HBDI® Certification - Herrmann Solutions

Transcription

HBDI® Certification
Resource Guide
Section 5: Building the Case for
Whole Brain® Thinking
267
Section 5: Building the Case for Whole Brain® Thinking
Table of Contents
Comparing Assessment Instruments .................................................................................... 269 Whole Brain® Applications ..................................................................................................... 273 Organizational Application Examples .................................................................................... 274 Whole Brain® Marketing Process .......................................................................................... 275 Marketing Collateral .............................................................................................................. 278 Adopting the Whole Brain® Thinking System ........................................................................ 281 The HBDI® Profile: Three Paths to Success.......................................................................... 282 Learning Delivery Options for Today ..................................................................................... 286 Foundation: Building Individual and Group Awareness ......................................................... 287 Application: Building Effectiveness ........................................................................................ 288 HBDI® Fundamentals—An Introduction to Whole Brain® Thinking ........................................ 289 Thinking Accelerator® Featuring: HBDIinteractive® ............................................................... 290 The Business of Thinking® Workshops ................................................................................. 292 Start Thinking—A Whole Brain® Foundation Workshop ........................................................ 293 ThinkAbout Teams ................................................................................................................ 295 Whole Brain® Thinking Support Materials ............................................................................. 297 268
Comparing Assessment Instruments
The next few pages offer a few different ways of comparing the more popular assessments that
are commercially available.
Instrument
What
How
Who
Why
HBDI®
Thinking
Preferences
(Brain-Based)
120-question
assessment
(online)
“How does
my thinking
impact my
interactions
with others?”
 Business
applications
 Engage with others
 Scalable
MBTI®
(Myers
Briggs Type
Indicator)
Psychological
Multiplechoice
questionnaire
(paper or
online)
“How do I
perceive the
world and
make
decisions?”
 Create awareness
 Discover
uniqueness
DiSC®
Behavioral
Multiplechoice
questionnaire
(paper or
online)
“How do
others
perceive
me?”
 Create awareness
about conflict and
motivation
 Interaction with
others
Strengths
Finder
Talents/
Strengths
Assessment
of 34 talents
“What are my
natural
talents and
strengths
 Identify and
develop strengths
 Strategies for
maximizing
personal talents
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The Premise of the HBDI® Compared to Other Approaches
In the diagram to the right, assessments are
divided into four categories based on their
separate premises:

A thinking styles, brain-based
assessment considers “how do I process
information?” The HBDI® is a brain-based
assessment.

A talent/interest/career assessment
considers “what are my natural talents
and interests?” StrengthsFinders is an
example of a talent/interest/career
assessment.

A psychologically based assessment
considers “what does this mean about
me?” The MBTI® is an example of a
psychologically based assessment.

Finally, a behavior-based assessment
considers “how do others perceive me?”
DiSC® and 360s are examples of
behavior-based assessments.
As illustrated by the non-overlapping portions of the diagram’s four circles, each type of
assessment provides unique information to people.
The HBDI® provides information that is different from talent, psychological or behavior-based
assessments.
At the same time, there are some similarities in the information provided and what the individual
can learn, regardless of premise. These similarities are represented by the overlapping portions
of the circles, and where the four circles overlap in the center of the diagram, even more
similarities exist.
Additional Resource:

Comparing Assessments_White Paper.pdf
o
http://www.herrmannsolutions.com/comparing-assessments-the-answer-lies-inthe-premise/
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Comparing Assessment Instruments
As HBDI® Certified Practitioner you will probably be asked the following questions at some
point:

Does HBDI® measure the same thing as XYZ assessment?

How is the HBDI® Profile different from XYZ profile?

Can HBDI® be used along with XYZ assessment?

Why use HBDI® compared to other assessments?
Responding to these questions requires you to have enough information on other assessments
to make a comparison. There are four main questions you can consider to help you respond to
these and other questions that may arise. The questions below provide a framework that will
help you understand the differences and similarities between tools, how tools can complement
each other or confuse participants, and enable you to respond to most questions regarding the
tools you are asked about.
What is the Intention of the Tool?
The intention is the intended measure of the tool. Different tools purport to measure different
constructs. Below is a list of different constructs tools claim to measure and their definitions. A
company’s website should help you determine a tool’s intention. It should clearly state what their
tool intends to measure, however, sometimes it is not clear.
Thinking (cognition): The process of using one’s mind to consider or reason about something.
There is no universal model to explain an individual’s thinking processes.
Behavior: Behavior refers to the actions and mannerisms made by a person in conjunction with
their environment. Behavior is an observational construct.
Emotions: A natural instinctive state of mind deriving from one’s circumstances, mood, or
relationships with others. No definitive emotion classification system exists, though numerous
taxonomies have been proposed. Emotion is a construct that interacts with the environment.
Personality: The combination of characteristics or qualities that form an individual’s distinctive
character. It is a stable construct.
Intelligence (cognitive ability): The ability to acquire and apply knowledge and skills including,
abstract thought, understanding, self-awareness, communication, reasoning, learning, having
emotional knowledge, retaining, planning and problem solving. Often the definition is
contentious. Intelligence is proposed as a fairly stable construct.
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What is the Theory and Who Developed it?
Even if the intention of the tool is clear there are different theories that purport how that
construct (e.g. personality) works and functions. For example two different personality theories
are the five-factor model* and the Carl Jung theory of personality**. To decide which you would
use, you might consider the reputation of the theorist, the plausibility of the theory and the
research behind the theory. Tools based on sound and simple theories are easier to understand
and thus communicate to participants, compared to tools based on complicated or unclear
theories. A company’s website should provide information on the theory upon which their tool is
based on and who developed it.
What is the Premise of the Theory
The premise is the argument behind the tool’s intended measure; it is the assertion the tool
makes in measurement. Different tools make different assertions. This can be more difficult to
ascertain from website research, and sometimes a more detailed knowledge of the tool is
required, but some general premise include:

Dichotomous preferences (either or) e.g. MBTI®

Strengths and weaknesses e.g. Life Styles InventoryTM (LSI)

Degree of preference e.g. HBDI®
You may like to think whether these assertions align with your beliefs and thinking.
Application of the Tool
Based on the information obtained you are now in a position to judge and explain the best
application for a variety of tools, their uses and limits. Does the application match the intended
measure? Does the premise align with your beliefs? What is the theory behind the tool and is it
simple to communicate? Would there be stronger applications and weaker applications of a
certain tool? Could a combination of tools help with a certain application? These questions also
help us understand the power and differentiation of the HBDI®.
* http://en.wikipedia.org/wiki/Big_Five_personality_traits
** http://en.wikipedia.org/wiki/Carl_Jung
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Whole Brain® Applications
Whole Brain® Thinking can be used in a variety of applications. Some of the ways we have
worked with our clients include:
Understanding of self
Organization structure
Design work
Relationship with others
Organization climate
Dealing with diversity
Self-development
Organization development
Ideal group formation
Diagnosis
Learning delivery
Task force formation
Thinking
Management and
leadership style
Management
Learning
Course design
Personal growth
Job design
Education/Training
Career direction
Presentations
Communication
Selling
Managing staff
Managing difference
Strategic/Operational
Development
Team building
Team functioning
Staff interaction
Modelling
Creative problem solving
Teaching and learning
Education
Productivity
Dealing with change
Advertising
Creativity
Planning and project
management
Sales training
Risk management
Meetings
Business disruption
Needs assessment
Strategic planning
Decision making
Emergency management
Coaching
Clients
Challenging interactions
Problem solving
Family
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Organizational Application Examples
Individual and Group Awareness
Giving individuals awareness of their thinking preferences increases personal and on-the-job
effectiveness. Understanding how others think can have a big impact on productivity and team
effectiveness.
Career Development
Increase job fit. Decrease turnover and job dissatisfaction. Scan for high-potential leaders and
factor thinking preferences into their career paths.
Communication/Conflict Resolution
Analyze your messages and their match to the thinking preferences of your internal/external
target audiences. Diversify and balance your communications to reach all audience segments.
Reduce conflicts stemming from contrasting communication styles. Ensure effective
communication with anyone, about anything, at any time.
Sales and Marketing Effectiveness
Apply thinking preferences to shape market research, gain new insights into target markets and
analyze trends. Factor customers’ tendencies and preferences into sales/negotiation methods.
Culture Change/Organizational Learning
Assess thinking preferences across learning populations. Tailor learning to match learner
preferences. Factor thinking preferences into your strategies for managing culture change,
mergers and acquisitions.
Strategy Development
Map thinking preferences of executives who shape strategy. Tailor strategy development
process to turn differences from a liability into an advantage. Enhance clarity, confidence and
consensus.
Creativity and Innovation
Compose R&D groups, task forces and other groups to blend out-of-the-box thinkers and risktakers with those demonstrating preferences toward analysis, planning and implementation.
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Whole Brain® Marketing Process
We define marketing as the process of communicating the value of a product or service to a key
stakeholder.
We have provided you with a Whole Brain® process for marketing your HBDI® offering. The
thinking and approach behind these 4 steps will differ depending on your context as an internal
practitioner, in an organization, or a consultant practitioner. However, the general principles of
all four steps remain the same:

Finding the customers

Making the customers aware

Helping them believe in what you are offering

Helping them implement the product or service you are offering
Helping
customers
believe
Making
customers
aware
Helping
customers
implement
Finding
customers
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Finding Customers
Finding customers is the first step in any marketing process and possibly the most important!
Our suggestions for finding customers include:







Websites
Your networking activities
Attendance at conferences
Referrals from other customers
Talk to people within your organization
Focus on a specialized market if you have expertise there
List of sectors:
o Advertising, marketing and PR
o Animal and plant resources
o Charity and voluntary work
o Construction and property
o Creative arts and design
o Education
o Engineering, manufacturing and production
o Environment and scientific services
o Financial management and accountancy
o Healthcare
o Hospitality and events management
o Human resources and employment
o Information services
o Information technology
o Insurance
o Law enforcement and protection
o Legal profession
o Leisure, sport and tourism
o Management
o Media and broadcasting
o Mining and land surveying
o Performing arts
o Publishing and journalism
o Retailing, buying and selling
o Social care and guidance work
o Transport, logistics and distribution
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Making Customers Aware
How do you make customers aware of Whole Brain® Thinking and the HBDI®? The applications
of Whole Brain® thinking are vast, so we have a variety of resources to support you:

Website
http://www.herrmannsolutions.com

The YouTube clip and other videos
http://www.youtube.com/user/herrmannasia

Brochures and flyers – Available upon request or for download on the Certified
Practitioner web site.

Email campaigns from Herrmann International

LinkedIn:
There are 2 discussion groups within LinkedIn that you can join. They are especially for
Certified HBDI® Practitioners.

o
Whole Brain® Thinking and HBDI®
o
HBDI® users
Whole Brain® introduction brochure
This brochure provides information on the Whole Brain® Model, HBDI® and some
general applications.

Herrmann International webinars
These are open to the public and held throughout the year.
Helping Customers Believe
Asking customers to believe in HBDI® is all about providing the proof that it works! You may
have your own personal experiences to call upon as proof, but here are some other suggestions
to help:

Case studies
o

White papers
o

Full white papers found on the website: http://www.herrmannsolutions.com
Client testimonials
o

Full case studies found on the website: http://www.herrmannsolutions.com
Full Client Testimonials found on the website: http://www.herrmannsolutions.com
Comparing assessments
o
Summary found earlier in Section 5 of this Resource Guide
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
Herrmann International webinars
o

Webinars are held throughout the year
Presentations and keynotes at conferences
Marketing Collateral
A variety of flyers, brochures, case studies, white papers and presentation decks are available
for download on the Certified Practitioner web site.
Please contact your Client Service Representative at Herrmann International for assistance.
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Helping Customers Implement
Once your customers believe in the offering, it is time to help them implement the most effective
process. Helping clients implement usually involves a conversation considering the 4 Ps, the
potential; the people; the product and the process.
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Adopting the Whole Brain® Thinking System
Whole Brain® Advantage
The Whole Brain® Advantage is the Herrmann® system (including programs, tools, products and
services) that an organization can deploy throughout the enterprise to get better results through
better thinking. By leveraging the Whole Brain® Advantage framework and solutions,
organizations are able to integrate Whole Brain® Thinking into everyday business to achieve
their goals more efficiently and effectively.
Individuals: Positively increase thinking flexibility
& thinking skills to grow productivity
Organizations introduce individuals and groups to Whole
Brain® Thinking. Workshops are run to teach participants
the Whole Brain® Model, their individual thinking
preferences and the implications these have for the
business.
Groups: Improve speed & quality of processes &
interaction to drive effectiveness
Organizations develop team effectiveness by applying
Whole Brain® Thinking to teams, team function and
addressing specific business issues—improving customer
service, increasing sales and improving project
management.
Organization: Align culture & increase
collaboration to drive innovation and revenue
The organization encourages and supports individuals and
teams to use their Whole Brain® Thinking skills in all
aspects of business. This includes all decision making,
planning sessions, as part of their risk assessment process
and all other aspects of the business.
Customer: Better connect with customers for
increased sales and customer satisfaction
The organization now thinks differently about how it relates
to customers and operates in the business world.
This is the Whole Brain® Advantage.
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The HBDI® Profile: Three Paths to Success
1. An individual, (or group of individuals) will have taken the online assessment and receives
their HBDI® Profile Package while engaged in a one-hour debrief discussion with you.
Keep in mind that in this scenario, the participant(s) will learn the basics of the Whole Brain®
Model and concepts from you (additional pre-reading articles can be assigned.) Expect that
some participants explored the Herrmann® website for some background information.
In a workshop (Debrief Session or Start Thinking) or one-on-one (one hour) session with
you, they will receive their HBDI® Profile package. You will walk through the profile data and
coach them on how to apply valuable insights in both their professional and personal lives.
Upon closing of the debrief, you will encourage participants to review the additional ideas
and insights, and complete the activities in the yellow section of their booklet.
2. An individual has taken the online assessment
and completed the 30-minute online HBDI®
Fundamentals module in which they will have
been introduced to basic concepts of the Whole
Brain® model. When the participant joins you for
an hour debrief, you will hand them their HBDI®
Profile package, walk through the profile data
and coach them on how to apply valuable
insights in both their professional and personal lives.
In this scenario, bear in mind that the participant has learned about how thinking
preferences, key descriptors, and work elements influence communication styles and other
facets of their work and personal interactions. During the online module, they will also have
been asked to guess their results and begin thinking about their preferences and behaviors
that likely reflect the styles.
In a workshop, (Debrief Session or Start Thinking) connect the participants to what they
have learned in HBDI® Fundamentals and move forward reducing repetition and focusing
more on application with any additional time available.
Upon closing of the debrief, you will encourage participants to review the additional ideas
and insights and complete the activities in the yellow section of their booklet.
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3. In this path, an individual will have completed the online assessment, as well as the
Thinking Accelerator® featuring HBDIinteractive® series of modules during which they have
learned the Whole Brain® concept in the Fundamentals™ module. Before meeting with you,
they will have also completed the required activities and
an online debrief.
In the instructions you send to them including their
access code, request that they download and print their
profile results (see orange arrow in graphic) to bring to
the live session. (They have the option of also printing
and bringing along other materials from the online
Resource Guide.)
In this scenario, profiles have already been debriefed, so the first step is to give the
participant(s) time to share and discuss their profile. The additional time is focused on
application of the model and their profile to their work. In an individual debrief, time is spent
answering participant questions, discussing and coaching the participant on any applications
they view as valuable for their work and(or) personal life.
In a group setting, the Business of Thinking®
is a popular follow-up to a group debrief for
Thinking Accelerator® participants, and(or)
for teams, the ThinkAbout Teams session is
an effective progression for groups. The
debrief can be in the form of a team webinar
or workshop, and can center around a team
issue and focus on some kind of on-the-job
application of the profile data.
Bear in mind that in these group sessions, participants do not receive the same hard-copy
packet as participants would in Debrief paths 1 and 2. Instead, they are granted a code to
access the same information online for up to one year, and are able to print out most of the
same information that appears in the booklet.
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First complete the HBDI® Assessment; then
complete a debrief path.
The Three HBDI® Paths
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NOTE: While each of these paths follows an hour outline of debrief coaching and discussion,
we recognize that sometimes you will have less time in which to meet with participants. You
will find tips within this guide on how to facilitate a 30-minute session.
Overview of HBDI® Profile Interpretation Package
(Available to participants coming through Path 1 or 2)
Contents below are sealed in a folder with a confidential
sticker for privacy.
 HBDI® Profile printed on clear transparency

HBDI® Data Summary Page

HBDI® Written Explanation

HBDI® Mini Profile

Booklet
o
Understanding the Herrmann Model
o
Reading Your Profile Step by Step
o
Comparing Your Profile with Others
o
Exploring Your HBDI® Profile
Overview of HBDIinteractive® Printouts
(Thinking Accelerator® Profile Support Tool for Path 3)

Cover page with name for privacy of profile data

HBDI® Profile with Grid

HBDI® Data Summary Page

HBDI® Written Explanation

My Portable HBDI® Job Aid Tools

Downloadable Resource Guide from Resource Section
of Thinking Accelerator®
o
Understanding the Herrmann Whole Brain® Model
o
HBDI® Terms and Profile Codes
o
Understanding Your Profile
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Learning Delivery Options for Today
DELIVERY METHOD/
EXAMPLES
ADVANTAGES
DISADVANTAGES
Synchronous – in person
 Instructor-Led Classroom
 Coaching
 Learning Labs
 Live interaction with
instructor, peers
 Real-time communication
with instructor for
questions, discussion,
feedback
 Activity, role-play
opportunities
 Group discussions
 Platform customization
 Time (not on-demand)
 Travel expenses for
instructor and/or
participants
 Facilities expenses (room,
equipment, food, etc.)
 Single location only
 Consistency/quality may
vary from location to
location
Synchronous – online
 Instructor-Led Virtual
Classroom
 Webinars/Webcasts
 Online Meetings
 Conference Calls/
Videoconference
 Distance Learning Labs
 Live Chat/Live TweetChat

Live interaction with
instructor, peers
Real-time communication
with instructor for
questions, discussion,
feedback
Platform customization
Reach multiple locations,
dispersed audiences
simultaneously with
consistent messages
 Time (not on-demand)
 Facilities/technical
expenses
 Less interaction/ discussion
opportunities than in-person
 Technical limitations
 Varying comfort levels with
emerging technologies
Asynchronous/Self-Paced
 Simulations
 Web/Computer-Based
Training Modules
 Reading (web, paper, etc.)
 Self-Study
 Podcasts
 Video-casts
 Archived/Recorded
Webinars or Events
 Job Aids
 Online Forums
 Micro-learning
 Wikis
 Social Networking/
Microblogging

On demand, 24-7
availability
Decreased time away
from job
Accelerated delivery
Quickly address just-intime learning needs, “hot
button” issues
Increased opportunities to
reinforce, refresh learning
(through on-demand
access and micro-content)
Reach multiple locations,
dispersed audiences
Rapid information and
best-practice sharing
More collaboration across
locations/silos
 Technical expenses
 No live interaction with
instructor or peers
 Technical requirements
 Tracking of participation
can be difficult
 No platform customization
 User-generated content can
create quality control issues
 Varying comfort levels with
emerging technologies
 Lacks the structure of “time
for learning” synchronous
learning










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Foundation: Building Individual and Group Awareness
The Foundation Level includes:

Working with the individual HBDI® Profile

Using the Online Learning program, HBDI® Fundamentals or Thinking Accelerator®

Running the workshop—Start Thinking

Accessing the Herrmann Thinking Management System (HTMS) to process all your
HBDIs® and manage your organizational database

Using the support materials to help build a strong foundation
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Application: Building Effectiveness
The application stage includes:

Building on the work done in the foundation stage

Working with the HBDI® Pair Profile

Working with the HBDI® Team Profile

Running the workshop, ThinkAbout Teams

Accessing The Business of Thinking® workshops. The Business of Thinking® is:

o
A systematic approach to introducing Whole Brain® Thinking across an organization
or function
o
A series of workshops, resources and on-the-job applications
o
Designed to improve the overall quality of thinking and subsequent performance of
the organization
Using the support materials to help strengthen the broader application of Whole Brain®
Thinking
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HBDI® Fundamentals—An Introduction to Whole Brain® Thinking
What is it?
HBDI® Fundamentals is a 30-minute interactive
Online Learning program.
What does it cover?
The Online Learning program:

Defines and describes the Whole Brain® Model, the basis of the Herrmann Brain
Dominance Instrument®

Examines how preferences affect the way people behave

Prepares the participant to fully understand and apply their HBDI® Profile
When do participants complete it?
Participants complete HBDI® Fundamentals immediately after they have completed their online
HBDI® Assessment and before they receive their HBDI® Profiles.
Why use the HBDI® Fundamentals program?
There are two main reasons why organizations use HBDI® Fundamentals:
1. As an addition to classroom training
By having all participants complete HBDI® Fundamentals prior to attending any
classroom training, you can ensure everyone enters the classroom with a common level
of understanding. This can greatly enhance the effectiveness of the subsequent training.
2. As a replacement for classroom training
Some participants are restricted in the amount of time they can spend in the classroom.
This could be due to job pressures, client obligations or travel restrictions. In cases such
as these, some of the subsequent classroom training can be replaced by the Online
Learning program and the classroom time subsequently reduced.
Using the HBDI® Fundamentals program as an addition or a replacement you can:

Ensure that participants have a basic understanding of the key concepts on which to
build

Ensure everyone enters the classroom learning with a common understanding

Use the content as a reference and launching pad for subsequent training

Use the ‘participant exercise’ contained in the program to check understanding and selfinsight

Use the administrator feature to manage participation and attendance
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Thinking Accelerator® Featuring: HBDIinteractive®
What is it?
The Thinking Accelerator® featuring:
HBDIinteractive® is a state-of-the-art
simulation and blended learning solution
that encompasses the Herrmann Brain
Dominance Instrument® (HBDI®)
Assessment tool and individualized
learning designed to help customers
rapidly implement and scale a Whole
Brain® initiative across the organization.
What Does it Cover?
After completing the HBDI® Profile, participants are immersed in the program’s simulation
environment of Preference Island, where they witness different thinking preferences in action
and have the opportunity to stretch their own style, applying the Whole Brain® Model to current
real-life work issues. A personalized, self-paced online program, the simulation is comprised of
5 modules:
1. Introduction – An introduction to the power and value of Whole Brain® Thinking.
2. Fundamentals – An overview of the Whole Brain® Model, which is the basis of the
HBDI®.
3. HBDI® Profile Results – A step-by-step tour of the participant’s personalized HBDI®
Profile, explaining how the individual prefers to think, learn, communicate and make
decisions.
4. Communicating in Colors – An activity-based module designed to uncover
communication styles and needs, and improve the participant’s skills both as a listener
and a communicator.
5. Creating to Innovate – Exercises that provide the opportunity to stretch thinking
preferences and apply Whole Brain® Thinking for better problem solving and innovation.
Online tools, including a comprehensive Resource Guide and personal journal, provide support
during the simulation and serve as ongoing reference materials for continuous application and
reinforcement of the Whole Brain® Model.
When do participants complete it?
The Thinking Accelerator® featuring: HBDIinteractive® is a blended solution that offers primarily
asynchronous learning opportunities (online tools, simulation, etc.). As a result, it can be
deployed quickly to large and dispersed audiences. This design can also help accelerate the
pace of learning application.
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What Blended Elements Comprise the Full Thinking Accelerator® Featuring:
HBDIinteractive®?

Context-building content – to set up the context for the participant, explaining how this
program will help them get better results in their specific job through better thinking

HBDIinteractive® (Simulation modules 1-3, i.e., HBDI® Assessment and debrief)

Application activity to apply learning to the participant’s specific work situation or
problem

Simulation modules 4 and 5 that apply the Whole Brain® learning from modules 1 – 3

Application webinar to apply learning to the participant’s specific work situation or
problem

Follow-up/reinforcement content
Why use the Thinking Accelerator® Featuring: HBDIinteractive®?
Benefits:

Helps organizations rapidly and cost-effectively reach large, geographically-dispersed
populations without sacrificing quality.

Seamless integration gives certified practitioners increased flexibility and options for
delivering training based on audience needs, logistical requirements, budgets and other
factors. Allows certified practitioners to devote more face-to-face classroom time to
business-specific application.

Helps extend the reach and benefits of Whole Brain® Thinking throughout the
organization.
Business Drivers:
Some of the reasons organizations are using the Thinking Accelerator® featuring:
HBDIinteractive® include:

Restricted training and travel budgets

Need to quickly reach large, geographically-dispersed populations

Limited instructor and/or participant time available to spend on core classroom training

Need to quickly expand existing employee capabilities due to hiring freezes, layoffs,
shifts in responsibilities

Internal shift to online learning delivery for fundamentals

Increased emphasis on using face-to-face time for business or job-specific application

Need to “do more with less”
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The Business of Thinking® Workshops
The Business of Thinking® is:

A systematic approach to introducing Whole Brain® Thinking across an organization or
function

A series of workshops, resources and on-the-job applications

Designed to improve the overall quality of thinking and subsequent performance of the
organization
Be more productive through
more effective thinking
Think outside of the box with a
strategic and future focus
Think in a more balanced
Whole Brain® way
Practically apply Whole Brain®
Thinking to everyday business issues
Improve communications and
work well in teams
The Business of Thinking® Workshops:

Are each comprised of four 1-hour sections

Build on the learning from the foundation stage—in particular from Start Thinking and
ThinkAbout Teams workshops

Provide increased understanding of the mental demands needed for individual and
organizational success

Address specific business application and issues

Have specific learning outcomes

Can be selected and mixed as required
The Business of Thinking® Workshops Available are:

Start Thinking

ThinkAbout Teams

ThinkAbout Communicating

ThinkAbout Decision Making

ThinkAbout Your Clients/Customers

ThinkAbout Problem Solving

ThinkAbout Creative Thinking
292
Start Thinking—A Whole Brain® Foundation Workshop
Workshop Summary
Each of us is unique and has different thinking preferences. There is no one ‘best’ style.
However, there are definite individual and organizational advantages when people know their
thinking preferences and can use an organized framework—Whole Brain® Thinking—to
capitalize on their own preferences and tap into those of others.
Who Should Attend?

Managers

Supervisors

Individual contributors
Prerequisites

All participants need to have completed an HBDI® Assessment form

Optional—HBDI® Fundamentals
Typical Time Investment

One 4-hour session, or

Four 1-hour sessions
Learning Outcomes
At the end of this workshop participants will be able to:

Describe the Whole Brain® Thinking model (Section 1)

Recognize your own thinking preferences (Section 1)

Identify thinking preferences clues in others (Section 1)

Discover meaning in your HBDI® Profile data (Section 2)

Recognize the benefits of being a more Whole Brain® Thinker (Section 2)

Identify opportunities to stretch your thinking preferences (Section 2)

Leverage thinking preference diversity for improved interactions (Section 3)

Accommodate the strengths and frustrations of differing preferences (Section 3)

Use the subtleties of quadrants’ clusters to understand differences and/or find common
ground (Section 3)

Identify barriers to effective team communication and performance (Section 4)

Adapt your work to better utilize your thinking preferences (Section 4)

Apply Whole Brain® Thinking to enhance team performance (Section 4)
293
Key Activities

Complete the ‘Diversity’ activity to demonstrate Whole Brain® Thinking in action

Apply Whole Brain® Thinking to everyday activities

Discover the thinking preferences in others

Examine and understand your own HBDI® Profile

Explore the consequences of individual profiles

Apply Whole Brain® Thinking to a business issue
Workshop Materials Available

Facilitator guide

PowerPoint presentation

Participant workbook

Diversity game

Brain Mat

Four Selves poster

Profile Board

Walk-around pads
294
ThinkAbout Teams
Module Summary
People in high-performing teams don’t necessarily get along with each other—but they do
understand and value the unique contribution that people make to a team.
They also understand the mental demands being placed on the team and how best to meet
those demands.
This workshop gets teams to think about the tasks they are facing, the individuals that make up
the teams and the best way they can work together to achieve their goal.
It results in highly motivated teams of individuals who can maximize their unique contribution
while appreciating and encouraging the contributions of others.
Who Should Attend?

Any intact team that wants to enhance its performance

Any management or operational team

Special project teams, safety teams

Any newly-formed teams
Prerequisites
Participants need to have attended the Start Thinking workshop or have received an in-depth
debrief of their HBDI® Profile. Start Thinking can be combined with ThinkAbout Teams into a
powerful one-day program.
Typical Time Investment

One 4-hour session, or

Four 1-hour sessions

Optional 1-hour add-on for virtual teams
Learning Outcomes
At the end of this module participants will be able to:

Describe the impact of diverse thinking preferences on team dynamics (Section 1)

Discuss the benefits of diverse thinking in achieving team results (Section 1)

Identify changes that need to be made to have a more effective team (Section 1)

Explain the collective thinking strengths and challenges of your team (Section 2)

Strengthen your team's interactions and performance (Section 2)

Update your team’s ‘operating system’ to be more whole-brained (Section 2)
295

Assess your team’s level of Whole Brain® functionality (Section 3)

Pinpoint opportunities for improvement, to enhance your team’s effectiveness (Section
3)

Identify the strengths you bring to your team, which may extend beyond your
preferences (Section 3)

Use Whole Brain® Thinking to enhance team performance (Section 4)

Plan a real project using a Whole Brain® approach (Section 4)

Stretch beyond your thinking preferences to contribute to team outcomes (Section 4)

Use Whole Brain® Thinking to ease virtual team challenges (Section 5)

Establish trust with virtual team members (Section 5)

Interact as a more Whole Brain® virtual team (Section 5)
Key Activities

Understanding the effects thinking preferences have on teams

Mapping the mental demands of different tasks

In-depth analysis and feedback of HBDI® Team Profile

Action planning based on HBDI® Team Profile
Workshop Materials Available

Facilitator guide

PowerPoint presentation

Participant workbook

Brain Mat

Four Selves poster

Four-color cards

Walk-around pads
296
Whole Brain® Thinking Support Materials
Brain Mat. The Brain Mat is a great tool for exercises in your training
room. Place it on the floor and then have participants work through various
exercises as they ‘walk-around’ the model. Brain Mat is appropriate for
small and large groups up to 40. Each Brain Mat set includes 4 quadrants,
each approximately 60 square inches.
DesignIT. DesignIT—The Whole Brain® Way provides instructors,
teachers, trainers, and presenters with practical tools for designing
instruction. The materials also help users understand why Whole Brain®
instruction is necessary to reach all learners as well as sustain learning.
The kit contains a deck of 64 diagnostic cards; comprehensive book of
instructions; reproducible masters, and more.
Desk Flips. This resource gives you nine Whole Brain® applications at
your fingertips! It acts as a constant visual reminder of Whole Brain®
Thinking and can be a refresher for lessons learned in training or
workshops.
Diversity Game & Expansion Kit. Diversity is a card game. Playing
Diversity will give individuals and groups you work with a picture of their
thinking preferences and point the way toward working together more
effectively and productively. Appropriate for groups up to 25 people.
Additional cards available for larger groups.
HBDI® Profile Board. A multi-use, attractive office display or portable tool
made out of durable Lucite. The HBDI® Profile Board can be used as a
facilitation aid during HBDI® individual, pair and group debriefs. The board
can be passed around as each group member uses pegs and colored
cords (included) to replicate his or her individual HBDI® Profile on the
board. The ease of use makes it fast for small breakout activities needing
a snapshot of new thinking preferences at their tables as group members
change. Other suggested uses include: take-away and reinforcement tool,
client thank-you or holiday gift.
Herrmann® Bear or a set of the Herrmann® Bear Family. Each bear
represents one of the quadrants and comes with its own adoption
certificate that explains how that bear can help you adopt the attributes of
the quadrant it represents.
297
Job Aid Wallet Cards. A packet of 100 cards, printed double-sided and
cello-glazed finished. These practical, wallet-size reference tools are a
perfect way to apply and use the Whole Brain Model®. Each version
includes a 4-color display and step- by-step application instructions.
Squeeze Brains (blue, green, red, yellow). Let’s face it; dealing with
thinking preferences can sometimes be stressful. Alleviate that stress by
grabbing these fun squeeze-brains, which come in the four trademark
colors that represent the quadrants in Herrmann’s Whole Brain® Thinking
Model.
Thinking Magnet. The Herrmann® Thinking Magnet can be used in more
than 30 ways for Individual and Group applications. The 135 words
representing the four quadrants can be utilized to support
communications, innovation, meetings, time management and more.
Walk-Around Pads. Use the Walk-Around notepad to stimulate thought
and leverage Whole Brain® Thinking in every meeting. A great way to
prepare communication; walk-around a problem and much more! This
package contains 5 Walk-Around pads. Each 3-hole-punched pad has 50
pages plus one instruction sheet.
298

HBDI® Certification - Herrmann Solutions

Transcription

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