Herrmann

1. Herrmann International Resources for Using the HBDI™

2. Table of Contents • Guidelines for Using the HBDI 3 • Debriefing the HBDI Profile one on one 4 • Debriefing questions for HBDI profiles 5 • Expectations of the participant 6 • Giving feedback 7 • Reactions and wants of the listener 7 • Brain Dominance and Communication 8 • HBDIs do’s and don’ts 9 • Moving from one quadrant to another 11 • Moving from one mode to another 12 • HBDI FAQs (Frequently Asked Questions) 13-17 • Sample HBDI “write up” by Ned Herrmann 18-21 • Email version for the web HBDI 22

3. Debriefing Questions for HBDI Profiles Once the application context has been established, use the following quadrant specific questions to debrief the participant’s profile results. A Quadrant: Where am I with this data? Participant's reaction towards the profile, the profile's validity, and perceived usefulness. 1. Does the data accurately reflect how you generally see yourself? 2. How do you think your past and present experiences with work and education are reflected in this data? 3. What surprises are there, if any, about the data? 4. How does it align and confirm your basic beliefs about yourself? D Quadrant: Where do I want to be in the future? Which future business & individual outcomes participant’s hope to achieve from the use of the data. 1. What results, in your professional or personal life would you like to achieve from better understanding your thinking/learning/working preferences? 2. What aspects of your data do you wish to maintain or do more of in your work/personal life? 3. What quadrant areas would you like to develop more preference in to be more effective in your work/personal life? 4. What people resources do you need to add to your team/life to give you a more homogeneous or heterogeneous interactions with others? C Quadrant: Personal Insights about myself & others I can gain? Participant insights & potential changes with others as a result of the data. 1. What do you see more clearly about yourself than you did before? 2. What new perceptions about yourself have you gained from the use of this data that will be helpful to you? 3. What ways will you change your approach with others as a result of understanding your data? (e.g. communication, leadership, teaming) 4. What specific or general changes might you make in your life as a result of the insights gleaned from the profile? B Quadrant: How can I apply this immediately? Specific actions the participants can take as a result of their data. 1. Does your job responsibility at present represent the quadrants in which you have the greatest preferences? If so, how? If not, how does it differ? 2. Are there ways you can more effectively accomplish your job by better understanding your preferences around work? 3. What, if any, information from this data could alter the way you do your work at present or in the immediate future for improved satisfaction? 4. What 2-3 goals/plans do you want to put in place that will help you grow professionally or personally? Adapted from work by Gene Gallivan and Jane Allen

4. HBDI DO’S and DON’TS • 1. DO remember that HBDI is measuring PREFERENCE not competency or skills. • 2. DO handle the HBDI in a voluntary, confidential manner, giving all data directly to the individual, not through an associate, assistant or boss and respecting participants who have notified you/HR that they do not want their HBDI scores shared. • 3. DON’T give HBDI data to the personnel department or employee relations organization to become part of the personnel record. • DO prepare participants for understanding their profile by providing an understanding of the Whole Brain model (using Start Thinking, HBDI FUNdamentals e-learning, articles etc) prior to revealing their personal HBDI profile. • 5. DO encourage participants to consistently and appropriately apply and leverage HBDI knowledge whenever possible: when providing feedback, • in communicating, in team meetings, in planning, problem solving etc • 6. DO help participants measure how effectively they are able to use HBDI. EXAMPLE: • -      by end of x ____ is aware of the HBDI tool and how it can be used in the _________ for ____ results. • -      by end of x ___ is using and expressing knowledge on how to use the HBDI to generate stronger & more creative solutions by a multiple of___ •  7. DON’T use HBDI as a selection tool when hiring. •  8. DO incorporate a whole brain approach into your debriefs, presentations and communications. •  . •  9. DON’T stereotype or label by referring to people as colors, implying that they may only have one preference. EXAMPLE:“Those reds are the touchy, feely ones.”“Oh, that’s a typical yellow comment to make.” •  10. DON’T make assumptions or oversimplify an individual’s preference and skills; saying “that is the only part of the brain she uses” OR that is the only type of work “they are wired for”.  EXAMPLE: “All greens love project planning.” • 11. DO make every effort to answer participant's questions about the HBDI. If for any reason, important questions cannot be answered, the person should be referred to the Lake Lure office for expert assistance: 1-800 -432-HBDI (4234)/1-828-625-9153. Thanks to May Jefferson for her contributions to this list

5. How Do I Move From One Quadrant To Another? To move from Upper Mode AD to Lower Mode BC: Respect gut feelings, value body response and relax on intellectual modes To Move from Upper Left A to Lower Right C: Relax on need for proof by facts and value feelings To move from Upper Right D to Lower Left B: Relax on need for absolute freedom and value form & structure To move from Left Mode AB to Right Mode CD: Respect intuition and value instinctive, experimental, humanistic approaches To move toward Left Mode AB: Respect logic and value planned, organized, rational approaches To move from Lower Left B to Upper Right D: Relax on tightness of form & structure and value spontaneity To move from Lower Right C to Upper Left A: Relax on intensity of feelings and value facts To move from Lower Mode BC to Upper Mode AD: Respect cognitive processes and value the balance of rational & intuitive thinking

6. How Do I Move From One Mode To Another? Upper Mode (A/D) To Lower Mode (B/C): Learn how to trust your gut reaction, become more aware of your body, and use your senses more purposely. This learning can be greatly aided by understanding the visceral nature of the brain's limbic system and developing confidence in your body reaction, emotional responses, sense of form and structure, and your natural instincts. Right Mode (C/D) To Left Mode (A/B) Learn how to use numbers, how to gather, organize and analyze facts; how to acquire self discipline. This learning can be greatly enhanced by attaining computer literacy, acquiring memory and concentration skills, by achieving number processing competence, and by acquiring and practicing time management skills. Left Mode (A/B) To Right Mode (C/D): Learn how to sense, feel, visualize, play and trust your instincts. This learning can be greatly aided by learning how to draw/sculpt, experiencing imagery, developing relationship skills, fine tuning your intuition, and being open to change and personal risk Lower Mode (B/C) To Upper Mode (A/D): Learn how to use both facts and insights, numbers and metaphors, rational and intuitive problem solving processes with situational effectiveness. This learning can be greatly aided by understanding the cognitive and iterative nature of the brain's cerebral hemispheres. Practice personal decision making by moving back and forth between hard, fact based positions and soft, insightful perceptions of the issue, and acknowledging the equal validity of both modes.

7. Frequently Asked Questions • This FAQ will answer the following questions: • What is Whole Brain Thinking? • What are the four preferences? • How did my preferences develop? • What is the research behind whole brain thinking? • Why would I want to become more whole-brained in my thinking? • How can I become more whole-brained in my thinking? • In what kinds of situations can whole brain thinking be used? • Is a preference the same as a competency? • What is Whole Brain Thinking? • Have you ever asked yourself: “How can people be so clever and so dumb at the same time?” We have all met people who are very bright and capable in a given area or skill but seem totally incapable of something much simpler. The “absent-minded genius” is a good example. Scientific theory is no problem for this person but socializing at a party is. In business you often find a strategic, “big picture” specialist who never seems to notice details. How does this happen? Research on the brain has led to an understanding that each of us has a preferred way and mode of thinking that affects the way we take in and process information. The awareness of one’s own thinking style and the thinking styles of others combined with the ability to act outside of one’s preferred thinking style is known as “Whole Brain Thinking.” • The model was developed by Ned Herrmann, while head of Management Development at General Electric. Herrmann was a physicist by training, so he was intrigued by how the brain could help explain the clever/dumb issue described above. Using brain research developed by others and his own studies, Herrmann discovered that there were four patterns that emerged in terms of how the brain perceives and processes information. The Whole Brain Model emerged as a validated metaphor for describing the four different preference modes. • What are the four preferences? • The metaphor divides the brain into four separate quadrants. Each quadrant is different and of equal importance. • The Upper Left Blue A Quadrant specializes in logical, analytical, quantitative, fact-based thinking. • The Lower Left Green B Quadrant is focuses on details and specializes in planning, organizing, and sequencing information. • The Lower Right Red C Quadrant places a priority on feelings and the interpersonal, emotional and kinesthetic aspects of a situation. • The Upper Right Yellow D Quadrant synthesizes and integrates information and is more intuitive and holistic in its thinking.

8. Frequently Asked Questions (cont.) How did my preferences develop? Experts agree--we are all the result of a combination of both nature and nurture. The degree to which we lean one way or another is the subject of ongoing debate that spans hundreds of years. The genetic predisposition we are each born with represents the “nature” aspect of who we are. The brain does not, however, exist in a vacuum. Every interaction we have with the world literally builds our brains throughout the course of our lives. Our parents, schooling, work and hobbies all have an impact. Due to the enormous impact of our environment throughout the course of our lives, Herrmann’s theory was that we are who we are from at least 70% nurture and possibly only 30% nature. This represents a message of hope for individuals who are interested in ongoing growth and change in their lives. It is useful to reflect back on those influences and to consider the array of influences you’ve experienced. It can also be useful to explore ways in which you can build new activities and interests in to your life as a personal or professional development strategy. What is the research behind whole brain thinking? Contemporary understanding of human brain function establishes that each brain is unique and that brains in general are specialized (e.g., left brain vs. right brain). While experts argue about the degree of specialization, there is general agreement on the fact of specialization. There is also agreement on the concept of dominance: eye dominance, hand dominance, foot dominance, ear dominance, and brain dominance. While the body is symmetrical in terms of organ duality, that is, humans have two eyes, two ears, two hands, two feet, and two hemispheres, experts agree that in the use of these dual organs there exists a general asymmetry. In other words, we use one to a greater degree than the other. When combined, the concepts of specialization and asymmetry of dominance produce within each human being a distribution of specialized preferences that affect general behavior. Contained within the brain halves are two sets of major structures which are connected together. These include the two cerebral hemispheres connected by the corpus collosum, and the two halves of the limbic system connected together by the hippocampal commissure. These represent massive connections that allow for direct interaction between the two halves of the cerebral system and the two halves of the limbic system. We know a lot more about the function of the two cerebral hemispheres than we do about the function of the limbic system. But, more and more understanding about each of these specialized areas emerges every day. While the cerebral hemispheres are thought of as the more cognitive, intellectual parts of the process, the limbic system is becoming known as the more organized and emotional aspect of our thinking selves. A key function of the limbic system is to transform information as it is input into the brain system, so as to position it for appropriate “processing”. By reason of this role, the limbic system has a major effect on memory.

9. Frequently Asked Questions (cont.) • Why would I want to become more whole-brained in my thinking? • Whole brain thinking gives you the opportunity to improve both your work performance and your communication. • Have you ever finished a project or task and said, “Why didn’t we think of that?” Or have you ever thought, “This person and I just don’t communicate.” • Using whole brain thinking means being able to utilize the thinking preferences of each of the four quadrants. It enables you to take a comprehensive view of any situation and look at it from a variety of perspectives. The result—you have literally “thought of everything.” • In terms of communication, each quadrant has its own language which is the product of its thinking preferences. Typically, when someone is speaking a language we don’t understand, we tune out. Whole brain thinking provides you with a framework for listening and speaking to other people. It enables you to “hear” what others are saying even when they are speaking in a different language. And it enables you to present your ideas in your listener’s preferred language. The result—the lines of communication are opened up. • How can I become more whole-brained in my thinking? • Paying attention to your own mental process is the first step. • Think about your thinking. Look for patterns of when you become “mentally stuck.” • Note what types of mental activities energize you. Which activities drain you? • Begin to recognize the primary quadrants that represent your preferences. • Analyze how your preferences may get in the way of your effectiveness. Are there certain activities that you avoid, put off, or don’t perform as well as you’d like? • Seek out help for those areas, either by tapping into your own thinking or getting help for a colleague or friend. Take a class. Build some skills. • In what kinds of situations can whole brain thinking be used? • Any situation that requires thinking that goes beyond a given quadrant’s specialized mode can benefit from whole brain thinking. To insure that each quadrant has been explored in a given process, an approach called a walk-around” is used. Here are four examples of frequently used applications of whole brain thinking: • Decision making: Most decisions benefit from a thought process that includes the review of multiple options and perspectives. A typical example is the purchase of a car. Quadrant A thinkers look at information on the actual performance of the vehicle.

10. Frequently Asked Questions (cont.) • Quadrant B thinkers read a consumer report to gather research on the reliability and practical features (e.g., trunk size, safety records, etc.) of the vehicle. Quadrant C thinkers test drive the car to see if it “feels” right. And Quadrant D focuses on the aesthetics, color, styling, and innovations of each model offers. Using whole brain thinking--the thinking of all quadrants--contributes to a better choice and avoids unpleasant surprises. Overlooking even one quadrant can result in a less than ideal outcome. Imagine an individual that falls in love with a car because of the look, drive and feel, but neglects to check the trunk size only to discover after the purchase that his golf clubs don’t fit in the trunk! • Problem Solving: Every problem situation can benefit from a Quadrant A review of the data and facts, as well as an analysis of the real problem at hand; the Quadrant D “big-picture” context and possible creative ideas; Quadrant C viewpoint of the “customer” of the problem and how the problem affects others; and Quadrant B step-by-step process to solve the problem and implement the solution. • Improving team interactions and performance: Most teams are formed to make the most of the differences among team members. But very often those differences stand in the way of the team living up to its potential. Whole brain thinking can help a team to acknowledge the differences among team members and then use those differences to make the most of the ideas of each team member. In addition, once a team knows its preferences it can use that knowledge to enhance its communication with other teams and work groups which may have thinking preferences that are quite different. • Communication: The objective of most communication is to convey an idea, transfer information, or persuade someone. How many times have you experienced the frustration of delivering a message only to realize that the other person “just didn’t get it.” In order to communicate effectively, it is important to understand the “language” and mindset of the person(s) you are communicating with. A whole brain diagnosis of the audience can provide the critical planning information you need to tailor your language and presentation to the audience. When the audience’s preferences are in doubt, taking a whole brain approach to communication ensures that you’ve covered all the “languages.” This reduces the possibility of miscommunication and improves the chance that your message will be successfully received by the audience.

11. Frequently Asked Questions (cont.) Is a preference the same as a competency? A preference for a given activity and the competency required to perform that activity are not the same thing. A good way to separate the two is to think back to a time when you were in school, and a subject that you really, really loved. Your boundless interest would be more like a preference. Having that interest did not necessarily mean that you developed skills and competencies--just that you were interested and that your mind engaged easily and tended to be energized when you were involved in that type of activity. Now think of a subject that you really hated or disliked. Imagine that you found yourself in a job that required competency in that subject area. You may have developed a competency in that area but a considerable amount of energy and motivation were probably required. We often develop competencies in areas of lesser preference that may require more effort or energy than skills in an area of greater preference.

12. Sample HBDI “Write up” by Ned Herrmann Data Report for Jim, XYZ, June XX, XXXX Thank you for submitting your HBDI. The data has now been processed and the results are displayed in a four-color, A,B,C,D vertical format on the enclosed DATA SUMMARY SHEET. Your brain dominance data has been summarized in the form of a visual profile on the sheet marked PROFILE OVERLAY. Your visual profile is also provided in several sizes on a perforated sheet (3X5, wallet size, desk version). When we score your HBDI, we generate a total profile score for each of the four modes of thinking. These scores may range from around 8-10 to well over 100. Based on the magnitude of the score, we refer to it as a Primary, Secondary or a Tertiary. Any score of 67 and higher represents a "Primary" dominance or preference. A thinking mode that is a primary preference is where you like to "live", where you enjoy "thinking" and "being". A score of 34 to 66 represents a "Secondary" dominance or preference. Secondary preferences indicate a quadrant that you will use as needed, a quadrant where you are comfortable, and can move to or access with some ease. A score of 0 to 33 represents a "Tertiary" dominance or preference, and is actually a lack of preference or may even be an avoidance of a quadrant. This is not to say that this quadrant is never accessed, but rather that a person may avoid thinking in this fashion whenever possible (although they will use those quadrants every day). In fact, in avoiding certain thinking styles, the preference of other modes is often actually increased. As you look at your HBDI PROFILE OVERLAY you will find the preference code for your profile indicated in the four-color SUMMARY box below your name. If you will read the paragraph associated with your 1122 profile on page “X” of the red booklet, you will get a basic description of your profile. The comments that follow will provide additional interpretation of your personal brain dominance data, as well as an analysis of your individual scores. Other general information about the profile may be found in the green booklet provided in your package. Your 1122 profile features two primaries; both upper and lower left, and two secondaries; upper and lower right, and is considered a "left mode" profile since both primaries are on the left. Data gathered from a sample of approximately 500,000 surveys shows that this particular profile code is number one in frequency of occurrence, is most frequent (21%) of the males in the sample and is the most frequent profile seen in managerial or supervisory positions in business. (This profile ranks fourth among females at 10.26 %. The most frequent profile for females is 2-1-1-1.) This profile is typical of occupations in technical fields such as medicine, engineering and manufacturing, financial positions, middle managers, and in general, those positions for which left mode processing is clearly most important.

13. Sample HBDI “Write up” by Ned Herrmann cont. Of your two primaries, the one in Lower Left B (Left Limbic), with a score of 96 is your most preferred quadrant. This quadrant represents our controlled, conservative, planned, organized, and administrative processing modes. Look at your data display in the second column on the Data Summary Sheet. Here you have selected 3 key descriptors; SEQUENTIAL, DETAILED and READER (in this mode from a standpoint of technical reading). In the work elements category, you have given the highest value of 5 to ORGANIZATION, a high value of 4 to PLANNING and IMPLEMENTATION, and a median value of 3 to ADMINISTRATIVE aspects. Your next most preferred quadrant is Upper Left Quadrant A (Cerebral Left), with a score of 83. Upper left modes of thinking can be thought of as analytical, mathematical, technical, and problem solving. In this quadrant you have selected 3 key descriptors; FACTUAL, RATIONAL and LOGICAL. You have further identified ANALYTICAL as the descriptor that is most like you. (This is the 2 you changed to a 3 and shows here as an asterisk.) In the work elements category, you have assigned the highest value of 5 to ANALYTICAL, a median value of 3 to PROBLEM SOLVING and FINANCIAL, and a low 2 to TECHNICAL. Your third most preferred mode, a secondary, is Lower Right Quadrant C (Right Limbic) with a score of 60. This quadrant is our interpersonal, emotional, musical, spiritual, and "talker" mode. In this quadrant you have selected READER (in this quadrant from a standpoint of fiction and "recreational reading") as your key descriptor. In the work elements category, you have given the highest value of 5 to INTERPERSONAL aspects, a high value of 4 to WRITING, a median value of 3 to TEACHING, and a low value of 2 to EXPRESSING. Your least preferred mode, also a secondary, is Upper Right Quadrant D (Right Cerebral), with a score of 54. This quadrant represents our imaginative, synthesizing, artistic, holistic, and conceptual modes. In this quadrant you have selected IMAGINATIVE as your key descriptor. In the work elements category, you have given the highest value of 5 to CREATIVE, a high value of 4 to CONCEPTUALIZING, a value of 2 to INNOVATING, and a low 1 to INTEGRATION. The assigned (4 & 5) values to work elements in all your quadrants suggest they are your more preferred work activities, but I suspect you have both competency and "comfort" with many of the other activities. In looking at your data, you will see that your educational focus shares Quadrants C & D, and the weightings for your occupation as a Diversity Development Specialist, in contrast with your profile, are spread equally across all 4 quadrants, while your hobbies are mostly lower right with some in upper left. This suggests a very healthy work/hobby balance that "exercises" all your quadrants.

14. Sample HBDI “Write up” by Ned Herrmann cont. Look once again at your Profile Overlay. Around the visual display of your profile you will note four percentages. These indicate your total preference for combined modes expressed as percentages. You have 61% for left mode thinking (consisting of quadrants A and B), compared to 39% for right mode thinking (consisting of quadrants C and D). This indicates a strong 22% (almost 2 to 1) "left mode" preference. When comparing the two upper cerebral quadrants A and D with the two lower limbic quadrants B and C, you have 47% for upper, and 53% for lower. This score indicates a slight 6% preference for the more structured, visceral, and emotional modes normally associated with the limbic system, as opposed to the intellectual, cognitive, mental activities associated with cerebral processing. Your scores on Energy Level and Motion Sickness indicate that you go with both of the trends discussed on page X of the green booklet. You indicated that you are a "day" person which is a "left brained" characteristic. Motion sickness is typically a left brained "control" issue with right brainers being the ones who get sick. Your lack of susceptibility to motion sickness fits your profile and suggests that you have that control although it may make it a bit harder for you to move right when it is appropriate for you to do so. A set of scores we observe closely are your adjective pairs, the only section of the instrument based on "forced-choices" between quadrants. A comparison of your "pair" scores with your "total profile" scores often suggests something about your decision making process. Adjective Pair scores are easiest to compare in as the dotted line profile on your visual profile overlay. In your case, your adjective pair scores follow the magnitude of your profile scores. Note that you do have a 9 with your most preferred lower left (B) quadrant, and a 7 with your second most preferred upper left (A). Next you have a 6 with your third most preferred lower right (C), and a 2 with your least preferred upper right (D). This would suggest that whether you have a "hard" or "push comes to shove" decision to make, or a day-to-day decision, the pattern of your thought process will be the same. What I mean by this is that in thinking through a decision, you will start your process by first considering organizational traditions and values, lower left (B), and second you will consider the "bottom line", upper left (A). Third you will consider the impact of the decision on people, lower right (C) and last, upper right (D) to see how the problem might be solved in a new or novel way. Since many people change their thought patterns when under stress, I would imagine people around you appreciate your consistency. Your profile suggests a more clinical and traditional rather than experimental approach to your educational focus of psychology. In like manner, it suggests that your approach to your diversity assignment is more administrative than developmental.

15. Sample HBDI “Write up” by Ned Herrmann cont. We hope that you now have a better understanding of your personal brain dominance profile and feel comfortable about the way your data has been handled and reported back to you. On a worldwide basis, the number of people whose data has been processed in a similar manner, now totals over 1,000,000 people. In a high percentage of cases, these people have reported significant personal insights in understanding themselves and others, and a growing number have pursued their own growth and development through available programs. If you have questions about your own data that have not already been answered, please contact our office for further information. Thank you again for the opportunity to score and interpret your data.

16. E-Mail Version for the Web HBDI How your clients access the HBDI: Copy the instructions for that method into an email to your clients. As an integral part of your upcoming meeting, you will be attending the workshop with (session name and date, 2006). In order to provide you withmore meaningful experience, we will be incorporating some individual and group data in the program.The Herrmann Brain Dominance Instrument (HBDI) is a validated and well-researched assessment that asks 120 questions, to which your answers will provide an accurate view of your preferred modes of thinking. During the presentation, you will receive a graphic overlay and data sheet on which your personal profile will be displayed. This data is a vital part of the session process, as well as important to your understanding of preferred thinking styles. As you respond to these questions keep in mind that your data is confidential that this is not a test and there are no right or wrong answers You are defining your own profile and therefore should answer the questions based on how you see yourself and not how others see you. Note that in most e-mail readers (except AOL's) any text beginning with "http://" will automatically be interpreted as an Internet address, and the email program will make it a hyperlink.  To make a hyperlink in AOL, you must make the address a "favorite", then drag it into your e-mail message. Go to http://www.hbdi.com Under "Complete Your Assessment" on the left at the top of the navigation bar, click "I have a code"  Click the flag to choose your language Enter your access key/code _____________ in the window. Click "Submit".  Click the link for your group. This takes you to the HBDI and you can begin taking the assessment In order for you to fully participate and receive data at the presentation, your HBDI must be completed no later than (date, 2006). To help us process your assessment quickly and promptly, please double check that your completed assessment has been submitted properly by waiting to see the confirmation screen. If you have any difficulties, please contact (Contact Name) immediately at (telephone number or at Contact’s e-mail address) If you are unable to use the online survey for any reason, please contact______ for a paper copy of the HBDI survey. Thank you and we look forward to seeing you in location)______________. Sincerely,