1. Diversity and Differentiated Leadership: Implications for Organizations and Schools

2. Thomas J. Craney, Ed.D. Field Associate, Nova Southeaster University Adjunct Faculty, Nova Southeaster University Nationally Certified School Psychologist Psycho-Educational Consultant 6147 Fieldcrest Drive Frederick, Maryland 21701 301-471-4750 craneyt@nsu.nova.edu

3. ASSUMPTIONS We all develop personal paradigms/mental models for understanding these differences All paradigms have strengths and limitations Self-understanding BEFORE other-understanding The cognitive styles paradigm may be used as a tool for understanding motives and behavior This tool may be used systematically to expand your communication skills

4. The BRAIN-BEHAVIOR CONNECTION Neuro-psychological connections and historical perspectives –Functional localization –Split-brain research –Hemispheric dominance Current brain- investigating technologies

5. CORPUS CALLOSUM The nerve structure which bridges the two hemispheres, fostering the collaborative efforts of both hemispheres in their specialized information processing and problem solving functioning.

6. Motor Cortex Sensory Cortex Frontal Lobe Temporal Lobe Occipital Lobe Visual Cortex Wernicke’s Area Broca’s Area Parietal Lobe

7. PREFERENCES & DOMINANCE Physical Symmetry vs. Functional Asymmetry Why preferences and/or dominance? Brain-preferences/dominance –Habits of the mind No RIGHT or WRONG, but –Situational appropriateness & consequences Preferences, style, competence and potential

8. The HERRMANN BRAIN DOMINANCE MODEL: A Brain-Based Metaphorical Model The brain’s physiology and architecture The quadrant (A-B-C-D) organizing principle The metaphorical cognitive styles model The assessment instrument The application

9. Brain Physiology Left Hemisphere Limbic System Right Hemisphere Cerebral Cortex

10. Brain Architecture as the Organizing Principle AD CB Cerebral LeftCerebral Right Limbic Right Limbic Left

11. The Metaphor for the Cognitive Styles Model A CB D

12. The MINDS’ I Visual Profile Application A CB D

13. A BC D LOGICAL FACTUAL CRITICAL RATIONAL ANALYTICAL INTERPERSONAL EMOTIONAL EXPRESSIVE FRIENDLY TEACHER ARTISTIC CREATIVE INNOVATIVE INTEGRATIVE CONCEPTUAL ADMINISTRATIVE CONSERVATIVE ORGANIZED DETAILED PLANFUL Upper or Cerebral Left Lower or Limbic Left Upper or Cerebral Right Lower or Limbic Right

14. A CB D

15. I’ve got Good News & Bad News Your strength is an asset! However, your strength may also be a liability!

16. Men Women A CB D

17. EDUCATIONAL and ORGANIZATIONAL IMPLICATIONS “Traditional” approaches The left-brain emphasis in our institutions Cognitive style-centrism Personal vs. professional orientations Teaching and communicating the way you learn and communicate “Expectcentrism”

18. A D B C A Developmental Perspective on Cognitive Styles and Education Elementary Preschool ??? Secondary & Post Secondary

19. WHOLEBRAINED LEADERSHIP and HUMAN RESOURCE DEVELOPMENT A paradigm/mental model shift Systematically integrating what you already know and do Examining task orientation, team building and group dynamics issues Situational appropriateness Quadrant representation (“Bow-tie”)

20. MANAGE & LEAD BY: BUILDING CASES FORMING THEORIES DATA-BASED ANALYSES FORMALIZED LECTURE THINKING THROUGH IDEAS APPLYING ANALYSIS AND LOGIC TECHNICAL CASE DISCUSSIONS ACQUIRINGAND QUANTIFYING FACTS COGNTIVE BEHAVIOR MODIFICATION A Quadrant Upper/Cerebral Left

21. MANAGE AND LEADS BY: DEVELOPS SKILLS THROUGH PRACTICE “GOTTCHA” BEHAVIOR MODIFICATION EVALUATING AND TESTING THEORIES HIERARCHY AND CHAIN OF COMMAND CONSERVATISM AND STATUS QUO ORGANIZING AND STRUCTURING PLANNING AND SEQUENCING MEMOS AND REGULATIONS B Quadrant Lower/Limbic Left

22. LEAD AND MANAGE BY: INTEGRATING EXPERIENCES WITH SELF LISTENING AND SHARING IDEAS NOTES AND PERSONAL CONTACT EXPERIENTIAL OPPORTUNITIES HARMONIZING AND CELEBRATING EMOTIONAL INVOLVEMENT MUSIC AND MOVEMENT GROUP INTERACTION C Quadrant Lower/Limbic Right

23. LEAD AND MANAGE BY: INTUITION AESTHETICS PLAYFULNESS SPONTANEITY TAKING INITIATIVE EXPERFIMENTATION “WHAT IF” DISCUSSIONS EXPLORING POSSIBILITIES SYNTHESIZING CONCEPTS AND CONTENT D Quadrant Upper/Cerebral Right

24. The 7 Keys to Leadership AD BC Trust your subordinates Develop a vision Keep your cool Encourage risk Be an expert Invite dissent Simplify - Fortune

25. The 8 Prime Leadership Skills AD BC Peer Skills Leadership Skills Conflict Resolution Skills Information-Processing Skills Skills in Unstructured Decision Making Resource Allocation Skills Entrepreneurial Skills Skills of Introspection - Henry Mintzberg

26. CHARACTERISTICS OF EXCEPTIONAL LEADERS Create a vision Live their vision Interpret events Enroll others Empower others Have a systems perspective Create supporting structures Take risks, challenges Celebrate milestones and have fun - Jesse Stoner

27. A D B C Wholebrain Leadership and Management: The “BOW-TIE” Method

28. A D B C COMMUNICATION BETWEEN PEOPLE WITHIN A QUADRANT “FREE FLOW” “ON THE SAME WAVE LENGTH” “SEE EYE TO EYE”

29. A D B C COMMUNICATION BETWEEN PEOPLE FROM COMPATIBLE QUADRANTS “SUPPORTIVE” “IN THE SAME BALL PARK” “REINFORCING”

30. A D B C COMMUNICATION BETWEEN PEOPLE FROM CONTRASTING, COMPLEMENTARY QUADRANTS “ADDITIVE” “SYNERGISTIC” “COMING FROM A DIFFERENT ANGLE”

31. A D B C COMMUNICATION BETWEEN PEOPLE FROM OPPOSING, COMPLEMENTARY QUADRANTS “ABRASIVE” “CONFRONTATIONAL” “SPEAKING A DIFFERENT LANGUAGE”

32. Excellence CAN BE ATTAINED IF YOU... Care more than others think is wise Risk more than others think is safe Dream more than others think is practical Expect more than others think is possible

33. “Let us become the change we seek in the world.” - Mohandas Gandhi

34. “Yesterday has gone, tomorrow has not yet come, we have only today. Let us begin.” - Mother Theresa

35. Thoughts to Consider Begin to appreciate your own mental uniqueness Begin to better understand the mental uniqueness of those around you Honor those differences as real, valid and potentially synergistic Accept these brain dominance differences as a natural aspect of the human condition Understand the difference between preferences and competencies

36. Thoughts to Consider (cont.) Recognize that what you say and do and how you interpret what you hear and see is greatly influenced by your cognitive style, and that this is also true of others as well Seek out experiences, activities, and learning opportunities in areas of the mental spectrum that you are not now fully accessing and/or using Commit yourself to your own self- development action plan and carry it out