 or above) A primary or strong preference typically indicates a quadrant where you enjoy thinking. A score above 100 indicates a very strong preference, often visible to others. "2" or "Secondary" (Score of 3466) A secondary or intermediate preference represents thinking modes that are comfortable and available as necessary with relative ease. “3" or "Tertiary" (Score less than 34) A tertiary or low preference typically indicates a lack of interest in that mode of thinking, and for some, even an avoidance. This means that the modes of a tertiary quadrant will, although available to you, be those you will least likely use or with which you feel least comfortable.

Adjective Pairs PROFILE SCORES ADJECTIVE PAIRS KEY DESCRIPTORS
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 (self-placement) COLUMN A UPPER LEFT COLUMN B LOWER LEFT COLUMN C LOWER RIGHT COLUMN D UPPER RIGHT 111 1 87 35 2 48 9 8 4 3 Factual x Quantitative Critical Rational x Mathematical Logical * Analytical x Conservative x Controlled Sequential x Detailed x Dominant Speaker Reader Emotional Musical Spiritual Symbolic Intuitive Talker Imaginative Artistic Holistic Synthesizer Simultaneous x Spatial Analytical 4 Technical 5 Problem Solving 5 Financial 2 Organization 4 Planning 2 Administrative 1 Implementation 5 Teaching 5 Writing 4 Expressing 3 Interpersonal 3 Integration 2 Conceptualizing 4 Creative 3 Innovating 3 introverted primary left left/ some right mixed Right/ some left primary right day equal night some frequent none extroverted x UNDERSTANDING ADJECTIVE PAIRS What does the Adjective Pair data indicate? The adjective pair data comes from the forced choice pairings section on the Survey. By forcing you to choose between two different terms, this section typically reveals the thinking style distribution that is most instinctive for you. This distribution may or may not be the same as your overall preferences. Your adjective pair data helps indicate your inner or "back up" style of preferred thinking, The highest score typically reveals the thinking style favored in "pressured" situations, which may vary from your "day to day" preferences. Differences between adjective pairs and your overall profile sometimes indicate that your are undergoing a change in preferences in part of your life. Preferences suggested by the adjective pairs may be more visible to others than your overall profile and under pressure situations you may react more in keeping with the adjective pair indications. There are 24 pairs, and therefore, 24 points distributed between the four quadrants, providing you made a selection for each pair.

Key Descriptors PROFILE SCORES ADJECTIVE PAIRS KEY DESCRIPTORS
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 (self-placement) COLUMN A UPPER LEFT COLUMN B LOWER LEFT COLUMN C LOWER RIGHT COLUMN D UPPER RIGHT 111 1 87 35 2 48 9 8 4 3 Factual x Quantitative Critical Rational x Mathematical Logical * Analytical x Conservative x Controlled Sequential x Detailed x Dominant Speaker Reader Emotional Musical Spiritual Symbolic Intuitive Talker Imaginative Artistic Holistic Synthesizer Simultaneous x Spatial Analytical 4 Technical 5 Problem Solving 5 Financial 2 Organization 4 Planning 2 Administrative 1 Implementation 5 Teaching 5 Writing 4 Expressing 3 Interpersonal 3 Integration 2 Conceptualizing 4 Creative 3 Innovating 3 introverted primary left left/ some right mixed Right/ some left primary right day equal night some frequent none extroverted x KEY DESCRIPTORS The key descriptors represent general preferences you chose when completing the instrument. In this section you were asked to select 8 adjectives from the 25 displayed, which describe the way you see yourself. Your selections are indicated by an X. You then selected on of those 8 as "most descriptive" of you. Your most descriptive adjective is indicated by an asterisk (*) Look over the distribution of your selection. Do they cluster in certain quadrants or are they distributed across all four? Is the distribution of selections consistent with your overall profile scores?

Work Elements PROFILE SCORES ADJECTIVE PAIRS KEY DESCRIPTORS
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 (self-placement) COLUMN A UPPER LEFT COLUMN B LOWER LEFT COLUMN C LOWER RIGHT COLUMN D UPPER RIGHT 111 1 87 35 2 48 9 8 4 3 Factual x Quantitative Critical Rational x Mathematical Logical * Analytical x Conservative x Controlled Sequential x Detailed x Dominant Speaker Reader Emotional Musical Spiritual Symbolic Intuitive Talker Imaginative Artistic Holistic Synthesizer Simultaneous x Spatial Analytical 4 Technical 5 Problem Solving 5 Financial 2 Organization 4 Planning 2 Administrative 1 Implementation 5 Teaching 5 Writing 4 Expressing 3 Interpersonal 3 Integration 2 Conceptualizing 4 Creative 3 Innovating 3 introverted primary left left/ some right mixed Right/ some left primary right day equal night some frequent none extroverted x WORK ELEMENTS When completing this section of the HBDI you were asked to rank order the work elements from 1 (work you do least well) to 5 (work you do best). Your rankings are shown, sorted into the four quadrant display. Your "work preferences" show thinking styles that are most accessed inn a work environment. This is often influenced by training, assignments, opportunities and challenges your work experiences have provided. Note your selections. Where do the higher rankings (4's & 5's) appear? Check for clusters of preferences in certain quadrants and lack of preferences in others. Now compare this section with your Key Descriptors section. Are they similar or different? Your data may reveal situational work preferences which have developed that are perhaps somewhat different from your overall "general" key descriptor preferences.

WHY ADOLESCENT EDUCATION and EDUCATIONAL FOCUS?
PROFILE SCORES 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 (self-placement) COLUMN A UPPER LEFT COLUMN B LOWER LEFT COLUMN C LOWER RIGHT COLUMN D UPPER RIGHT 111 1 87 35 2 48 9 8 4 3 Factual x Quantitative Critical Rational x Mathematical Logical * Analytical x Conservative x Controlled Sequential x Detailed x Dominant Speaker Reader Emotional Musical Spiritual Symbolic Intuitive Talker Imaginative Artistic Holistic Synthesizer Simultaneous x Spatial Analytical 4 Technical 5 Problem Solving 5 Financial 2 Organization 4 Planning 2 Administrative 1 Implementation 5 Teaching 5 Writing 4 Expressing 3 Interpersonal 3 Integration 2 Conceptualizing 4 Creative 3 Innovating 3 introverted primary left left/ some right mixed Right/ some left primary right day equal night some frequent none extroverted x WHY ADOLESCENT EDUCATION and EDUCATIONAL FOCUS? An indicator of an earlier, often influential, time of your life, ranking school subjects can indicate an early orientation toward math, foreign language or native language, and through that orientation a possible inclination toward associated thinking styles. Additional clues are provided about the tilt of your mental preferences through understanding preferred subjects in school, education and occupational choices and how you spend your leisure time. The data has been consolidated, sorted into quadrants, and grouped together for comparative purposes. A bar chart indicates the distribution of preferences for the categories of Adolescent Education, Educational Focus, Occupation and Hobbies. ADOLESCENT EDUCATION, EDUCATIONAL FOCUS, OCCUPATION AND HOBBIES (Continued) Research has shown that many of our thinking style preferences are developed or acquired from the influence of our environment. Both educational and occupational choices may be primary influences. The educational and occupational information you provided is another important clue to your brain dominance profile. Hobbies also provide additional clues about your preferred thinking styles. They are evaluated not on the characteristics of the hobbies themselves, but rather on the preferences of those people who engage in those particular hobbies.

A D B C At School Math, science computers Science, math, arts, crafts
Social science, literature, history, geography, drama Geography, history, language (grammar) © 2000 The Ned Herrmann Group B C

Hand Dominance PROFILE SCORES ADJECTIVE PAIRS KEY DESCRIPTORS
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 (self-placement) COLUMN A UPPER LEFT COLUMN B LOWER LEFT COLUMN C LOWER RIGHT COLUMN D UPPER RIGHT 111 1 87 35 2 48 9 8 4 3 Factual x Quantitative Critical Rational x Mathematical Logical * Analytical x Conservative x Controlled Sequential x Detailed x Dominant Speaker Reader Emotional Musical Spiritual Symbolic Intuitive Talker Imaginative Artistic Holistic Synthesizer Simultaneous x Spatial Analytical 4 Technical 5 Problem Solving 5 Financial 2 Organization 4 Planning 2 Administrative 1 Implementation 5 Teaching 5 Writing 4 Expressing 3 Interpersonal 3 Integration 2 Conceptualizing 4 Creative 3 Innovating 3 introverted primary left left/ some right mixed Right/ some left primary right day equal night some frequent none extroverted x HAND DOMINANCE Hand dominance is readily recognized. Most of us consider ourselves either left or right handed. Handedness provides a simple example of the body's tendency toward dominance in paired structures. Analysis of our data indicates a slight connection between left handedness and right brain dominance and right handedness and left-brain dominance. Data continues to be gathered for research in this area. The hand position question on the survey provides another interesting research opportunity. Handwriting is a connection to language processing a powerful mental process. Current research indicates that language is processed primarily in the left cerebral hemisphere for most people, but in a more distributed fashion for some left handers and ambidextrous individuals.

Energy Level PROFILE SCORES ADJECTIVE PAIRS KEY DESCRIPTORS
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 (self-placement) COLUMN A UPPER LEFT COLUMN B LOWER LEFT COLUMN C LOWER RIGHT COLUMN D UPPER RIGHT 111 1 87 35 2 48 9 8 4 3 Factual x Quantitative Critical Rational x Mathematical Logical * Analytical x Conservative x Controlled Sequential x Detailed x Dominant Speaker Reader Emotional Musical Spiritual Symbolic Intuitive Talker Imaginative Artistic Holistic Synthesizer Simultaneous x Spatial Analytical 4 Technical 5 Problem Solving 5 Financial 2 Organization 4 Planning 2 Administrative 1 Implementation 5 Teaching 5 Writing 4 Expressing 3 Interpersonal 3 Integration 2 Conceptualizing 4 Creative 3 Innovating 3 introverted primary left left/ some right mixed Right/ some left primary right day equal night some frequent none extroverted x ENERGY LEVEL In very general terms, led mode people tend to be more day or morning oriented and right mode people more night oriented. However, this can be greatly influenced by life circumstances. The importance of this section is to aid in determining the time of day when you are most mentally alert. This is the most effective time of day to pursue activities, which are the most mentally challenging

Motion Sickness PROFILE SCORES ADJECTIVE PAIRS KEY DESCRIPTORS
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 (self-placement) COLUMN A UPPER LEFT COLUMN B LOWER LEFT COLUMN C LOWER RIGHT COLUMN D UPPER RIGHT 111 1 87 35 2 48 9 8 4 3 Factual x Quantitative Critical Rational x Mathematical Logical * Analytical x Conservative x Controlled Sequential x Detailed x Dominant Speaker Reader Emotional Musical Spiritual Symbolic Intuitive Talker Imaginative Artistic Holistic Synthesizer Simultaneous x Spatial Analytical 4 Technical 5 Problem Solving 5 Financial 2 Organization 4 Planning 2 Administrative 1 Implementation 5 Teaching 5 Writing 4 Expressing 3 Interpersonal 3 Integration 2 Conceptualizing 4 Creative 3 Innovating 3 introverted primary left left/ some right mixed Right/ some left primary right day equal night some frequent none extroverted x MOTION SICKNESS This research is based on studies done by Dr. Charles S. Mirabile Jr. For many, motion sickness is caused by conflicting information from two separate systems: the visual system and the inner ear of the auditory system. Right mode people usually tolerate the inconsistent information and as a result, experience motion sickness. In contrast, many left mode individuals are more likely to override or ignore one of the conflicting inputs. They eliminate the ambiguous condition so they remain in control and therefore, are less likely to experience motion sickness.

Introvert/Extrovert PROFILE SCORES ADJECTIVE PAIRS KEY DESCRIPTORS
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 (self-placement) COLUMN A UPPER LEFT COLUMN B LOWER LEFT COLUMN C LOWER RIGHT COLUMN D UPPER RIGHT 111 1 87 35 2 48 9 8 4 3 Factual x Quantitative Critical Rational x Mathematical Logical * Analytical x Conservative x Controlled Sequential x Detailed x Dominant Speaker Reader Emotional Musical Spiritual Symbolic Intuitive Talker Imaginative Artistic Holistic Synthesizer Simultaneous x Spatial Analytical 4 Technical 5 Problem Solving 5 Financial 2 Organization 4 Planning 2 Administrative 1 Implementation 5 Teaching 5 Writing 4 Expressing 3 Interpersonal 3 Integration 2 Conceptualizing 4 Creative 3 Innovating 3 introverted primary left left/ some right mixed Right/ some left primary right day equal night some frequent none extroverted x INTROVERT/EXTROVERT Your self-placement in the introvert/extrovert scale on the survey is replicated on the report. In very general terms, introverts tend to be more left mode oriented, and extroverts more right mode oriented. However, each quadrant may have its own continuum of introvert to extrovert and thus, its own interpretation and impact. A Quadrant Introvert: Quiet, serious, and very focused. A Quadrant Extrovert: Debater, often funny, driven. B Quadrant Introvert: Controlled, always "doing", often keeps to self. B Quadrant Extrovert: Dominant, "organizer" of events and people. C Quadrant Introvert: Expressive through writing or nonverbal, caring in a quiet way. C Quadrant extrovert: Talkative interested in bringing people together, sharing. D Quadrant Introvert: Off in own world, does "own thing", loner D Quadrant Extrovert: Constant flow of ideas loves to experiment with others, have fun.

D A B C OUR DIFFERENT SELVES Holistic Imagines Speculates
Intuitive Playful, curious Visionary Experimental Breaks rules Rational Research Financial Analytical Factual, logical Critical, realistic Likes numbers Sensitive to others Likes teaching Supportive Interpersonal Expressive Spiritual Talks alot Tactile Establishes procedures Gets things done Disciplined Reliable Organized Neat, timely Verifying Plans B C

© 1989-2000 The Ned Herrmann Group
OUR CREATIVE SELVES D A Factual Rigorous Analytical Financial Research-based Holistic Playful Intuitive Visionary Experimental Disciplined Organized Capturing Verifying Planning Interpersonal Aesthetic Spiritual Sensual Tactile B C © The Ned Herrmann Group

Value of “Creative Idea”
Solves or fixes a problem Opens up future possibilities Allows group to better improve as a team/ company Helps get the task done © 2000 The Ned Herrmann Group B C

A COMPOSITE WHOLE BRAIN
TAKEN AS A WHOLE THE WORLD IS A COMPOSITE WHOLE BRAIN

So, how do you draw on your quadrants in ----

THE CREATIVE PROCESS FRUSTRATION PREPARATION INCUBATION VERIFICATION
____ ____ ____ VERIFICATION ILLUMINATION APPLICATION ____ ____ ____

THE CREATIVE ROLES WE UNDERTAKE
The Explorer The Artist ____ ____ The Warrior The Judge ____ ____

What Clues Do You Give Off?
Self? Roommates or friends? Parents? Brothers & Sisters?

QUESTIONS ?

How “Whole Brained” Is Our Group
How “Whole Brained” Is Our Group? Discussion Points: If you lack diversity, how might you compensate for areas where there is no strong preference? If you are a diverse group, how might you deal with one another so that your differences are an asset, not a liability? What on-going agreements might you make together to assure that you work together more effectively?

Two Forces shape who we are.
Diversity Game Two Forces shape who we are. Nature and Nurture Nature: Your genetic imprint, from conception. Nurture: Everything after that. HBDI explores both

Nature What were you like the day you were born?
Where and to whom were you born? We see many differences. None of us chose our parents or the culture into which we were born.

School (Nurture) We met new people, expanded our horizons, and learned new things (Grade School). As we grew and changed, we discovered new things and often changed the way we liked to think. (Jr. High) School got serious and we began to make choices (High School) Subjects and professions we preferred

How Do Businesses Use HBDI?
Creativity & New Product Development Initiatives Productivity Improvements Strategic Planning Negotiating Strategies and Techniques Leadership Development Team Development

© 1989-2000 The Ned Herrmann Group
THE CREATIVE PROCESS INTEREST PREPARATION INCUBATION ILLUMINATION VERIFICATION APPLICATION © The Ned Herrmann Group

Class Profile Begin End ___ Blue cards. ___ Blue cards.
___ Green cards. ___ Green cards. ___ Red cards. ___ Red cards. ___ Yellow cards. ___ Yellow cards.

Hermann Brain Dominance Instrument (HBDI)

Similar presentations

Presentation on theme: "Hermann Brain Dominance Instrument (HBDI)"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Hermann Brain Dominance Instrument (HBDI)

Similar presentations

Presentation on theme: "Hermann Brain Dominance Instrument (HBDI)"— Presentation transcript:

Similar presentations

About project

Feedback