Herrmann

International Asia
How to apply learning styles and a Whole Brain® approach to
create effective learning
by Ann Herrmann-Nehdi
Learning with style
Everything we have learned about the brain, our behaviour and
our modes of learning, requires that we assume difference in our
learners! As the Talmud1 states: "We do not see things as they
are, we see things as we are."Our knowledge of the brain and its
inherent uniqueness shows that each individual is a unique
learner with learning experiences, preferences and avoidances
that will be different from those of other learners. This means
that learning designs must somehow factor in the uniqueness of
the individual learner. An immediate implication for the
education and training profession is that our assumptions about
learning should take this into account; that our unique learning
similarities and differences become part of the learning design
and experience, and are made visible.
As a result, learning is no longer one dimensional, but rather
includes the notion of multiple intelligences, as Howard
Gardner's2 work has demonstrated. Then the subject matter is
understood by all the participants, not just those that are in
alignment with the design, delivery and teaching/ training style
or mode.
Consider Marianne whose unique learning style, a result of her
mental preferences, led her to prefer a highly structured
learning design including step-by-step instructions and built-in
practice segments. Attending a program with a trainer who focused
exclusively on providing a flexible discovery and who had a
strong distaste for step-by- step approaches, Marianne was soon
overheated with frustration, trying to figure out'where they
were'and she began checking out from the course. Has this ever
happened to you? Experience with thousands of learners in
workshops and programs clearly demonstrates that when such
differences are made visible and are recognised by the
1 The Talmud is a record of rabbinic discussions pertaining to
Jewish law, ethics, customs and history. It is a central text
of mainstream Judaism.
2 Howard Gardner is an American author, psychologist and educator
who is based at Harvard University. He is best known for his
theory of multiple intelligences.
teacher/trainer and the designer, and then a wholebrained
approach is used, it is highly beneficial to the individual
learner and also to the entire learning group.
The concept of Whole Brain® Teaching and Learning is based
upon our distribution of specialised modes throughout the brain
system. The metaphoric model that has been developed from the
initial EEG research at GE is divided into four separate
quadrants, each one different and equal in importance. Most of
the learning style models that exist today are divided into four
quadrants.
For the purposes of this paper, I will refer to the Herrmann
Model, which has been highly validated over the last 30 years
with over 2 million learners worldwide.
In the Whole Brain Model™, (seethe diagram provided over the
page), the two left quadrants (A and B) are specialised in left-
mode thinking processes; logical, analytical, quantitative and
fact-based modes in the Upper Left A quadrant; and the more
planned, organised, detailed and sequential mode processed in the
Lower Left B quadrant. In contrast, the two right quadrants make
up right-mode specialisation; synthesising, integrating,
holistic, and intuitive modes in the Upper Right D quadrant; and
the interpersonal, emotional, kinesthetic and feeling modes
associated with the Lower Right C quadrant. In addition, two of
the quadrants represent more cognitive, intellectual modes (upper
quadrants A and D). The other two quadrants (lower quadrants B
and C) represent the more visceral, emotional modes.
If you think of each of these quadrants as four different
people learning how to use a new computer, PDA or mobile device,
imagine how each might approach the process. A-Albert would
relish the technical aspects of the device, would be very
comfortable with the mechanics and would approach the challenge
quite logically.
Ms B-Brigitte on the other hand would be ready and organised,
expecting a process to follow and enjoying
The Whole Brain Company®
specific steps as they progressed—turn on the device, proceed
through the set up wizard etc. Mr C-Carl would be thinking about
the fun he will have, how he will be able to enjoy this to
connect with his friends, and will often spend time talking out
loud throughout the whole process, often preferring to do it with
someone else. Ms D-Donna is looking at all of the cool features,
trying them out spontaneously and not too worried about the set
up procedures or instructions—she will figure that out later.
Anyone trying to teach these individuals may have all four at any
given time and certainly may prefer teaching one or more over the
others. Fortunately, we are not limited to a one-quadrant
perspective, but are in fact'hard wired to be whole'. All of us
have some degree of the four characters above available to us.
In fact, we all have connections that allow for direct
interaction between these specialised areas, so we do have the
bandwidth necessary to learn. Learning prompts interaction across
this wiring. This also creates a sense
of discomfort when we don't know. I invite participants to try
writing their name with their non-dominant hand. Try it! How does
it feel? Responses often include uncomfortable, tiring,
unpracticed, frustrating etc. This is a terrific example of what
is happening when we are engaging the brain in an area that is
different and unusual. Does some discomfort mean we should not
pursue this? Absolutely not, but, you want to maintain the
balance between boredom and anxiety. This balance provides the
energy required to make new neuronal connections. With
motivation, preparation time and practice, the new connections
will form providing insight, a sense of accomplishment and that
feeling of Aha! (which has actually been proven as a chemical
reaction in the brain). The key message is not to'cave in'to the
style of the individual learners, but to plan around the
challenges they present, learn the different languages they
require and design a whole-brained, multi-modal experience. This
will allow each learner to get what they need while stretching
into the other, less preferred but available modes their brain
provides them.
Whole Brain® Thinking
The highly validated Whole Brain Model™ is scientifically
designed to help people learn to think better. Training that
utilises Whole Brain Technology® focuses on showing people how to
use their whole brain—not just the parts with which they feel
most comfortable.
A Hol
Logica istic
l / Int
Analyt uitive
ical / \
Fact Integr
based ating
/ \
Quanti Synthe
tative sising
\
Int
erpers
onal
1 Feelin
Organi g
sed \ based
Sequen /
tial \ Kinest
Planne hetic
d /
Detail Emotio
ed nal
B c

The HBDI® is based on the award winning research of Ned

Herrmann who led the development and validation of the Whole
Brain Model™ to describe how people think. More than a million
people worldwide have taken the HBDI• which is the assessment
tool at the heart of Herrmann International's work with Fortune
500 companies and leading academic institutions.
The Herrmann Brain Dominance Instrument (HBDI®) evaluates and
depicts the degree of preference individuals have for thinking in
each of four brain quadrants:
RationalBlue/A / Upper left
PracticalGreen / B / Lower left
Feeling Red/C/Lower right
Experimental Yellow / D / Upper right
Research has shown that everyone is capable of flexing to less
preferred thinking styles and learning the necessary skills to
diagnose and adapt to the thinking preferences of others.
Presenting information in a way that recognises, respects and is
compatible with different preferences is crucial to meeting co-
worker, customer and client needs and expectations.

What does age have to do with it?

Much has been written in recent years about generational style
differences. As you design your learning, keep in mind the age
groups you will be reaching. The following tips for each group
may be helpful to consider:
Veterans (born 1922-45)
♦ Give detailed directions
♦ Use clear language that is non-emotional
♦ Information must be organised and factual
Boomers (born 1945-65)
♦ Let them know how to make a difference
♦ Focus on the future and challenges
♦ Present options
 ♦ Allow them to learn
♦ Try to build consensus
Generation X (born 1965-80)
♦ Share information on a regular basis
♦ Be straightforward, but use an informal style
♦ Allow for flexibility
Generation Y (born 1980-2000)
♦ Provide clear direction and share the whole story
♦ Discuss consequences
♦ Use humour
♦ Seek and provide regular feedback
♦ Use action words and challenge them at every opportunity
Learning a la mode
Most of us read at about 200-250 words per minute but think at
speeds estimated of 350-500 words per minute. This is further
complicated by the average speaking speed of 125 words per
minute. This system design is set
up to lose our learners'attention at any given moment.
In addition, our research has shown that your learner
population will represent a very diverse group of learners. Using
the HBDI® (Herrmann Brain Dominance Instrument®) with 2 million
participants around the globe, we have learned that the world,
taken as a whole, represents an equal distribution across the
four quadrants. We have also learned that most individuals are
not singular in their preference. The data substantiates that
everyone has access to all four modes of thinking. Only 7% of the
global population studied strongly prefers one mode over the
others. Less than 3% are whole brained in their preferences,
preferring all four quadrants more or less equally. The balance,
90% have dual or triple preferences across the model. We must
plan for these differences! Most learning design is reflective of
either the mental tilt of the content itself, or the preferences
of the designer(s) or both. How about your learning designs and
programs? Where are your learners? Look over the model below to
identify which quadrants they fall into most frequently.

A &
Logical Holist
/ ic
Analytic Intuit
al / ive \
Fact Integrat
based / ing \
Quantita Synthesi
tive sing \
 Interp
1 ersonal
Organise Feeling
d \ based /
Sequenti Kinesthe
al \ tic /
Planned Emotiona
Detailed l y/
B c
The Whole Brain® Model graphic is a registered trademark of
Herrmann International
It is also useful to consider those students you think of as
really 'smart'We all have different'smarts'—have you ever met
someone who is socially dumb but quantitatively brilliant? Great
at detail but lousy at innovation? There are'smarts'all across
the continuum as seen in the model provided.
Remember what it was like to be in a learning situation where
you just didn't fit? It is pretty painful, and in today's world,
learners do not have the patience or tolerance and will quickly
check out. Stop and think about how you can be more effective in
your design and delivery with those learners who do not fit your
style. Start by looking at the programs you control and pick a
learning program you think is really great. What styles does it
appeal to most? Look over the Instructional Strategies Model™
opposite to find ways you can further stretch the design to be
more inclusive of multiple styles. Next, think of resources you
have available to you, colleagues or other professionals who can
bolster your ability to best reach those learners. What
resources, people, tools and activities can you use to make your
learning more Whole Brained?
 Learners can easily check out of e-designs that do not engage
the brain.
What about e-Learning?
An entire paper could be devoted to the topic of what you need
to know about the learner in e-deliverables and programs.
Learners can easily check out of e-designs that do not engage the
brain. The good news is that more and more e-deliverables today
are part of some blended solution and provide multiple options
for learners.
One key consideration is the potential challenges based on
generational styles, habits and comfort-levels. Veterans (born
1922-45) may be concerned about fraud, security issues and overly
technical applications. Boomers (born 1945-65) may prefer
traditional modes of learning, but are often open to technology
based approaches once they have developed a level of comfort with
them. Generation X (born 1965-80) is accustomed to using a wide
variety of media. Millenials (born 1980-2000) prefer broad
collaboration and expect e-deliverables. As we look at the brain
and e-learning, there is much we will learn in coming years. Four
important elements will help make your e-learning more brain
friendly:
1. Human memory has two sources—pay attention to both visual and
auditory inputs into memory but do not overdo it!
2. Only relevant, illustrative graphics really teach. Text and
graphics need to be integrated and placed near each other to
have full effect.
3. Use job context in your e-lessons to provide'retrieval hooks'.
New knowledge needs to be retrieved from long-term memory back
on the job and setting up that context will help set that up
mentally.
4. Learning is enhanced by challenge. Connecting with
learners'emotions is critical to retention and learner
engagement.
The graphic below shows e-learning activities that help to
make your e-learning programs more whole brained.
The whole is more than the sum of the parts
Our experience and data proves that different design and
delivery approaches improve and facilitate the learning
experience, by tapping into each of the four specialised
quadrants. As such, you need to provide options for the learner.
This must be done thoughtfully so you do not overwhelm the
learner by providing a deluge of modalities all streaming at them
at once. Our preferences rep resent our'default mode'but we
often'zig zag'around the model when we are learning, taking
advantage of the array of processes we have available.
 It is essential to consider the uniqueness of the learning
group when designing programs, whether it is a classroom,
coaching, e-learning, blended or any kind of format. With the use
of the Whole Brain Model™ as a diagnostic tool, it is possible to
better design the learning program to meet that unique
requirement. In most instances you will not have access to
information on your learners, or at best you will have a guess,
unless you

It is essential to consider the uniqueness of the learning

group when designing programs
are using an assessment tool like the HBDI® (Herrmann Brain
Dominance Instrument®) or others available in the marketplace.
That means your most successful approach to your learning, design
and delivery is to create a whole-brain experience for a whole-
brain learning group. A recent trip to Disney reinforced that
idea—the longest lines were for the experiences that were the
most whole brained. Often the best websites appeal to different
learning approaches in a very elegant way, not overwhelming the
user.
I believe good learning design is like a tapestry of these
modalities that weaves through the learning, making opportunities
for the learner to:
1. understand how they learn
2. foresee and ramp up to what is coming (even if it is not in
their preferred mode)
3. access what they need to continue the learning in a form they
can learn from, if the first pass did not work for them
4. have an opportunity to practice and reinforce what they have
learned in order to strengthen the wiring and move the
knowledge into long-term memory.
This tapestry approach creates a design that moves back and
forth with techniques and activities from each of the four
quadrants. Each critical learning point needs to be paraphrased
in each mode at some point in the learning process. Using a Whole
Brain® approach in your design and delivery helps ensure that
participants with different preferences and interests are able to
learn effectively and consistently. Whether you are designing a
learning point, module, workshop or an entire course, look for
ways to speak to the learners in all the styles they may bring to
the table. This can also be applied to help non-trainers and
learning professionals in the organisation to better reach their
colleagues and associates when rolling out an initiative in
response to an organisational challenge.
Judy Strock, a trainer at a large computer manufacturer, used
this approach as part of a roll-out of a new performance
management system that was delivered by call centre managers.
With some minimal investment, the managers were significantly
more successful in getting the message across and encountered
much less resistance to the proposed changes. Andrew Stagg at
Bendigo Bank has used this approach to design their entire
training curriculum with very positive results. So what can you
do to more effectively apply what we know about the brain and our
styles?
1. Recognise the consequences of your preferences on how you
think, learn and teach.
2. Understand that your learning community will always represent
a very diverse thinking and learning group, a composite whole
brain.
3. Teach to the way the diverse, specialised brain likes and
needs to learn, honouring the uniqueness of the learner's
brain by learning to speak its multiple languages.
4. Take the opportunity to use learning styles and brain- based
methods to design and deliver learning.
5. Remember that the learning environment and approach must not
in anyway hinder or diminish the motivation of the learner or
their passion for the subject at hand.
6. The proof exists that learning styles and brain based theories
of teaching and learning do improve the effectiveness of our
learning under the right conditions. Warning: learners should
never feel like they are being trapped in one style or
approach or put in a box.
What we know about the brain is that it can and will change.
So for best results, use all styles regularly to ensure success!
HERRMANN BRAIN
DOMINANCE
INSTRUMENT

Better Thinking. Better Performance. Better Results.

© 2002 - 2014 Herrmann Global. LLC
Wisdom acknowledges that material in this workbook have been
modified from the Herrmann Whole Brain Certification Manual.
This document is provided for information only. It is not
intended to be relied upon for legal purposes. While every effort
is taken to ensure that the information provided is accurate and
consistent with current law, the law and its practice are
constantly evolving and Wisdom Learning Pty Ltd cannot guarantee
all information is completely accurate.
The inclusion of information or references in this document
does not imply any endorsement, guarantee, warranty or
representation by Wisdom Learning Pty Ltd as to the quality or
accuracy of the information or services provided to you.
Wisdom Learning Pty Ltd encourages you to consult other
sources in order to confirm the information contained in this
document and does not accept responsibility for any loss or
damage that arises from the use of this document.

l
TABLE OF CONTENTS
Table of contents...............................2
Table Figures...................................3
Program Introduction............................4
Contents...........................................4
Welcome............................................4
Course Overview....................................4
Learning Focus.....................................4
The Brain 101...................................6
Contents...........................................6
Brain Structures...................................8
Brain Surface.....................................10
Neurons...........................................10
Interesting Brain Facts...........................11
Origin of HBDI®................................12
Contents..........................................12
Who is Ned Herrmann?..............................13
Left Brain/Right Brain............................14
Triune Brain Model................................16
Dominance.........................................17
The Whole Brain® Model.........................18
Contents..........................................18
HBDI Overview.....................................21
A: Rational - Logician............................22
B: Practical - Organiser..........................24
C: Relational - Communicator......................26
D: Experimental - Visionary.......................28
Your HBDI* Profile.............................30
HBDI* Package Elements............................31
HBDI* Do's and Don'ts.............................32
Communicating with Others......................33
Communication Style Preferences...................34
Relationship Management........................36
Understanding Your Team Using The Whole Brain Model38
iv\ 2
TABLE FIGURES
Figure 1: Basic Brain Structure....................9
Figure 2: Neuron Structure........................10
Figure 3: Triune Brain Model......................16
Figure 4: Whole Brain Model.......................17

3
 PROGRAM INTRODUCTION
CONTENTS
• Course overview
• Learning focus
• Diversity activity
WELCOME
Welcome to the Herrmann Brain Dominance Instrument® (HBDI®)
session.
This learning guide has been prepared to assist you in getting
the most out of the session. It contains information and further
references that will support you throughout the workshop and back
in the workplace.
COURSE OVERVIEW
This program is designed to assist you in becoming familiar
with the HBDI® psychometric tool and the theory of Whole Brain
Thinking® and the application of this when working in a team.
LEARNING FOCUS
The overall objective of this program is to equip you with the
skills and knowledge to enable you to apply Whole Brain Thinking®
within the operational environment of your business and to enable
you to work and communicate more effectively with your
colleagues.
The program is designed to give you tools and strategies to
develop strategies to build relationships within your team.

4
At the end of this program you will:
• Understand diversity of thinking styles using the Herrmann
Brain Dominance Instrument (HBDI)
• Identify your own brain thinking preferences
• Recognise brain thinking preferences in others
• Develop strategies to tailor communication with others to suit
their preferences

5
THE BRAIN 101
CONTENTS

• Brain structures
• Brain surface
• Neurons
This section is designed to give you an insight into the
development of the human brain. This lays the groundwork in
understanding the nature of thinking and the 'normalness' of
preferences.
 6
The human brain performs a number of incredible tasks, from
survival tasks,
including controlling body temperature, heart rate, blood
pressure and breathing, to accepting and processing
information about the world around us. Unique to the human
brain is the ability to reason, imagine and conceptualise.
The brain is part of the central nervous system. It weighs
approximately 1.4 kilos and contains approximately 100 billion
nerve cells (neurons) and trillions of support cells called
glia. The brain is divided into two hemispheres and each
hemisphere communicates with the other through the corpus
callosum, a bundle of nerve fibers.
The brain is divided into a number of different parts. While it
is not important to have a complete understanding of the brain
in order to understand the Whole Brain® model, a basic
understanding of the brain and its main functions is an
advantage.

'The chief function of the body is to carry the brain

around/ ...Thomas A Edison

7
BRAIN STRUCTURES
The human brain is made up of the following main structures.
Structu Main Description
re functions
Cerebra Thought, The cortex is a sheet of
l Cortex voluntary tissue that makes up the outer
(Cerebrum) movement, layer of the brain. The right and
language, left sides are connected by a
reasoning, thick band of nerve fibers called
perception the corpus callosum.
Cerebel Movement, The cerebellum is located
lum balance, behind the brain stem. It is
posture similar to the cerebral cortex in
that it's divided into two
hemispheres and has a cortex
surrounding them.
Brain Breathing, The brain stem is the area
Stem heart rate, between the thalamus and the
blood spinal cord. It is responsible
 pressure for the most basic functions of
life.
Hypotha Body The hypothalamus is located at
lamus temperature, the base of the brain and is
emotions, about the size of a pea. Amongst
hunger, other things, the hypothalamus
thirst, acts as a thermostat, regulating
circadian the body's temperature; and it
rhythms manages our 24 hour body clock
(circadian rhythm).
Thalamu Sensory The thalamus receives sensory
s processing, information and relays it to the
movement cerebral cortex. The cortex also
sends information back to the
thalamus to transmit to others
areas of the brain and spinal
cord.
Limbic Emotions, A group of structures
System memory (including the hippocampus,
mammillary bodies, and cingulate
gyrus) important for controlling
the emotional response to a given
situation.
Basal Movement A group of structures
Ganglia important in coordinating
movement and controlling
voluntary movement. When altered,
the person has unwanted movements
such as in Huntington disease.
Midbrai Vision, The midbrain is approximately
n audition, eye 2cm long and forms a major part
movement, of the brain stem. It controls
body movement sensory processes.

Figure 1: Basic Brain Structure

Limbic System

Parahippocampal
gyrus
www.pakmed.net

9
BRAIN SURFACE
The brain has the consistency of warm butter. 10% of it is fat
because many of the brain's nerve fibres are wrapped in a fatty
sheath called Myelin. The Myelin Sheath is vital as it insulates
the nerves allowing electrical impulses to travel quickly around
the brain.
The brain consumes a lot of energy, and because it's tightly
enclosed inside the skull, there's a limit to how much blood can
be supplied to active areas. Thinking hard tires your brain.
Although, as with any other muscle in the body, the more you use
your brain, the better it works.
The brain is wrinkly in order to create more surface area (and
ensures it fits within our head!) The 'wrinkles' in the brain are
called the gyri and sulci.
NEURONS
Parts of a neuron
There are three basic parts to a neuron:
Cell body (Soma) - responsible for sending and receiving nerve
impulses and for making proteins and using energy for the
maintenance and growth of a cell.
Axon (nerve fibre) - a tubelike extension of the neuron body.
It is specialised to carry messages. It can make contact with as
many as 1000 other neurons. Some axons are covered by a myelin
sheath.
Dendrites-also tubelike extensions of the cell body that form
a pattern resembling the limbs of a tree. Dendrites are
specialised to receive impulses, mostly from the axon of another
neuron. The place where one neuron communicates with another are
called synapses.

© 2000 John Wil«y & Son». Inc

Figure 2: Neuron Structure

10
INTERESTING BRAIN FACTS
Every experience in life shapes the brain. Nurture has up to
70% effect on the brain.
There are 5 -10% more connections between the female left and
right brain (through the corpus callosum) than in males. Boys'
brains mature three years later than females.
Your brain uses about 20% of your body's energy but makes up only
2% of your body weight.
Your brain generates 25 watts of power while you're awake -
enough to illuminate a light bulb.
The average number of neurons in a human brain is 100 billion.
When you were born, your brain weighed about 350-400gms and you
had almost all the brain cells you will ever have. In fact,
your brain was closer to its full adult size than any other
organ in your body.
Your brain stopped growing at age 18.
It is a misconception that humans only use 10% or less of the
brain. Every part of the brain has a known function.
There are no pain receptors in your brain. Doctors can operate on
your brain while you're awake and you won't feel a thing.
The brain can stay alive for 4 to 6 minutes without oxygen; after
that cells begin to die.

11
ORIGIN OF HBDI®
CONTENTS

• Who is Ned Herrmann

• Left brain/right brain
• Triune brain model
• Dominance
HBDI® and Whole Brain Thinking® was developed by Ned Herrmann
who based his research on the scientific works of Roger Sperry
(split-brain research) and Professor Paul Maclean (Triune Brain
Model).
n 1976, while researching the brain as the source of
creativity, Ned Hermann learned of the pioneering brain research
of Roger Sperry, Paul MacLean, Joseph Bogen and Michael
Gazzanaga. From their work it is clear that the brain has four
distinct and specialised structures.
Inspired by this research, Herrmann worked with EEG scans and
later, paper-and- pencil questionnaires to identify four distinct
types of thinking, each roughly corresponding to one of the brain
structures. The result of this research is the Herrmann Whole
Brain® Model.
In August 1979, after many tests, in-depth research, and
mountains of data, Herrmann had developed a valid self-assessment
that enables individuals to understand their own thinking style
preferences - the HBDI® (Herrmann Brain Dominance Instrument®).
(Source: www.hbdi.com)

12

The human brain is something which we as a culture, we as a

civilization, we as a people, we as individuals, have not done
our homework on. We don't teach the brain. We should! Most of us
don't understand it. We need to.
...Ned Herrmann
WHO IS NED HERRMANN?
William 'Ned' Herrmann
For the last two decades of his life, William 'Ned' Herrmann
dedicated his life to applying brain dominance theory to
teaching, learning, increasing self-understanding and enhancing
creative thinking capabilities on both an individual and
corporate level. Ned's contribution to the universal application
of brain dominance brought him worldwide recognition. In 1992, he
received the Distinguished Contribution to Human Resource
Development Award from ASTD - an honor symbolic of the
significance of Ned's work. He keynoted world conferences on
Creativity, Gifted and Talented Children, Instructional Systems
Design, Training &
Development, Creative Management and Cerebral Dominance just
in the last few years. In 1993, he was elected President of The
American Creativity Association. Ned was inducted into the HRD
Hall of Fame in February 1995 at the Training '95 Conference in
Atlanta. He received an Honorary Doctor of Science from the
University of Alaska Fairbanks in May 1995.
Though known today as a master of human resource development,
in college Ned studied the sciences and performing arts. He
majored in both physics and music. This dual interest in both the
arts and sciences seemed to pull him in two different directions
but continued to intrigue him throughout his long career with
General Electric. With this background, Ned was well prepared for
what would eventually become his life's work: to integrate the
scientific study of the brain with the study of creative human
development, in his search for the nature and sources of
creativity.
Ned became Manager of Management Education for GE in 1970.
With his primary responsibility of overseeing training program
design, the issue of how to maintain or increase an individual's
productivity, motivation, and creativity were serious concerns. A
prolific painter and sculptor himself, personal experience was a
valuable resource. In fact, Ned's participation in an art
association panel on creativity first opened his eyes to the
burgeoning research on brain function, particularly with regard
to the left and right hemispheres of the cerebral cortex. He
integrated his own concepts with Left Brain/Right Brain and
Triune Brain theories into a new "brain dominance technology"
which produced immediate and dramatic advances in an individual's
self-understanding, productivity, motivation, and creativity.

13
In 1978, Ned created the Herrmann Participant Survey Form to
profile workshop participant's thinking styles and learning
preferences in accordance with brain dominance theory. Sponsored
by GE, he developed and validated the Herrmann Brain Dominance
Instrument (HBDI), the scored and analyzed Participant Survey,
and designed the Applied Creative Thinking Workshop (ACT), which
has been internationally recognized as a leading workshop on
creative thinking. Continuing research and application of the
HBDI led to the development of a comprehensive four part Whole
Brain Model, which Herrmann International continues to use today.
Ned was featured in Business Week, New Age Journal, Discover,
USA Today, Training and Reader's Digest. These are just a few of
the many national, as well as international publications that
have acknowledged his work. He was named Brain Trainer of the
Year in 1989 by ASTD was included in the Executive Excellence
Magazine's listing of 100 personalities with unique perspectives
on Management and Leadership.
Ned's successful book, The Creative Brain, now available in
paperback, allows laymen and professionals to benefit from his
knowledge of thinking and learning styles, brain function,
creativity and training. Ned's second book, The Whole Brain
Business Book, was published by McGraw-Hill in 1995.
Ned's wife, Margaret Herrmann, and his three daughters are
actively involved in the work that Ned began. Ned passed way on
December 24,1999 after a valiant battle with cancer.
LEFT BRAIN/RIGHT BRAIN
Roger Sperry
Nobel Prize Winner (1981) Roger Sperry conducted what are
sometimes called the 'split-brain' experiments where a patient
suffering from uncontrolled seizures had an area of their brain
removed by surgery in an attempt to control their illness. This
area was the corpus callosum. Through his experimentation,
Sperry, quite by accident, was able to then look at the
differences in the brain functions of the left and right brain
and that each side of the brain had a characteristic way that it
both interpreted the world and reacted to it.
Left brain/right brain theory
Our brain, like the rest of our anatomy, is made up of two
halves, a left brain and a right brain. There's a big fold that
goes from front to back in our brain, essentially dividing it
into two distinct and separate parts. They are connected to each
other by a thick cable of nerves at the base of each brain. The
sole link between the two giant processors is called the corpus
callosum.
The left side of our brain typically has the characteristics
of being: logical, sequential, rational, analytical, objective
and looks at parts of things rather than the whole. The right
side of our brain is typically: random, intuitive, holistic,
synthesising, subjective, and prefers to look at things as a
whole.

14
Look at the chart and say the COLOUR not the word
YELLOW BLUE ORANGE RED GREEN PURPLE YELLOW RED ORANGE GREEN BLUE
RED PURPLE GREEN BLUE ORANGE
Left - Right Conflict Your right brain tries to say the colour
but your left brain insists on reading the word.
ÍJ/S¿totV\
15
TRIUNE BRAIN MODEL
Paul Maclean
In the 1970s, Dr Paul McLean, head of the Laboratory for Brain
Evolution and Behaviour at the National Institute for Mental
Health, proposed the triune brain theory, according to which the
human brain is, in reality, three brains, operating like 'three
interconnected biological computers', each having its own special
intelligence.
Reptilian Brain
The first 'layer' according to MacLean is an ancient,
reptilian brain called the 'Reptilian' brain. Its function is
biological and physical. It is connected with territory,
possessions and physical space.
Limbic/mammalian brain
The second, and next oldest brain is the 'limbic' or
'mammalian' brain. It registers rewards and punishments, is the
seat of emotion, and controls the body's autonomic nervous
system. Its function is social and emotional and is concerned
with status and hierarchy. It is responsible for decision making.
 Neo-cortex (cerebral)
Finally, over the limbic brain lies the neocortex, or
'thinking cap'. Its function is conceptual and intellectual,
concerned with role models, ideas and culture.

Figure 3: Triune Brain Model

16
DOMINANCE
Whole brain
Ned Herrmann showed that by incorporating the research of Paul
McLean of the Triune Brain and Roger Sperry's Left Brain/Right
Brain function, we can build a model of the human brain with two
paired structures, the two halves of the cerebral system and the
two halves of the limbic system.
Paired-structures
One further concept important in understanding Ned Herrmann's
Whole Brain Model is dominance. The evidence of human dominance
shows that wherever there is two of anything in the body, one is
naturally dominant over the other. Therefore like we are right or
left handed, we are also naturally 'footed', 'eyed', 'kidneyed',
etc. We can also be thought of as 'brained'. Since dominance can
only occur between paired structures, the Herrmann Brain
Dominance Model focuses on the Limbic and Cerebral layers of the
Triune Brain.
WHOLE BRAIN MODEL
r
QJ
T3
O
Cerebral Mode Thinking Processes
W LOGICAL ANALYTICAL FACT BASED QUANTITATIVE
ORGANIZED
SEQUENTIAL
PLANNED
DETAILED
HOLISTIC
INTUITIVE
INTEGRATING
SYNTHESIZING
3
5 <jQ to =r
-n
Limbic Mode Thinking Processes
Figure 4: Whole Brain Model

17
THE WHOLE BRAIN® MODEL
CONTENTS

• HBDI® overview
• A: Rational - Logician
• B: Practical - Organiser
• C: Relational-Communicator
• D: Experimental - Visionary
Whole Brain® technology is the art and science of
understanding how individuals think. It provides a basis for
measuring different thinking preferences by determining the
degree of dominance that has developed among four thinking
styles.
 18
I hinking styles are represented in the Whole Brain® Model as a
left-right bias for
* the left and right hemispheres of the brain and upper and
lower bias for the
cerebral and limbic functions of the brain.
Every healthy individual has the capability to choose any of
these four thinking styles. As individuals our preferences give
different weight to each thinking style. We have a baseline
thinking style profile and situation and stress profiles. These
can be interpreted from the HBDI® report. The HBDI® report is a
measure of thinking preference not a measure of performance.

We are not single individuals... We are a coalition of different

selves. We are to a substantial extent in charge of our own
mental process more so than we are inclined to accept.
...Ned Herrmann

19
You can BE in whatever business you like but DOING business
demands Whole Brain® Thinking.

© 2002 - 2014 Herrmann Global, LLC HBbr’

Certified

20
HBDI OVERVIEW
What is HBDI®
The Herrmann Brain Dominance Instrument is a thinking styles
assessment tool. It identifies your preferred approach to
emotional, analytical, structural and strategic thinking.
HBDI® History
Ned Herrmann created and developed the Herrmann Brain
Dominance Instrument (HBDI®) in the 1970s while he was a manager
at General Electric. Starting his research with large groups
within GE, he expanded it over 20 years through tens of thousands
of surveys. It combines Roger Sperry's left/right brain theory
and Paul MacLean's triune model (rational brain, intermediate
brain and primitive brain) to produce a quadrant model of the
brain.
Validity of HBDI®
The HBDI® is the result of extensive validation and has been
developed and modified taking into account the results of
continuing brain research. Three examples of the rigorous
validation for the HBDI® are:
• Validation studies of C. Victor Bunderson and James Olsen of
Wicat and later by C. Victor Bunderson and Kevin Ho. Schadty
and Potvin at the University of Texas
• Through the research and experimentation of leaders in the
field including Roger Sperry, Robert Ornstein, Henry
Mintzberg, and Michael Gazzaniga
• Hundreds of EEG experiments carried out by Ned Herrmann.

21
A: RATIONAL-LOGICIAN

Quadrant summary
Descriptors Key skills
Style
Can appear to the opposite(Red)...
Typical professions
This quadrant prefers a cognitive and rational approach. When
using this thinking style, you would be likely to approach
problem solving in a logical manner and to take account of facts,
figures, statistics, and other tangibles. You would prefer
conclusions that are backed up by supporting data or by examples
of precedent.
Analyses, logical, critical, realistic, knows about money,
knows how things work, quantifies, like using numbers.
Analysis, evaluation, qualification, technical, financial,
feasibility studies, critical assessment, collecting data,
understanding how things work, judging ideas based on facts,
criteria and logical reasoning.
Analytical thinking - Rational, thorough, precise, logical,
authoritative, factual, critical, technical and quantitative.
Rigid, ruthless, cold and calculating, short term, limited by
the need for proof/explanation.
Doctors, engineers, lawyers, bankers, aviation, research,
medicine.

22
 O ÍOW - Hecmi^ OM*. UC

B: PRACTICAL-ORGANISER

Quadrant summary
Descriptors
Key skills Style
Can appear to the opposite(Yellow)
Typical professions
This quadrant likes structure in a practical and procedural
sense. A primary preference here would suggest you have a natural
inclination towards organisation, reliability, efficiency, order,
and/or discipline. Tasks might frequently be prioritised; you
would tackle them in a systematic and sequential manner and
complete them; time is often managed effectively.
Control, organised, reliable, safekeeping, dependable,
structured, detailed, safekeeping, structured, organized,
complexity or detailed, planned.
Organisation, implementation, accuracy, administration,
operational planning, practical tasks, completing tasks.
Sequential thinking - Careful, methodical, procedural,
reliable, predictable, disciplined, doer, following directions,
detail oriented work, step-by-step problem solving, organization
and implementation
Controlling, nit-picking, bossy, inflexible.
Planners, project managers, events coordinators, bookkeepers,
administrators, supervisors, insurance brokers, security,
personal assistants, public servants, accountants.
 24

• !0W - MM H*r»m*rv. OloM. UC

25
C: RELATIONAL - COMMUNICATOR
Quadrant summary
Descriptors Key skills Style
Can appear to the opposite(Blue)
Typical professions
A primary preference in this quadrant would suggest you are
naturally in tune with and sensitive to others needs, mood,
aptitudes, atmosphere, or energy level. There is usually an
attraction to people-related tasks, plus an ability to relate to
others.
Emotional, spiritual, people, feeling, satisfaction,
kinaesthetic, sensory.
Customer relations, teaching/training, communication,
anticipating needs, team awareness.
Interpersonal thinking - Caring, friendly, sociable,
empathetic, humanistic, emotional, listening to and expressing
ideas, looking for personal meaning, sensory input, and group
interaction.
Overly sensitive, un-business-like, sentimental, too
talkative.
Teachers, trainers, musicians, sales people, social workers.
 O 2002 - 20^* <k*'»n<nn íik»W. üC
C->!'scKc>vr\
27
D: EXPERIMENTAL - VISIONARY
Quadrant summary
Descriptors Key skills Style
Can appear to the opposite(Green)...
Typical professions
With a D quadrant preference you can usually handle several
mental inputs simultaneously, making rapid connections and you
feel comfortable with abstract concepts.
Spontaneous, aesthetics, risk taker, fantasy, pleasure,
visual, holistic, intuitive, innovative, and conceptual
Innovation, vision, lateral thinking, synthesis, holistic and
strategic thinking, catalyst for change.
Imaginative thinking - Exploring, imaginative, adventurous,
experimental, artistic, looking at the big picture, taking
initiative, challenging assumptions, visuals, metaphoric
thinking, creative problem solving, long term thinking.
Unfocussed, impulsive, rash, oblivious of deadlines, vague,
given to tangents.
Organisational development consultants, entrepreneurs,
strategists, artists.
 28

“Don’t worry if you don’t know the rules - we’re making it up as

we go along...”
• 20W - 2014 OUttf. UC

YOUR HBDI® PROFILE

Contents
• HBDI® package elements
• HBDI® do's and don'ts
• Further information
Your HBDI® folder includes a set of valuable resources that
will assist you in understanding your unique profile.
 30
As a participant of this workshop, you were asked to complete the
HBDI® survey. Your survey responses were used to create your
unique thinking style profile. As well as a transparent sheet
displaying your profile, you will also receive resources
explaining all of the elements within your profile.
Your facilitator is a certified practitioner of HBDI® and the
Whole Brain® model. They have completed extensive training and
must show their ongoing competency in the model in order to
maintain their certification; this will ensure you receive
accurate quality advice and information regarding your profile
and how to best apply the Whole Brain® theory to your
work/life situation.

HBDI® PACKAGE ELEMENTS

Package structure
Your HBDI® Profile pack includes the following:
• Profile overlay
• Data summary page
• Understanding the Herrmann Whole Brain® Model Booklet
Booklet contents
The booklet included within your profile pack is designed to
assist you in understanding your unique profile as well as
understanding the model itself. It includes the following topics:
• A: The background of the Herrmann Whole Brain® Model
• B: Reading your HBDI® profile step by step
• C: How does your HBDI® profile impact your work and compare to
others
• D: Exploring your HBDI® profile - Ideas and Exercises

31
HBDI® DO’S AND DON'TS
• DO remember HBDI® is about PREFERENCE not COMPETENCY
• DO consider HBDI®, gender balance , and other diversity when
forming short-term and long-term teams
• DO learn more about HBDI® and share your application with your
 team
• DO incorporate HBDI® learning's into your communications
• DO have fun using HBDI®
• DON'T stereotype or label (e.g.: 'those reds are touchy, feely
types'., 'that's a typical yellow comment')
• DON'T assume preference and skills; that is just because
individuals have a certain preference that it is the 'only
part of the brain' they can or want to use (eg: 'all greens
love project planning)

32
COMMUNICATING WITH OTHERS
Contents

• Communication style preferences

• Establishing rapport using verbal and non-verbal communication
• Promoting two-way communication
• Barriers to effective communication
Initiating, building and maintaining relationships are the
foundation of success in business. Underpinning the relationship
management process is communication. In this chapter we will
explore the communication process and use our knowledge of type
and preference to develop communication strategies.

33
COMMUNICATION STYLE PREFERENCES
The HBDI® helps us understand...
• Communication styles and why communications in a group are
effective or not.
• The influence of Thinking Preferences on the kinds of words
and images that people choose to use and how they organize and
communicate them.
• How a person can feel irritated, impatient and frustrated when
they are communicated to in a style that is different than
their preferences.
• Why people make negative judgments about the communicator and
the content in the communications when the communication style
is different than their preferences.
• How to be flexible in the way we're communicating rather than
say the same thing over again, only louder.
• That most teams are mentally diverse. When people value mental
diversity and differences they are likely to be more effective
and creative because they complement each other.
• When people believe that differences are a problem and need to
be eliminated from the organization, there's more likely to be
conflict.

- Facts / No fluff
- Critical analysis
- Technical accuracy
- Goals and objectives
- Well articulated ideas
 - Brief, clear, precise information
- Data / fact based charts
- Minimal details
- Metaphors/visuals
- Freedom to explore
- Overview/Big Picture
- New, fun, imaginative -Conceptual framework -Aligns with
long-term strategy

Communication
Model

- Thorough with references

- Detailed time-action plan
- Step by step / concise
- In writing, in advance
- Rules and procedures
- Contingency plans
- No digressing

- Awareness of how people feel

- Awareness of effect on others
- Listening and understanding all -Open, informal discussion
- Expressive body and voice
- Introductions and conversation
- No hidden agendas

34
TELL THEM
- Your objective
- What you want to achieve by the end of the presentation
- Key facts and numbers
- Research that backs up what you're saying
- Underlying assumptions SHOW THEM BY
- Using facts and numbers
- Showing evidence of clear analysis
- Keeping to the point Showing the logic of the ideas Providing
references
TELLTHEM
- Why you are talking to them
- Why this is important to them
- What other significant issues are involved -The main points
- Where this fits In the big picture SHOW THEM BY
- Using colour
- Using conceptual, big picture visuals
- Using metaphors
-Talking in a fast and engaging manner
How to avoid
frustrating
each quadrant
TELLTHEM
How much time you need
 - When and where events will occur
- What resources you'll need
- How many people are involved
- What constraints you are under
- What approach you'll use
- What safety measures are in place SHOW THEM BY
- Providing details and references
- Using bullet points Presenting in sequential order
Using a neat, clear and structured format
TELLTHEM
• Who the audience is
- What you know about them
- Who has used this
- How others feel about it
- How it is user-friendly
- How it benefits others SHOW THEM BY
- Introducing everyone and interacting with the audience
- Letting them touch, feel and experience it -Telling real
customer stories
Being enthusiastic
• Acknowledging emotions
Communication methods
In the table below, identify different communication methods
used to interact with team members in your organisation (some
methods have already been provided). Identify the quadrant/s that
these methods would best suit.
A B C D

35

RELATIONSHIP MANAGEMENT
Contents
• Understanding your team with the Whole Brain Model
Building and maintaining relationships is built on an
understanding of diversity and difference. In this section we
will explore the behaviours of the different quadrants and apply
this to practical application of establishing professional
relationships.

36
c
3
%
o
 5
How the Quadrants Like to Communicate
Same quadrant
Communication between people within a quadrant

Less
difficult
Free flow and 'same wavelength' ...
but can be competitive and tribal
Compatible quadrant
Communication between people with same left or right dominance

Supportive, reinforcing... sometimes leads to a false sense of

understanding
Contrasting quadrant
Communication between people with same lower or upper dominance

Additive, synergistic.. difference in styles can be

challenging
Cross quadrant
Communication between people from diagonally opposing quadrants

More
difficult
(jj
'vl
© 2002 - 2014 Herrmann Global, LLC

HBDI® Certified
Herrmann Brain Dominance Instrument*
UNDERSTANDING YOUR TEAM USING THE WHOLE BRAIN MODEL
The Whole Brain Model
The Whole Brain Model is a mental model that describes
Thinking Preferences. These are the ways of thinking that we find
most satisfying and seem to come more naturally for us at this
point in our lives. These ways of thinking often change as a
result of significant emotional experiences, life transitions and
other important insights. Thinking Preferences describe the
patterns of what we prefer and don't prefer to pay attention to.
Thinking Preferences can be different than our skills or the
content of our work or our behaviour, depending upon the
situation. When we think or function differently than our
Preferences, even if we have excellent skills, it's more likely
that we'll find it somewhat uncomfortable and consuming more of
our energy.
Whole Brain Model
 © 1999 Herrman International

38
You can look for clues that will provide hints as to the
preferences of individuals. Look at what they wear, how they
interact with others, look at their workplace, find out about
their hobbies and listen to the words they use.
What are some of the clues that people can gather when they
meet you?
Wants to see statistics on performance
Looks at energy efficiency
- Looks at cost of vehicle, trade- in value
- Compares with other vehicles
- Is interested in ease of maintenance
- Looks at the aesthetic qualities: sportiness, colour, form,
cutting edge qualities
- Wants it to fit the dream, personal image, long-range plans
- Is more willing to experiment and take some risks
- Wants to know how it works
Likes power and precision handling
- Is 1st model buyer, early innovator
Buying a Car
Is interested in safety features
and durability
- Cares about the practicality of size, number of doors,
storage space, stain resistant materials,
features such as interior trunk/fuel unlock
about the feel and comfort of the vehicle, user friendliness
of controls
- Wants to love the car
- Is influenced by friendliness of sales and service
organization

- Looks at maintenance
requirements
Has done research and knows
what they want
- Knows it's the right choice
- Will buy based on a friend's recommendations
All the President's Men Apollo 13 Wall Street Business Sunday
•The Financial News The Science Show •Tom Clancy Books Business
Review Weekly
• Star Wars
• The matrix •Total Recall
• 3rd Rockfrom the Sun
• Alice in Wonderland
• Hitchhikers Guide to the Galaxy
Movies, TV and Books
A Few Good Men The Last Emperor Gandhi
Documentaries Discovery Wildlife Shows
• DIY Manuals The book of lists

Hope Floats
• Notting Hill
• Sleepless in Seattle
• Midday Shows (Oprah)
• Young & Restless
• The Horse Whisperer
• Friends •Who
Woman's Weekly
39

- Creative / Innovative
- Entrepreneurial
- Rapid growth

-Very businesslike appropriate fixtures or artwork

- Professional look and feel
- No excess, inappropriate artwork or decorations
- Lots of colour and variation of fixtures, items
-Aesthetically pleasing decor
- Maybe somewhat informal or casual, more loosely structured
or non-traditional
- Look of efficiency, consistent with the industry
-Original art and decorative pieces
- Emphasis on space and light
Office Environment
Traditional look and feel
- No impractical or unnecessary
items
- Very practical layout and decorations
- Plaques, company items on
display
Very neat and orderly, organized appearance
- Friendly comfortable atmosphere
-Warm colours and lighting
- Photos of employees, people
- Personal touch atmosphere
- Very inviting environment

40
Sparse
Clean desk top Orderly office A few professional Items
-Artwork, 'toys' -Cluttered, paper piles
- Individually personal
- Memorabilia / Unique collectibles
Work Space
Company issues items, paintings
Professional credentials Highly organized Few personal items

- Knowing the bottom line

- Critical analysis
- Break it down -Take it apart
- Key point
- Hardware -Tools
-Conceptual blockbusting
- Play with an idea
- The big picture
- Broad based
- Cutting edge
- Synergistic
- Innovative

Typical Phrases

- Sequence
- Play it safe
- By the book
- Self disciplined
- Law and order
- Establishing habits
- We have always done it this
way

-Team work -The family

- Interactive
- Participatory
- Human values
- Personal growth
 - Human resources

41
Business like Formal Appropriate Pin-stripes
• Personalized look
• Matching colours, often vibrant
• Accessorized
• Independent, sport shirt
Dress

- Little head or body movement

- Down to business attitude
- Looks may imply directness or • challenge
- Upright, straight, formal
Could look distracted May look elsewhere, close eyes Sketches,
doodles Impatient, fidgety
Body Language

Nods head a lot to acknowledge Lots of eye contact Speaking

with eyes Frequent questions

42
Activity: What colour am I?
Read the 4 descriptions below. Think about each person and the
clues. Which quadrant/s do you think they prefer?
Person 1 Person2 Person 3 Person4
Collects things
Neat and tidy
Concerned about details
 Well organized
Expressive
Down to Earth
Gets involved in things
Writes lots of notes Gets things done Talks
Thinks a lot
Distant
Full of ideas
Likes solving problems
Confident
Not concerned about opinions
Likes the big picture Knows the answers Wants proof In a hurry
Likes music, arts Likes colour Laughs a lot Easy going Likes
people Casual
Gives anything a go Gets excited Appears disorganised
Empathetic Gets distracted
Good with money
Knows how things work
Well organized On time Efficient Uncluttered Dresses well
Decisive
Good with machines Critical
Based on the information and clues we have so far, use the
diagram below to describe what yourteam member will typically
look for when working with you against each quadrant.

43
- Gathering facts -Analyzing issues -Arguing rationally
- Forming theories
- Measuring precisely
 - Problem solving logically
- Financial analysis and decision making
- Understanding technical elements
- Performing critical analysis
Working with numbers, statistics, data and precision
- Reading the signs of coming change
- Seeing the big picture
-Recognizing new possibilities
-Tolerating ambiguity
-Integrating ideas and concepts
-Challenging established policies
-Synthesizing unlike elements into a new whole
-Inventing innovative solutions to problems -Problem solving
in intuitive ways -Simultaneous processing of different input
Strengths
:
inding overlooked flaws -Approaching problems practically
- Standing form on i ssues
- Maintaining a standard of consistency
- Providing stable leadership and supervision
- Reading fine print in document ^/contracts
- Organizing and keeping track of data
- Developing detailed plans and procedures
- Articulating plans in an orderly way zeping financial records
straight
- Recognizing interpersonal difficulties -Anticipating how
others will feel
- Intuitively understanding how others feel
- Picking up the non-verbal cues of interpersonal stress
-Engendering enthusiasm
-Persuading, conciliating
-Teaching
-Sharing
- Understanding emotional elements -Considering values
Reviewthe list above and identify 4 of your strengths and then
colourthe square with the quadrant your strengths relate to.
Strength Quadrant

44
■ Inarticulate, off the track communication
- Excessive chatter
- Vague, ambiguous approaches or instructions
- Illogical comments
- Inefficient use of time
- Lack of facts or data
- Inappropriate informality
- Overt sharing of personal feelings
■ Impression of not knowing the right answer
■ Fear of challenge or debate
- Repetition
- Being too slow paced
- Playing it safe or by the book
 - Overt structure, predictability
- Absence of humour and fun
- Lack of flexibility, too much rigidity
- Inability to get concepts or metaphors
- Being drowned in detail -Too many numbers
- Dry boring topic or style
Frustrations
Unknown or absence of a clear agenda
- Lack of organization
- Hopping around from subject to subject
- Too many ideas at once
- Unpredictability
- Being too fast paced
- Unclear instructions or language -Too much beating around
the bush
Incomplete sentences Lack of closure
- Lack of interaction
- Lack of eye contact
- Impersonal approach or examples
- Dry or cold, unenthusiastic interaction
- Insensitive comments
- Lack of time for personal sharing -All data, no nonsense
- Lack of respect for feelings
- Overly direct or brusque dialogue
- Critical attitude
Review the list above and identify 4 of your frustrations and
then colour the square with the quadrant your frustrations relate
to.
Frustration Quadrant

45
WHAT Expects
-Technical accuracy
- Brief, clear and precise information
- Materials that are direct and to the point
-Well articulated ideas presented in a logical format
- Data and fact-based charts
- Presentation in alignment with corporate goals and
objectives
Appreciates
- Critical analysis
- A good debate
Efforts to spend time wisely
WHY
Expects
- An overview
- A conceptual framework
- Frequent and spontaneous tasks
- Idea chunks, visual
- Freedom to explore
- Metaphorical examples
 - Long-term objectives
- Connection to the big picture
Appreciates
- Initiative and Imagination, minimal details
- Connections to other approaches
- Newness and a fun' approach
How to avoid
frustrating
each quadrant
HOW Expects
- A written schedule & action plan
- Step by step unfolding the topic
- Thorough, timely and reliable follow through -Alignment with
well established procedures
- References and background information
- Assurance that this has been done before
- Explanation of how it will happen
- Consistency
Appreciates
-A written communication before session
- Proof that'homework' has been thorough ■ A scheduled
appointment
Very low risk
WHO Expects
Eye to eye contact
- Involvement with others
- Empathy & consideration of their needs -A good attitude &
personal relationship
- Personal touch and informality
- References to people involved
- To know how othersw react
- All to have equal consideration
- Their feelings respected
Appreciates
The personal touch /sensitivity to feelings Group discussion
and consensus ■A harmonious approach

46

"Test the Theory"

Defining goals and objectives Logically solving problems
Critical analysis and theory Efficiency, cost and data Working
toward quantifiable outcomes
Getting down to business
"Challenge the Status Quo"
- Strategising and visualising the future
- Risk taking and experimenting
- Combining and connecting concepts
- Brainstorming new ideas and solutions
- 'Big Picture' perspective
Breakthrough thinking
Contributions to a team
"Make it Happen"
■Attention to detail and procedures
■ Moving from point A to point B
■Task allocation, organization and planning
■ Follow-up and scheduling with timelines
■ Making sure everything is in order and control
Moving toward closure
"Be Part of the Team"
■ Mediating and facilitating
■ Sharing, listening and expressing
■ Collaborating and building relationships
■ Intuitive sensing of underlying issues
■ Being sensitive to other people's needs
Kindling community spirit"

47
- Working solo -Accomplishing -Analyzing data
- Clarifying issues
- Being challenged
- Logical processing
- Financial aspects
- Feasibility analysis -Applying formulas
- Making the numbers
- Analysis & diagnosing
- Solving tough problems
- Visualizing
- Taking risks
- Having variety
- Playing around
- Integrating ideas
- Inventing solutions
- Seeing the big picture
- Dealing with the future
- Developing new things
- Brining about change
- Opportunity to experiment
- Seeing the end from the beginning
What do 1
bring to a
team?
- Having an ordered environment
- Getting things done on time
- Preserving the status quo
- Planning things out -Attending to detail
- Establishing order
- Paperwork tasks
- Structure tasks
- Being in control -Administering
- Scheduling

- Getting groups to work well together

- Building relationships
- Being part of a team
- Working with people
- Sensing the climate
- Listening and talking
- Persuading people
- Expressing ideas
- Helping people
- Counseling
- Coaching

What do you bring to a team? What is your main contribution?

Great Brains in History
49

Herrmann International
better results through better thinking
Understanding the Herrmann Whole Brain® model
 Discover the impact of your HBDI® thinking style preferences
Visualize your profile on the graphic below. Review how your
preferences relate to the Whole Brain® model,
"Is this profile 'me', or how I would like to see myself?"
Generally, how people see themselves is accurate and
informative: it captures a point of view which can be invisible
to others. Our research has shown that having a third party
filling out an HBDI® gives imprecise results. While you might
tilt your answers towards an idealized view of yourself, the
HBDI® questions are framed to minimize this. Also, it is likely
you would think it self-defeating to provide inaccurate
information about yourself.
Upper Left
A QUADRANT
Logical
Quantitative
Analytical
Technical
Factual
Rational
Practical
Intellectual
VE *Y STRONG
STRONG
INTERMEDIATE
LC
/vly
HBDI1 Profile
Upper Right
D QUADRANT
Metaphoric
Integrative
Visual
Synthesizing
Conceptual
Experimental
Relational
Sequential
Controlled
Detailed
Organized
Conservative

B QUADRANT
C QUADRANT
Lower Left
Instinctive
Lower Right
"When I filled out the HBDI®, I wasn't feeling 100%. Will that
affect my profile?"
Mood does have a bearing on the overall size of the profile, but
it seems to have very little effect on the shape or
orientation. If you were feeling especially positive or
expansive when completing the assessment, then you may have
answered some questions with higher values, thus expanding
your higher preference scores. Your least preferred quadrant
will typically not shift with your mood.
The background of the Herrmann Whole Brain® Model
I - Introduction
II - An uncommon personality
III - Right brain/Left brain
IV - Profiles reflect a diversity of thinking style preferences
V - Taking different preferences into account
VI - Two different ways to solve problems
VII - Preferences and team effectiveness
VIII - Improving communication
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IX - Inside each of the four quadrants
I - Introduction
The human brain is one of the wonders of the world. It weighs
only 1.4 kg (3 lbs) yet contains over 100 billion neurons.
Each neuron has the possibility of connecting with 10,000
adjoining neurons. This means that the total number of
possible combinations in the brain, if written out, would be 1
followed by over 10.5 million zeros.
The potential of the human brain is unlimited.
In the last 40 years, knowledge of the brain has progressed
further than it had in the previous twenty centuries, thanks
to new technologies which allow us to see the brain in action:
electroencephalography (EEG), positron emission tomography
(PET), magnetic resonance imaging (MRI and fMRI) and more.
The Herrmann Brain Dominance Instrument® (HBDI®) was developed
from this knowledge. The HBDI® allows you to become aware of
your thinking preferences in order to use them better in your
personal and professional life.
II - An uncommon personality
The developer of the HBDI®, Ned Herrmann, had always been curious
about his own 1duality' of preference, which he began to
understand through his study of the brain. While attending
Cornell University, Ned Herrmann was recognized for excellence
in both physics and music. Later, while a successful executive
at GE (General Electric), he was also an accomplished artist
and sculptor.
Ned Herrmann's professional interest as a management development
expert further fueled his brain research: "How is it that
managers who attend a training session together, with a single
 trainer and a common program of instruction, can come away
with totally opposite judgments and retain different elements
of the program for their individual careers and jobs?"
III — Right brain/Left brain
In 1975, the brain research of Roger Sperry began to reveal the
dual specialization of the brain. By observing patients who
had their brain hemispheres separated by a procedure to sever
the Corpus Callosum in an attempt to cure epilepsy, Sperry
made a multitude of discoveries. For example, the left side of
the brain, which controlled the right hand, appeared to have
the function of logical, analytical, sequential and rational
thinking.
Conversely, the right hemisphere was shown to perceive the world
and other people in a global mode, instantaneous, intuitive,
visual, synthesizing, emotional and expressive. It finds
solutions through sudden and spontaneous intuition, leaving to
the left hemisphere the job of proving them in a logical,
analytical and scientific manner.
The research shows that the left hemisphere breaks everything
down into different elements; the right hemisphere, on the
other hand, considers the global whole and searches
systematically for connections, analogies and similarities.
This has been demonstrated and observed again and again in
laboratory tests, as well as in healthy subjects and patients
with lesions in one or the other hemisphere. For example, a
victim of damage to the right hemisphere won't recognize
people or streets in his hometown. Someone with damage to the
left hemisphere will not be able to express himself easily and
may have to begin relying on such elements as word and
sentence intonation to regain language ability.
Ned Herrmann studied this research and also included other
findings about the limbic system, also a dual structure,
buried deep inside the brain. The principal location for
emotion and memory, this system directs our affective and
interpersonal processes. Ned Herrmann synthesized this body of
research into the four quadrant Whole Brain® model, a metaphor
for how we think.
Upper
Upper Left Right
Quadrant Quadrant
Logical, Creative,
Analytical, Synthesizing
,
Mathematical Artistic,
, Technical, Holistic,
Problem Conceptual
solving. .
A
[_B cj
Lower
Lower Left Right
Quadrant Quadrant
Interperso
Controlled, nal,
Detailed, Emotional
Planning,
Organization Musical,
, Spiritual,
Administrati Expressive
ve. .
Each of us has access to all the above quadrants, but we clearly
have preferences for some over others. Those preferences,
 based on the dominance of specialized thinking processes, form
the basis of the Whole Brain® model, the foundation of the
HBDI®.
IV - Profiles reflect a diversity of thinking style preferences
This research led Ned Herrmann to develop the Herrmann Brain
Dominance Instrument® (HBDI®) while at GE, consisting of 120
questions, to provide a visual, easy-to-read, 'picture' of an
individual's, pair's, team's or organization's mental or
thinking preferences. Extensive and ongoing validation studies
have been performed and include the initial EEG testing and
more recently updated validity reports and correlation with
other valid instruments (please visit our website for more
information on validation). Ned Herrmann, recognized as the
founder of Whole Brain® Technology, revealed through this
research that diversity of thinking styles exists in any
organization, even one as small as 100 individuals.
Applying Whole Brain® thinking through the HBDI® profile leads to
a better understanding of the natural styles we use to process
information. These styles impact our perception of the world
as well as the way we approach problem solving, the
effectiveness of our interaction with others and how we get
things accomplished.
Ongoing applications include leadership and management
development programs for global organizations that deliver
results such as increased speed and effectiveness of com-
munication, greater innovation, improved team processes and
leveraging the possible return on intelligence (ROI®) of all
contributors in the organi zation.
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V- Taking different preferences into account
The HBDI® allows participants to become conscious of their own
mental preferences and thinking styles. This understanding
allows individuals to be more at ease with themselves and more
perceptive and effective with people who think differently.
For example, Left mode dominant people may feel more at ease in a
technical job, one that requires organization, operational
planning and administration.
Those with more Left mode preferences would rather reason
logically, study verified facts and adopt a systematic
approach. They would tend to avoid fantasy, and resist going
off on a tangent, preferring to remain focused, rational and
rigorous.
Right mode dominant people tend to enjoy new ideas and
interpersonal involvement; they may communicate symbolically
rather than by pure reason. They may think in pictures rather
than words. Abstract concepts and hypothetical issues are
interesting to the Right brain dominant person.
By all evidence, these aspects of communication and perception
are opposite, yet complimentary. Difference is the norm: the
HBDI® profile data spans 81 main preference codes or'families'
of profiles. The top 10 profiles represent 78% of the
population. Through the awareness achieved with the HBDI®
profile data, you now can take into account how you can be
more effective in a wide range of applications: communication,
teams, problem solving, decision making, career development,
management development, creativity, teaching and learning, and
strategic planning.
Upper Left A
Upper Right D
SKILLS SKILLS
Analysis,Evaluation, Qualification, Technical,Innovation,
Vision, Lateral thinking, Synthesis,
Financial, Feasibility studies, Critical assessment. Holistic
and Strategic thinking, Catalyst for
change.
STYLE STYLE
Rational, Thorough, Precise, Logical, Authoritative. Exploring,
Imaginative, Adventurous, Experimental, Artistic.
Can appear Can appear (Particularly from a diametrically opposed
quadrant)
Rigid, Ruthless, Cold and calculating, Short term, Limited by the
need for proof/explanation.
SKILLS
Organization, Implementation, Accuracy, Administration,
Operational planning, Practical tasks, Completion.
STYLE
Careful, Methodical, Procedural, Reliable, Predictable,
Disciplined, Detailed, 'Doer'.
Unfocussed, Impulsive, Rash, Oblivious of deadlines, Vague,
Given to tangents.
SKILLS
Customer relations, Teaching/Training, Communication,
Anticipating needs, Team awareness.
STYLE
Caring, Friendly, Sociable, Empathetic, Humanistic, Emotional.
Can appear Can appear (Particularly from a diametrically opposed
quadrant)
Controlling, Nit picking, Bossy, Stuck in a rut. Boring. Overly
sensitive, Un-businesslike, Sentimental, Too talkative.
Lower Left B
Lower Right C
VI - Two different ways to solve problems
Everyone has their own particular way to face and solve everyday
problems. Right mode dominant people proceed in a start and
stop mode with periods of insight and incubation. They may
take a step back and see the'big picture' with all the
relationships between varying elements. They think and
understand by metaphor or analogy by making connections
between elements which at first glance seem remote and
unrelated, things that would appear illogical to a Left brain
dominant person.
In contrast, the Left mode dominant person prefers a more
methodical approach, step by step, beginning with detailed
observation of the facts before continuing to form a judgment.
This approach often appears sterile and boring to the Right
mode dominant person who would have difficulty even playing
along.
The HBDI® can help individuals and teams understand how they
prefer to approach problems. In a true-to-life way, their
awareness is raised to demonstrate that their own way of
thinking is not the only way, and that some approaches to
problems require different types of thinking. Ned Herrmann
insists, "Each person is unique; people interact spontaneously
as a function of their thinking preferences."
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Upper Left
Performance
Financial
 Upper Right
KEY DESCRIPTORS
RationalFantasy Spontaneous
Pleasure
Facts
Analytical
Doctors
Engineers
Quantitative
Intellectual
Technical
TYPICAL PROFESSIONS
LawyersArtists
Bankers
Organizational Dev. Consultants
Strategists
TYPICAL TYPES
SPECIAL INTERESTS
Evaluative Conservative Planners Traditional
BookkeepersSupervisors
Administrators
Entrepreneurs
Visionary Risk Taking Open

Form
Reliability
Control
Organized
Safekeeping
Teachers/Trainers Sales People
Musicians Social Workers
Aesthetics
Risk
People
Emotional
Spiritual
Feeling
Satisfaction
Lower Left Lower
Right
VII — Preferences and team effectiveness
The distinctions between scientists and artists, engineers and
sales people are as old as the human race. Statistical studies of
HBDI® profiles have identified typical profiles for different
careers, fields and job descriptions. A study of hospital
personnel revealed preference differences among the varying jobs:
Specialists (A quadrant); Administrators (B quadrant); Nurses (C
quadrant); Psychiatrists (D quadrant). Is it any wonder that
sometimes there might be tension in the hospital environment?
HBDI® research has also demonstrated that directors and CEOs
are most often multi-dominant — even with three or four dominant
quadrants, as opposed to single or dual dominant specialists.
An individual's work approach can certainly be linked to their
mental preferences. A team will work more effectively if the
individual members appreciate the differences in their thinking
styles. In fact, thinking diversity will also lead to more
creative outcomes. Research using the HBDI® Team profile has
shown that team effectiveness can be up to 66% greater in diverse
teams.
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Understanding the Herrmann Whole Brain® model
Upper Left
Upper Right
Finance:
Financial Manager, Banker Stock Exchange Trader
Geography:
Geographer, Surveyor, CAD Drafter
IT:
Networking, Technician, Systems Analyst
Medidne:
Veterinary, Surgeon,
Engineering:
Aeronautics, Electronics, Telecommunications, Oil, Data
Processing
Aviation:
Technician, Pilot, Air Traffic Controller
Design:
Architect, Designer, Decorator, Webmaster, Web Designer
Sales:
Salesperson, Sales Manager, Real Estate, Medical Rep
Research:
Biologist, Chemist, Botanist
Advertising
Creation:
Script Writer, Fashion Designer
Arts:
Painter, Sculptor, Musician
Doctor, Analyze Marketing:
Ophthalmolo s Is Infers Research,
gist logical Takes Product
Physiothera is risks Is Manager
pist critical impetuous Film Making:
Radiologist Is Breaks Actor,
Dentist realistic rules Editor
Law: Knows Likes
Lawyer, about surprises
Judge, money Is
Notary, Knows how curious/P
Baliff things lays
work Speculate
Quantifie s/I
s/Ukes magines
numbers
Takes Is Journalism:
preventiv sensitive Journalis
e action to others t
Establish Likes to 1 Copy
es teach Reader,
procedure
s
Insurance Gets Touches a
: things lot Designer
done Teaching:
Insurance Plans/Org Is Teacher,
Broker anizes supportiv
e
Is Is University
reliable expressiv Professor
e
Administrat Is neat Talks a
ion: Timely lot Feels Medical:
Assistant 1
Personal Pediatric
Assistant Nurse,
Office Dietician,
Clerk Nurse,
Accounting: Midwife,
Speech
Therapist,
Occupational
Tourism: Therapist
CPA, Book-Keeper, Organizational Manager, Economist
Governmental:
Tax Auditor, Administrator, OSHA Inspector
Security:
Fireman, Policeman, Security Guard
Flight Attendant, Tourist Guide, Receptionist Translator/
Interpreter, Tourist Information Facility Manager
Marketing:
Public Relations
Human
Resources:
TrainerPsychologist,
UDM ' Career Counsellor HR Manager
Social Workers:
Clinical Social Worker, Educator, Family Adviser, Case Manager
Lower Left
Lower Right
VIII — Improving communication
All of us communicate. Effective communicators who understand
thinking styles will tailor their presentation to fit their
audience while being sure to communicate key points in all four
quadrants. For a group of engineers or technicians, you might
cite plenty of facts and figures, and emphasize logic and
methodology showing the potential results of practical
application. To a group of artists, teachers, or sales people,
you would most likely emphasize innovative aspects and point out
ways to improve communication and instruction. Which presentation
appeals to you the most? Doesn't your answer reflect your
thinking style?
Communication is easiest between people who have similar
preferences. They "speak the same language'. Communication is
quite easy when people share preferences in the same mode, Left
(A and B) or Right (C and D).
When people share preferences in the Upper (A and D) or Lower
(B and C) mode, they may find common ground for communication.
Most challenging may be communication between those who have
preferences in diametrically opposing quadrants.
IX — Inside each of the four quadrants
The following model and paragraphs explain the characteristics
of each quadrant, shown as clusters of preferred tasks, and style
of functioning within each quadrant. A preference for a quadrant
indicates an inclination for some or many of the clusters of
tasks in that mode. This helps explain how two people with
similar preferences can be different in the specifics of that
preference. Keep in mind that you may only prefer one cluster in
a quadrant while another individual with a preference for that
quadrant may prefer a different cluster or clusters.
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Understanding the Herrmann Whole Brain® model
Upper
Left
Lower
Left

Logical Analytical Problem solving Test & prove Knows how things
work
I^Technical j'

Original
Imaginative
Innovative
Creative
Curious
Artistic
Integrating Br^'|es
Sy 9
“ “"9
Original
Artistic Intuitive
Spatial (solutions)
Visual
Simultaneous Impetuous Conceptual
Likes surprises Metaphorical
Intuitive (solutions) Strategic Future oriented Imaginative

Upper
Right
Lower
Right
C
A Quadrant: Analyze
This quadrant prefers a cognitive and rational approach. When
using this thinking style, you would be likely to approach
problem solving in a logical manner and to take account of facts,
figures, statistics, and other tangibles. You would prefer
conclusions that are backed up by supporting data or by examples
of precedent. You would like approaches that reduce the complex
to the simple, the unclear to clear, and the cumbersome to the
efficient. Your critical evaluation of ideas occurs in this
quadrant; decisions or judgments are explained and justified by A
quadrant thinking.
This style is logical, analytical and rational; it is engaged in
feasibility studies, critical assessments, and any task that
requires rigorous and focused research. Financial, mathematical,
and technical matters are included in this mode. One individual
may prefer rational, logical approaches, while another may be
mathematical and quantitative. Which clusters do you prefer?
B Quadrant: Organize
This quadrant likes structure in a practical and procedural
sense. A primary preference here would suggest you have a natural
inclination towards organization, reliability, efficiency, order,
and/or discipline. Tasks might frequently be prioritized; you
would tackle them in a systematic and sequential manner and
complete them; time is often managed effectively. This quadrant
is mindful of logistical constraints and is methodical and
attentive to detail. Skills of this quadrant include operational
planning and the implementation of projects.
Equally, administration and maintenance are smoothly handled. B
quadrant preferences may suggest you dislike chaos and confusion
and have considerable skill and satisfaction in making order out
of such a situation. Characteristics are caution, control, and
conservatism. The degree to which "B' quadrant tendencies are
apparent will be affected by the "D' quadrant score; a low
primary or high secondary preference in"D' would tend to have a
balancing influence. Clusters in this quadrant may include safe-
keeping for one individual vs. timelines for another. Which
clusters best describe you?
C Quadrant: Personalize
A primary preference in this quadrant would suggest you are
naturally in tune with and sensitive to other's needs, mood,
attitudes, atmosphere, or energy level. There is usually an
attraction to people-related tasks plus an ability to relate to
others and express yourself easily. Characteristics may include
good interpersonal skills with an awareness of the feelings of
others, ease of communication, and often skills in
teaching/training facilitation or group leadership. "Sensory
intuition', in the form of gut feelings or hunches, may be given
credence. Spiritual awareness and musical interest are largely
"C' quadrant features.
People with preferences in this quadrant may be emotional and
highly sensitive. For some, spiritual aspects represent a
significant "cluster'for this quadrant. For others, interpersonal
aspects play a key role. Which clusters represent your
preferences in this quadrant?
D Quadrant: Strategize
Wth a D quadrant preference you can usually handle several mental
inputs simultaneously, make rapid connections and feel
comfortable with abstract concepts.
An initially holistic approach to problem solving may be
preferred; various facets are assessed simultaneously, "mental
jigsaws' are made and conclusions are reached in a spontaneous
rather than a studied manner. Such operating could be called
intuitive in an intellectual sense. Lateral thinking takes place
in this mode and inspires imaginative, innovative and original
ideas.
This quadrant could be described as the catalyst for the creative
process. Strategic thinking is an activity that draws heavily on
D quadrant thinking. In this mode you welcome positive change
(particularly when occurring with a considerably lower "B' score)
and may have an inclination towards adventure, experimentation,
and risk. This quadrant often thrives on the excitement of new
ideas, variety, incongruities, and possibilities. The risk-taking
aspects of this mode may be in contrast to or balanced by the B
quadrant safe-keeping modes. Some prefer the "artistic' cluster
while others might select "metaphorical'. Which clusters
represent your D quadrant thinking?
01981 • 2013 Herrmann International
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WHOLE BRAIN
HINKING

UNDERSTANDING YOUR
WHOLE BRAIN
Copyright Dr Kobus Neethling and Solutionsfinding (Pty) Ltd.
No part of this book may be reproduced or transmitted in any
form or by any means, electronic or mechanical, or by
photocopying, recording or microfilming, or stored in any
retrieval system, without the written permission of the
publisher. Nor may it be otherwise circulated in any other form
of binding or cover, without a similar condition being imposed
thereon.
Any referral to the content here within may only be made with
proper recognition to the author thereof, Dr Kobus Neethling.
Solutionsfinding (Pty) Ltd, a company duly formed and
registered in South Africa is part of the Kobus Neethling group
of companies. It focuses on the sales, distribution and
management of products and instruments developed by the Kobus
Neethling Group, through its own structures and also establishes
national and international agencies for the continued third party
distribution and management of Kobus Neethling products and
instruments.
NBI™ and NBPP are registered Trademarks of the Kobus Neethling
Group and Solutionsfinding (Pty) Ltd.
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
INDEX
The Whole Brain - past and present.....................2
Important information on the NBI™.....................2
NBI™ Tool Map..........................................3
NBI™ Four Quadrant summary.............................4
NBI™ Eight Dimensions - example profile................5
NBI™ Eight Dimensions summary..........................6
The Eight Dimensions of the brain......................7
The Whole Brain in Action in COMMUNICATION.............8
The Whole Brain in Action in BUSINESS..................9
The Whole Brain in Action in the JOBS AND SKILLS INSTRUMENT 11
The Whole Brain in Action in LEADERSHIR...............12
The Whole Brain in Action in TEACHING AND LEARNING. . . .13
Learning and the Eight Dimensions.....................14
The Whole Brain in Action in CREATIVITY...............15
The Whole Brain in Action in PARENTING................17
Parenting and the Eight Dimensions....................18
The Whole Brain in Action in RELATIONSHIPS............19
Relationships and the Eight Dimensions................20
The Whole Brain in Action in SPORT....................21
The Whole Brain in Action in A HEALTHY LIFESTYLE......22
Spotting the clues....................................23
Personal development ‘diets’ for the four quadrants. . .25
Understanding the NBI™- key points to remember........29
Comments from Clients of the Kobus Neethling Group. . . .30
International References & Quotes.....................31
About the Author......................................31
About Whole Brain Thinking Pty Ltd....................34
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
The Whole Brain - past and present
Hippocrates, who examined the brain during autopsies he
performed, concluded “The brain of man is double”. It was in 400
BC that he made the connection that the loss of speech was
connected with damage to the left side of the brain.
In 1864 a French surgeon named Paul Broca came to the same
conclusion after observing that patients with aphasia (loss of
speech) had damage to the left-brain.
In the 1960’s Philip Vogel and Joseph Bogen performed their
breakthrough split-brain surgery on three epileptic patients.
Roger Sperry (who received a Nobel Prize for this work in 1981)
with his colleagues Bogen, Vogel and Gazziniga tested these
patients and discovered that the two hemispheres control vastly
different aspects of thought and action. They found the left
(controlling the right side of the body) is dominant for language
and speech and for analytical and logical thought, while the
right (controlling the left side of the body) excels at
visualising, holistic and unstructured tasks. This breakthrough
was followed by brain dominance research by Ned Herrmann,
Jaquelyn Wonder, Priscilla Donovan, Beverly Moore and others.
The NBI™ was developed after extensive international research
since 1980 on left/right brain functions, leading to the four-
quadrant NBI™ profile. Kobus Neethling under the research
guidance of Professor Paul Torrance of the University of Georgia
first developed the NBI™ for adults before applying similar
methodologies to develop a number of other whole brain
instruments. The most recent development has been the
introduction of the 8-dimensions, providing even more insight
into thinking preferences and applications at work and at home.
The results of research on the NBI™ have been very significant
and ongoing research at a number of universities and institutes
remains an essential part of whole brain science.
Research documents can be seen at:
www.wholebrainthinking.com.au
Important information on the NBI™
In working with the NBI™ profiles it is important to remember
the following points:
• No Brain Profile is good or bad, right or wrong.
• Some of the NBI™ profiles measure references, some identify
skills. It is important to note the distinction.
• You may have skills in a quadrant with a low preference score,
or strong preferences in an area where you have not had the
opportunity to develop skills.
• A high score in a particular quadrant does not necessarily
indicate equal preferences for all the processes of that
quadrant.
• Your brain profile may change, but only if there are strong
reasons for this to occur. This may occur over a long period
of time because of changing interests, hobbies, environments
and mentors. In rare cases changes occur over a short period
 of time because of significant events
or major life-style changes. These changes may be temporary.
• It is possible to develop preferences and skills in any
quadrant.
• There are two main dimensions in each quadrant.
• The total NBI™ suite currently includes 16 different
instruments with more applications on the way. The full range
is shown on the following page.
• The NBI™ brain profile gives an indication of how:
• you communicate
• you act towards other people
• you do business
• you learn
• you teach
• content you would be in a certain career
• you solve problems
• you make decisions, etc.
2
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
NBI™ Tool Map
Neethling Brain Instruments
The most comprehensive battery of whole brain profiling
instruments in the world

BUSINESS INSTRUMENTS
• Leadership Instrument
• Skills Instrument
• Job Instrument
• Creativity Style Instrument
• Learning Instrument
RELATIONSHIP INSTRUMENTS
• Parenting Instrument
• Relationship Instrument
EDUCATIONAL INSTRUMENTS
• Teacher/Trainer
• Senior Student - College & University 17+
• Junior Student -9-17 years
SPORTS INSTRUMENTS
• Soccer
• Rugby
• Rugby Referee
• Rugby Skills
OTHER
•Golf
• Personal Negativity Instrument • Tennis
• Cricket
 Group Reports can be
Interpretive Comparisons can be
electronically generated for
drawn between different types
every type of profile to
of profiles, i.e.,
obtain:
• Skills profile and
• Average for the group
Preference profile
• Dominance of individuals and
• Skills and Leadership
group
• Skills and Job Instrument
• Comparisons between subgroups
Other Instruments-Additional Instruments, which go beyond brain
profiling, include the organisational wellness instrument and the
organisational negativity instrument.

Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)

Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)

NBI™ - Four Quadrant summary

The following summary of the key thinking processes associated
with each of the four quadrants, should give you a clear
indication of the different brain preferences.

TOP LEFT (LI) TOP RIGHT (R1)

Focus Holistic/big picture
Essence Flexible
Precise Risk-taking
Accuracy Curious
Clinical Looking for alternatives
Factual memory Experimentation
Concrete Artistic
Mathematical/financial Speculation
Factual reasoning Imaginative
Performance-driven Strategic
Simultaneous (doing many
Logic things at once)
Objective Fantasy
Diagnostic Visualising
Analysing (digging deeper) Synthesis (link ideas)
Quantitative Idea-intuition
Realistic Investigation
Important to do it right Integrating ideas
Critical Unstructured
Rational Preference for change

BOTTOM LEFT (L2) BOTTOM RIGHT (R2)

Organised/orderly Non-verbal cues
Punctual/time-conscious Touch
Planned Co-operation
Sociable (one-on-one and in
Structured groups)
Step-by-step approach Take part
Steadfast Accessible
Sequential Approachable
Thorough Expressive
Security/safe-keeping Empathy
Detail Teamwork
Traditional People-focus
Drive/task-d riven Responsive
Neat Receptive
Reliable Sensitive
 Result-driven Support
People awareness People
perceptive Involved Playful
Respectful

Neethling Brain Instruments (NBI™)

NBI™ - Eight Dimensions - example profile

(145)
(155)
Socialiser 50% Empathiser 50%
Preserver 19% Organiser 81 %
(164)
©
Realist 12% Analyst 88%
(136)
Strategist 69% Imagineer 31%
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N««MIi»j Buln *OTOPKPts (UBI’1')
5
NBI™ - Eight Dimensions summary
Although you may have strong preferences in a certain
quadrant, you may not have equally strong preferences for all the
processes associated with that quadrant. In fact, you may even
find that you have rather low or average preferences for some of
the components of your so-called strong quadrant. Our latest
research has provided more insight into why this might be the
case.
Each quadrant has at least two possible dimensions, and you
may very well be strong in one and low in the other, or of course
quite balanced in each of the two divisions.
LI - Realist LI - Analyst
Clarity Assess
No Monitor
distractions performance
Focused Dig deeper
Set goals Financial
No mental Clinical
clutter
Define
target Logical
Pros and Priorities
cons
Simplicity Calculate
Clear
guidelines Probing
Factual Examining

R1 -
Strategist R1 - Imagineer
Visionary Inner voice
Future-
connected Picture thinking
Predictions Aha
Change
Daydream
Risk-taking
Fantasise
Big thinking Doodle/scribble
Experience the
unfamiliar Unsystematic
Variety Unconventional
Design Clutter
Challenge Zigzag thinking
status quo

L2 - L2 - Organiser
Preserver
Well-proven Action
Discipline Hands-on
Order Plan
Time-
conscious Systematic
Methodical Supervise
Cautious Persevere
Loyalty Checklist
Experience Schedules
Stability To-do list
Traditional Organise

R2 - R2 - Empathiser
Socialiser
Groups Encourage
Sharing Assist
Consensus Care
 Networking Service-oriented
Co-operation Intuitive
Gatherings Hopeful
Entertaining Reaching out
Outgoing Sensitive
Special
Connecting attachments
Sociable Nurturing

6
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
The Eight Dimensions of the brain
The dimensions of the LI quadrant
LI - Realist LI - Analyst
If this is If this is
your strongest your strongest
dimension, dimension,
you would: you would:
• Like
simplicity and • Prefer to
clarity assess and
• Prefer to
insulate monitor
yourself results and
from
distractions performance
• Like to
keep your mind • Like to dig
on deeper to
specific understand
tasks and the essence
outcomes • Like to be
involved in
• Like to
focus on matters of
important finance and
matters investment
• Prefer
clear guidelines • Like to reason
and rationally
• Like to
directions solve problems
• Like ideas clinically
that have and thoroughly
concrete • Prefer to
value identify
priorities
• Give
preference to
factual clearly
• Like to
points of calculate,
view examine
• Prefer to
think through
the and measure
 pros and cons • Like to get to
certainty by
probing and
examining
The dimensions of the L2 quadrant
L2 - L2 -
Preserver Organiser
If this is If this is
your strongest your strongest
dimension, dimension,
you would: you would:
• Like to follow • Like to put
well-proven things into
methods and
practices action
• Prefer • Prefer
disciplined and hands-on
orderly
environments experience
• Prefer • Like to
circumstances organise, plan
and
where
traditions,
loyalty arrange
and rules are • Like to
respected supervise
• Like people procedures
to be time and practices
conscious • Prefer to
have a to-do
list
• Prefer to
• Work in a follow an
methodical and orderly
cautious way approach
• Give high • Persevere
preference to with details
• Like to
work according
experience to a
• Prefer fixed
stability and schedule
steadfastness
• Like to work
with effective
The dimensions of the R1 quadrant
R1 - R1 -
Strategist Imagineer
If this is If this is
your strongest your strongest
dimension, dimension,
you would: you would:
• Like to see • Like to
through other communicate with
people’s eyeshis/her inner
voice
• Like to see • Like to
how the future think in
pictures
connects with • Prefer the
the past aha moment,
 • Prefer to the ‘intuitive
think about big flash’ to
things while elaborate
doing small approaches
• Like to
things daydream and
• Love to fantasise
move into
uncharted and • Like to use
unfamiliar metaphors,
images and
territory doodles to
• Prefer to describe
gain insights experiences
from a
variety of ideas • Like to be
and unorthodox and
experiences non-conformist
when
• Like to break dealing with new
new ground, projects
to be part of • Be
change and comfortable in
transformatiocircumstances
n where
• Like to
take risks and there is some
to disorder and
challenge the
status quo clutter
• Like to • Like to
make forecasts connect ideas to
and
make create something
predictions different and
new
The dimensions
ol the R2 quadrant
R2 - R2 -
Socialiser Empathiser
If this is If this is
your strongest your strongest
dimension, dimension,
you would: you would:
• Prefer to • Like to reach
mingle with out to people
• Like to
people encourage and
• Like to
work in groups
and cheer people on
• Like to
share ideas assist, help and
with others put
• Prefer others first
consensus before
• Like to add
deciding value to the
• Like to lives of others
entertain
• Prefer to • Prefer to work
co-operate and in a service
reach an environment
 understanding
• Prefer • Depend on
person to person intuition when
communicationmaking decisions
, gatherings about
and get-
togethers people
• Be outgoing, • Appreciate the
sociable and sentiment
eager to meet
new people and mood of things
• Form
• Like to attachments to a
bring people few
special people (or
together animals)
and well-skilled colleagues Remember:
• You may be far stronger in one dimension of a
quadrant than in another.
• You might be balanced between the two dimensions of a
quadrant.
• There are no ‘right’ or ‘wrong’ profiles!
Neethling Brain Instruments (NBI™)
7
The Whole Brain in Action in COMMUNICATION
One of the key elements of a successful relationship is
communication. This holds just as true in business as it does in
the family or any social setting.
How can we use our insight into the thinking preferences to
understand and accommodate different communication styles?
LI
WHAT?
Realist Analyst
• • Valid
Accurate
•
Coherent • Calculating
• Clear • Sensible
•
Realistic • Probing
• Focused • Questioning

R1
WHY?
Strategist Imagineer
•
• Strategic Unconventional
• Forecasting • Imagining
• Challenging • Intuitive
• Questions •
Metaphors/images
• Visionary • Meditative
• Synthesising • Fantasising

L2
HOW?

Preserver Organiser
•
Discipline
d • Systematic
• Prepared • Arranged
• • Organised
Controlled
• Correct • Detailed

• Cautious • Planned
• • Orderly
Methodical

R2
WHO?

Socialiser Empathiser
• Sharing • Kind
•
Encouraging • Understanding
• • Sensitive
Appreciativ
e
• • Sympathetic
Passionate
• Tolerant • Caring

8
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
The Whole Brain in Action in BUSINESS
Although many of the topics we have already discussed are
directly linked to business and form important parts in the
successful running of any organisation (communication, creativity
etc.), we now look specifically at the whole brain in action in
business.
1. Problem Solving
LI
Analyses the facts Wants things to be correct Sees the facts
clearly (no emotion) Gathers all information Has a neutral stance
Sees problems rationally Deals with facts in a logical way
Focuses on preciseness/exactness
L2
Organises/arranges facts (in categories, according to plan)
Deals with facts chronologically Checks the facts Can be critical
of ideas
Finds faults and weaknesses in ideas of others Seeks detail and
elaborations Practical aspects important Prefers tried and
tested methods
Notes:__________________________
R1
Solves problems in an intuitive way Sees the big picture
Visualises the facts
Full of ideas and stimulating suggestions Sees opportunity and
likes to speculate Likes alternatives
Often has new and innovative ideas
Likes to take risks
Keeps an eye on the future
R2
Suggestions often emotional
Has an intuitive feel for people involved
Values are important
Negative emotions may limit acceptance of new ideas
Usually eager to share ideas Often brings new insight to ideas
Enthusiastic about ideas Human aspects are fundamental
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
9
The Whole Brain in Action in BUSINESS
2. Whole Brain Strategising
LI R1

Bottom line Intuition

Research based on facts,
analysis Straight to conclusion
Time-management Speculation
Quick decisions Risks

Want to learn Informal process

Observation rather than
intuition Visioning
Entrepreneurial perspective -
Doing it my way the big picture
Enforce decisions Suggestive, Imaging,
Provocative
Little emotion, rational Can lose interest
Fun options

L2 R2

Organise facts/data Socially considerate

Evaluate all angles Values
Find the faults Eager to share info
Validate Relies on feelings over facts
Practical questions Instinctive
Thorough planning Comfortable process
‘Look before you leap’ Group dynamics
Minimise risks Positive feedback
Timely & effective Negative emotions may limit
implementation acceptance of new
Back-ups ideas
Gaining acceptance, buy-in from
 others
Notes:
10
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
The Whole Brain in Action in JOB AND SKILLS INSTRUMENT
This instrument identifies an individual's skills. You may have
acquired skills in a particular area that is net redly
indicative of your brain preference cr you may have a very
strong preference in one area, but have never had the
opportunity to develop the corresponding skills.
The skills instrumert determines in what quadrant of the brain
your strongest skills reside.
When combined with the NBI™ reference profle a dearer pi dure
emerges - showing not only where the individual SKILLS lie,
but also what the indvidual w/ll ENJOY.
From an organisational perspedi ve the skills and preference
profiles can also be compared with a JOB P R OF I LE. T he job
profle cen be cornpl eted in the sarn e way as the sk ill s
profile by those k een to seled or promote the best individual
for the job. For example, the HR manager, the menager of the
vacancy and maybe two or three successful incumbents can
complete the job profle and compare the results in a focus
group discussion. By matching the JOB profle with each
applicant's SKILLS and PREFERE NCE profle a more effediva
seledion dedsion can be made.
Where job, skills and personal preference profles are similar the
indcations are that the individual will be both competent and
happy in the job.
Where there is less of a match, the applicant could still be
considered a good choice if the 'gaps’ are skill components
which can easily be developed.
Occupational ffelds
■ Manager or owner of hotel, guest house, restaurant
■ Marketing (produce new marketing initiatives for ideas,
products, services e.g. advertisements, videos, photo series,
theatre shows.)
■Tourism (provide new places to visit, experiences,
ertertainment, fun, rendering of service, caring,
communicdion, atmosphere, empathy)
■ Education (present cou-ses in desiefi, creative arts,
psychology, motivation and languages, course and curriculum
design for the 21 st century)
• Medical (children, plastic surgery), music/ert therapy

Short summary of this profle:

• Prefers people, irteradion, communication, feelings
• Iscomfortatíe with change, new concepts, ideas, experimenting
end innovation
• Can be both people and future-oriented
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11
The Whole Brain in Action in LEADERSHIP
We are told we should lead by example. That is generally good
advice, unless of course that example is inflexible, one-sided
and intolerant. The future leader will need to be a whole brain
leader, a leader that understands the different thinking
preferences of his team and leads individuals in a way that would
inspire them. The starting point of this challenging (but
exciting) journey is understanding your own leadership style and
how this might impact on those you lead.
R1 - R1 -
LI - Realist LI - Analyst Strategist Imagineer
• Your style of
• You have an • Doing it • You support leadership
authoritative ‘right’ is more new ideas and is
important to encourage probably
leadership you than doing alternative more informal
style. it ways of and
• You tend to together. doing things. sometimes
stand firm on playful.
issues and • You will not • You are not
prefer to have • You like to cling to very
the investigate previous traditional
problems
thoroughly decisions and and will be
last say. before procedures. open-minded
• You are a
focused leader, • You may take enough to
who taking steps. risks when you listen to new
• Your
may be seen leadership is believe in an
as ‘distant’ by strongly idea. suggestions.
influenced by • You are a
the bottom visionary • Dreaming up
some. line. leader and new schemes,
• You keep future etc. (not
• Because you tabs on positioning is planning!) is a
have clear performance important strong
goals in and monitor to you. facet of
mind, you may and assess your
appear leadership.
• You like • You are
strategy probably
inflexible. results. sessions, but comfortable
• You are • You like to may become sharing
decisive and ‘get to the irritated with authority and
others bottom’ the not
know exactly of things, details. strong on
where they stand identify following rules
with you. priorities and and
work with conventions.
certainties • You
rather than leadership
assumptions. style will
be shaped by
‘intuitive
flashes’
rather than
elaborate
 approaches.

L2 - L2 - R2 -
Preserver Organiser Socialiser R2 - Empathiser
• You prefer to
lead by • You set a high • You are a • You value
following standard as far team-focused the person above
well-proven as planning and leader. the task.
methods and productivity
practices. are • You like to • You try to
concerned. communicate motivate,
with encourage
• You insist on • You do not
punctuality tolerate a and inspire
and deviation your team. your team.
• You • You
from encourage willingly lend
diligence. procedure. feedback from assistance
• You give high • You insist your team and where it is
preference to that rules and like to reach needed.
experienced
and well regulations • You have an
skilled be adhered to. consensus. open-door policy
• You involve
• You can be others in and interact
employees. described as an decision with your team
• You prefer to ‘action up
take the front’ type of making and members in a
route leader are seen as personal way.
of caution and
won’t take - you insist • You are
risks on results. approachable. sensitive to
• You are a
‘checklist’ • Organising atmosphere
easily. leader social events and mood
and
• You may place who involves gatherings is changes and
more him/herself part of your would act on
importance on in the leadership these.
the task than supervision and style.
on the evaluation of
person. tasks.
Of course you may have preferences in more than one dimension
and would have to combine the descriptions in that case.
Remember: It is likely that some of your team members do not
share your preferences. The successful leader is the person that
can lead and manage others according to their particular
preferences at all times. Talking the language of the listener is
the ideal whole brain approach for all leaders.
12
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
The Whole Brain in Action in TEACHING AND LEARNING
To apply the whole brain successfully in business, parenting
and all other aspects of life, we need to lay the foundation in
our teaching and training. Teachers, trainers and learners need
to understand the meaning and impact of whole brain teaching,
learning and personal development.
LI ■ R1
Teaching: textbook, precise instructions, logical arguments,
opportunity to analyse, discuss technical aspects.
Learning: at desk, supplies handy summaries, research.
 Environment: neat, info available, blackboard work accurate,
quiet.
L2
Teaching: textbook, chronological & well-planned lessons, clear
instructions, repetition, clear lesson objectives, formal
lessons.
Learning: at desk, detailed summaries, practices subject-matter,
practical application, timetable for studying.
Environment: programs etc. handy, detailed blackboard work.
Notes:
Teaching: holistic view, spontaneous participation, visual,
associate contents with past/ future, fun, experimentation, new
concepts. Learning: sits/lies - seldom at desk, diagrams,
learning games, tries new methods, rarely timetable, mind
wanders.
Environment: colourful, challenging info, humorous
exhibitions, artistic, changing.
R2
Teaching: group work, movement, music, associate contents with
personal experiences, show emotions, acting as teacher.
Learning: amongst people, emotional about contents, music,
talks loud to memorise, nonverbal communication, role play.
Environment: room for movement, music, person-oriented,
exhibitions, friendly, colourful, comfortable.
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
13
Learning and the 8 dimensions
Everyone needs to understand the meaning and impact of whole
brain teaching and learning. Get started by determining your
own or your child’s learning style. Again, you may have strong
preferences in more than one dimension and will have to
combine the descriptions.
R1 - R1 -
LI - Realist LI - Analyst Strategist Imagineer
• You find it
easy to focus • You like to • You find • Timetables
for do research new and and planning
a stretch at experimental your studies
a time. when studying. work a are not
• You prefer • Dealing with challenge. favourites!
to study alone facts,
figures
and in quiet and concrete • You get • You find it
surroundings. issues are bored easily difficult to
with focus
• You set
yourself your favourite on one subject
achievable subjects. repetition. for any
• You are
goals while constantly • You prefer
studying. jotting studies that length of time.
• You like to down notes as have future • Diagrams and
have clear you dig value and that visual aids
suit your
guidelines to deeper into fit into your learning
study to. information. vision. style
• You are • You
• You make always question better than
short, clear analysing content summaries.
summaries when content. regularly. • You prefer to
studying. • You do not • You like to do your work
 accept all use information in an
information to make future informal way
and can be predictions. and
critical of environment.
content. • You prefer
unstructured
and
unconvention
al subjects.

L2 - L2 - R2 - R2 -
Preserver Organiser Socialiser Empathiser
• You are • You often
disciplined • You prefer prefer to study • You learn best
when it to work in if you find
comes to according to the company meaning in the
studying. timetable. of others. subject.
• Your
• You repeat surroundings • You talk • You prefer
content until need to out loud when those subjects
you feel secure be orderly and that will
in your organised. memorising. develop you as a
• You like to
• You probably ‘talk it
knowledge. make clear through’ person.
• You probably and orderly with others • Connecting
make summaries. when dealing content with
with life
extensive • You enjoy any challenging experiences help
summaries. practical, work. you
• You prefer hands-on • Group understand
clear and learning. projects are a and remember
precise • You prefer to favourite. facts.
instructions. follow a step
• You study
best in by step • Your •Atmosphere
quiet, approach when emotions often influences
stable studying. influence your ability
environment. your attitude to study. You
towards your like studying in
studies. groups if you
feel you can add
value to others.
Remember: Sometimes you will have to develop skills in your
weaker dimensions in order to be an effective student!
14
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
The Whole Brain in Action in CREATIVITY
Creativity can be found in all four of the brain quadrants. 1.
Exercises to develop your whole brain creativity:
LI R1
Ask: What? (do 1 need, must 1 Ask: Why? (is this important,
know, must 1 do) Change do 1 need to make this work)
problems to challenges Dig Eat an exotic dish
deeper into the situation Do Rearrange your furniture
not judge ideas (stay open) Arrange a surprise outing
Learn a new computer program Make a crazy idea work
Watch a movie and rank the Use your next film to
characters for impact photograph ‘weird’ things
Write a comprehensive financial Play a musical instrument
 plan now

L2
Ask: How? (will 1 deal with this,
plan my action steps)
Try a new route to work or into
town
Revamp your filing system
Change impractical ideas into
practical solutions
Make lists (shopping, gifts, and
a few unique ones)
Alphabetise your bookshelves
Catalogue your CD collection
2. Whole Brain Creative Study
Methods:
R2
Ask: Who? (is involved)
Put candles on the table
Arrange a picnic Think of new
family games Hug!
Share your sentiments with
someone Listen to music and draw
what you visualise Design your
own greeting messages

LI R1
Summarise
Analyse
Identify Specific Outcomes
Mind mapping Visualising Study
games Unorthodox approaches No
Timetable

L2 R2
Categorise Verbalise Create stories
Repeat Discuss with others Study with
Make Timetables Maintain people Study with music
orderly workplace

Dr Kobus
Neethling &
Copyright © Solutionsfinding
2000 : (Pty) Ltd. Neethling Brain Instruments (NBI™) ^
Copyright © Whole Brain 1 0
2005 : Thinking Pty Ltd
The Whole Brain in Action in CREATIVITY
3. Whole Brain Creativity Techniques
There are hundreds of creative thinking tools and techniques
to choose from - just have a look on the internet!
Here are some examples:
LI R1

Attribute Listing Picture Stimulation

Card Roundabout The Mad Hatter
Morphological Analysis Fantastic Reality
Fact Finding Technique Pot Luck Basket
Probing the Essence Balloon Ideas

L2 R2

Scamper Role Reversal

Matrixing Sensing
Idea Listing Semantic Intuition
Time Structure Technique Nature Walks
 Blindfold Communication
Notes:
16
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
The Whole Brain in Action in PARENTING
Communication and parenting are intimately interwoven.
Understanding the child's unique preferences is therefore
essential for success fd parenting. This parert’s profile shows
that preferences lie in the bottom hemisphere of the brain. You
therefore have strong preferences for detail, structure and
systematic arrangement (L2),as well as for 'people' sensitivity
and irteradion (R2)."
The following points might apply to this parent:
"¿although you show strong preferences for several of the
thinking processes of these two quadrants, it does not
necessarily mean that you have strong, or equally strong,
preferences for all the processes. Therefore some of the
following descriptions may not be completely accurate in all
cases."
• You are the parent who can be described as the ctoedierit
servant! You defhitely do and give a great deal for your
child.
• You like to caress and pamper your child, but also to put
words into adion. Your house is neat end organised and you
also try to teach your child this important lesson. On the
other hand you tidy up yourself if he is lax.
• You believe in routine and encourage your child to eat and
take a bath at set times.
• You do nd take kindly to your arrangements being upset because
your child (or her schod) is dsorgarised.
• If there is something wrong with your child, you will not stop
questioning and nagging until you gst to the bottom of the
problem.
• You like to participate in your child's games, provided there
is order in the game, the 'right' steps are followed and
things are put away neatly afterwards.
• Your child sometimes becomes irritated because you focus a lot
on the little things (room tidy end clean, neat eppearance,
punduality).
• You have strid rules of condud for your child and can become
very upset and emotional if these are brcken, because you do
so much for your family!
• Because you are not always ftexiWe and reefer the traditional,
you may often cppose changes in you child's life. It may even
make you fearful and anxious.
(Extrad from ‘Very Smart Parents' by KobusNeethling)
•What child profile might work well for this parent? Why/?
•Which child f-rofie might give rise to potential issues? Why/?
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17
Parenting and the 8 dimensions
Although parenting is probably the most important and
difficult job we ever have to do, there is very little training
and guidance available. One of the biggest challenges for any
parent is creating a good relationship with a child that is very
different from you! Try to recognise your style when studying the
following and compare that with your child’s brain preferences.
R1 - R1 -
LI - Realist LI - Analyst Strategist Imagineer
• You are
• You follow the • You insist on • You take probably not
rational your child your child’s the
approach and performing opinions and ‘traditional’
do not often well and would ideas into parent.
allow for monitor account. • You like to
emotions. performance do things with
• You have • You
strict rules encourage a your child on
that closely. variety of the spur of
have to be • Your interests. the moment.
adhered to child’s future
financial
(there is a security is a • You are
‘right’ and priority. usually open • You sometimes
• You may be forget
quite critical to your child important
‘wrong’). of ‘trying out’ details
• You do not your child’s something (appointments
like your mistakes. new. , dates, etc.)
• You will
authority insist on • Dreaming of • You like to
challenged. thorough the future is surprise your
• You insist on explanations a favourite child.
your child for behaviour. pastime when
focusing on • You will talking to • Fantasy is an
the task at put a strong your child. important
hand. emphasis on • You are facet of your
your child probably not a relationship
• You tend to be understanding stickler for with your
the decision priorities. rules. child.
maker - have • You like to
the final share way-out
word. ideas with
your child.
 R2 - R2 -
Socialiser Empathiser
• You share • You like to
most hings with encourage and
your child and cheer on your
expect the child.
same back. • Your child’s
happiness
• You sometimes and well-
react in an being are more
overly
emotional way - important to
to you than
regret it
later! performance.
• You encourage • You are very
group sensitive to
activities and your child’s
want your moods.
child to be a • You would
‘joiner’. encourage
activities
• You involve that will
your child in develop
decision your child as
making. a person.
• You are a • You may regard
loving and your
affectionate child’s
parent. ‘failures’ or
disobedience as
a personal
failure or
attack.

L2 -
Preserver L2 - Organiser
• Good • You tend to
behaviour and organise your
discipline are child’s life.
high
• You run your
priorities. household
• You do not to a strict
tolerate schedule and
a disruptive
untidiness. child is not
• You insist tolerated.
on strict
routines
to keep the • You set clear
household rules and
running ensure that
smoothly. these are
• You are followed.
very safety
conscious and • You tend to
may even sacrifice a
be great deal
overprotective. for your
• Because you child-so
are where is the
traditional, a
child who appreciation?
• You run a
experiments tight ship
with new and
trends may give your child
you a knows that
pounding punctuality,
headache! neatness and
thoroughness are
extremely
important.
You may have strong preferences in more than one dimension? In
that case, just combine the descriptions! Remember:
You may have a different profile to your child. Your challenge
would be to parent your child according to his/her preferences as
far as possible. You may also have different preferences to your
spouse. In this case you need to develop tolerance and together
gain insight into the best way to work together as a couple and
to parent your child at the same time.
18
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
The Whole Brain in Action in RELATIONSHIPS

ProfieA Profie B
Two very different prof! es- what would happen if these two
people were in a relationship? Some might think it would be
potentially difficult, but that dues net have to be the case.
Tolerance and understanding have to form the foundation for this
coiple.
Because A in this relationship is fhicky and warts things to
be planned in detal and B is just the opposite, B's impulsiveness
and A’s attention to detail and planring can lead to irritations
in the relationship.
B islcvable and emotional and expects the same from A who has
better control over her/his emotions and may appear to be cool
and aloof at times.
B enjoys trying out something nevy would like to visit
newplaces and try new dishes, while A prefers the tried aid
trusted.
B is more emotional and I ikes to talk things through - A
seldom feeisthe need to 'talk about us1. To tell the truth, A
very seldom revises thet something is wrong and needs to be
talked about! This makes B feel that A is rather insensitive.
B reefers romantic, unusual aid impul ave gits, whereas A
likes practical, useful and technologiceily advanced gifts.
A often asks, ‘Howmuch did this cost'? ¿nd B will reply, ‘Who
cares - as long as it makes you happy."
Because A is a realist and B an idealist, their views on the
futiré of their relationship often differ.
B might feel the relationship with A is getting boring he/she
is becoming restless because the relationship lacks variety and
excitement.
Ideas about'a good night out’ could be vastly different. Bis
intuitive, senses the atmosphere, knows instinctively that
something is amiss and is sensitive to the changing mood of
his'her partrer. A on the other hand, feds B is too sensitive end
senses things which don't exist.
Coping B 7000 iCV Kabul MMru Z.linrohnlro |Ply) lid. OWlfl B
TOCE. iV*c*i Con I hrfeno «V IB
N«*Hn0Cr.n hdrurantz
19
Relationships and the 8 dimensions
Many relationships are fragile at best. We lack tolerance
towards differences, we think ‘we are always right’, we do not
understand that others can think and act differently to us in
similar circumstances. Understanding your and your partner’s
brain preferences and how these impact on your relationship will
go a long way towards growing understanding, tolerance and
excitement instead of criticism and the constant battle of trying
to change others to be more like you!
Discover your own and your loved one’s relationship thinking
style and wait for the aha’s!
LI - Realist LI - Analyst
• You have a • You prefer
clear-headed logic over
approach to
relationships. sentiment.
• No falling • You analyse
head over heals problems
in love for instead of
you. reacting in
• You are emotional
clear on what ways.
is ‘right’ and • You dig
‘wrong’ in a deeper into
problems (and
relationship. may be
• You need to seen as cold
know exactly and distant).
where the • Financial
relationship is security comes
before
heading. romantic gifts.
• You prove • You can be
your love in critical of your
concrete partner’s
ways. behaviour.

R1 - StrategistR1-Imagineer
•You are full of surprises and like to be surprised in return.
•You may seam to neglect your relationships at times because you
are busy with many different projects.
•You like to experiment in your relationship.
•The future of your relation ship is very important.
•You may sometimes sail close to the wind and find excitement in
being daring.
• You spice up your love life through fantasy.
• You may get into trouble forgetting important details.
• You often plan outings on the spur of the moment.
• You show your affection spontaneously.
• You often daydream about your relationship and about love in
general.
L2 - L2 -
Preserver Organiser
• You will • You like to
consider organise
the the outings
advantages and etc. in your
disadvantages
of a new relationship.
• You are the
relationship. ‘long suffering’
• You prefer partner who
stable, long perseveres
lasting through the
relationships. tough times.
• You • You show
treasure your love in
loyalty in very
practical
your partner. ways.
• You like
• Traditions ‘to do’ things
regarding for
relationships your partner.
are
• You don’t
important. like surprises.
• You would
not be likely
to
‘break the
rules’.

R2 -
Socialiser R2 - Empathiser
• You are
• You are sensitive to
affectionate and your
don’t hide your partner’s
emotions. needs and
• You can be a
passionate moods.
• You like to
and enthusiastic ‘look after’
lover. your
• Socialising loved one.
with friends is
an important • You are
part of your sensitive and
easily hurt
relationship. by your
• You share your partner’s
feelings behaviour.
and ideas • You are
openly. sensitive to
• You wear your atmosphere
heart on and affected
your sleeve! by it.
• You like quiet
 and intimate
moments with
your partner.
Recognise yourself anywhere? You may of course have a profile
that shows strong preferences in more than dimension and would
therefore have to combine the descriptions.
Remember:
You and your partner may have different brain preferences -
the challenge is to be tolerant and to find ways to accommodate
your loved one.
Also remember that even though you may have very similar
profiles it does NOT mean you will agree on everything!
20
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
The Whole Brain in Action in SPORT
Because the Brain Profile gives us a glimpse into the soul of
each person, there is hardly a field or area of life that cannot
be enhanced by the understanding of the preferences of each role
player. Sport is one such field where the successful use of the
NBI™ has been proven over and over again.
For example let’s have a look at the Rugby Union player:
Focused: the ability to apply the
mind to the game Individualism
Keeps to the essence of each Creative play when drilled-in
moment patterns fail
Handles situations in unique
Thinks correctly, logically way
Does not make mistakes Creates patterns of play to
suit circumstances
Remembers to apply what has been Sees the bigger picture
taught in training intuitively
Correct application of skills
(kicking, scrumming, line-out
work)
Automatic application of
techniques as taught

R1
LI
Discipline (regular attendance,
punctuality) Spontaneous group cohesion
Drilling in of specific steps,
procedures Re-group automatically
Re-grouping arises from
Development of fixed patterns intuition (not drilled-in
Consistency (danger of lacking
variation and tactics)
becoming predictable) Individual passion
Enthusiasm that keeps the
energy level up
Able to handle emotions
Able to handle
conflict/moments of crises during
game

(Extract from ‘Creative Rugby’ by Kobus Neethling & Naas

Botha) Notes:
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
21
 The Whole Brain in Action in A HEALTHY LIFESTYLE
There is hardly an area of our lives where the whole brain
does not have a role to play. Sport and living a healthy life go
hand in hand. Ever wondered why you don’t stick to a diet or
exercise programme? The whole brain approach is probably what you
need!
Example: Starting a new diet and a healthy eating strategy.
LI R1

Study the information Fantasise about your perfect

meticulously analytically
Weigh / measure
Work out desired weight loss
Insist on scientific accuracy
(Pitfall: enthusiasm and passion
are lacking,
too critical if things don’t work
out as planned,
realistic view of yourself
rejects the ‘dream body’
you badly want)
body
Strategy in place to reach your
goal
Diets must be interesting
Not too detailed
Must offer various options
(Pitfall: gets bored with the
diet, measuring out
portions, weighing gets on your
nerves, convince
yourself you don’t really need
the diet)

L2 R2

Plan your diet carefully Start enthusiastically

Work out detail for every meal
Keep record of weight
Rigidly committed
(Pitfall: so rigid, feels it
interferes with your ‘normal
life’, irritate others with your
nitpicking, change is
too drastic to persevere)
Tell others about it
Try to involve others to join
you
(Pitfall: food is your comfort
and now you feel
miserable, food is your reward
so you become
despondent easily, feel
irritated, depressed
because you are deprived of
your normal treats)

(Extract from Talk to your Food’ by Kobus Neethling and Raché

Rutherford) Notes:
22
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
Spotting the clues
Your personal NBI™ profile has shown you how YOU prefer to
think.
What clues do other people leave behind? Is it possible to
read someone’s mind? Can we really “get inside their heads” to
see what they are thinking? Well, in the truest sense of the word
probably not. But we can certainly create a very close
approximation of a person’s NBI™ profile by looking and listening
and asking the right questions.
So just for a moment, let’s What would be the advantages in
imagine all this is possible, knowing someone
else’s profile?
What if they were your boss?
....Your customer?
....Your staff members?
....Your partner?
 ....Your children?
Let’s start with a person’s wallet, or perhaps their handbag.
What will it be like?

Where else might we look for clues to thinking preferences?

• The language people typically use
• How they dress
• Their office environment
• Their profession
• How they take notes at a meeting
• Their body language, posture and gestures
Use the worksheet on the following page to help identify the
clues that you need to draw an approximation of their profile.
After you meet them again, refine your judgments and re-draw the
profile. If this is your client, your boss or any "significant
other” you will gain a much greater insight into how you might
develop a better working relationship.
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
23
Spotting the dues
The person: ................... Date: .............
Relationship: .................. Others involved?:

L2 I Ft2
BEFORE AFTER

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2033 iV4hdaC<an rhir#^Q FV Ud
f**HroC<*n h^nvti
Personal development 'diets' for the four quadrants
Are you wondering what it’s like in some of the other quadrants?
Would you like to take a journey into another part of your
brain to try it out? See what it feels like? The following
‘diets’ have been designed to help you experience the feelings
associated with typical behaviour in other quadrants. You
never know - you might actually like it over there! And in any
case, at least you will be able to experience some of what
happens in the brains of those around you!

LI

Be a politician - give a three minute speech on why people

1.
should vote for you or on three things that you have achieved
for the local community - in factual terms of course!
2. Minimalise your office. Be functional: Have only 1 picture -
provided it has a reason for being there, no papers, no
ornaments, no personal possessions other than those showing
achievements etc.
Clean out your purse and wallet, organise and keep only the
3. essentials for one week
4. Become a ‘Selling your house’ consultant - change 10 things
to ready your home to be sold. Evaluate the potential increase
in sales price as a result.
5. You are at a sales meeting. You have 5 minutes. State and
support 5 reasons to introduce whole brain thinking in the
company and state how you will measure performance.
6. Prepare an Executive Summary of YOU!
• Who you are (100 words or less)
• What you’ve done
• What you can do to improve someone else
7. Give a poor performing employee an evaluation
• With no eye contact
• Little explanation
• List of items to improve upon
• Give them the consequences of not improving!
Don’t speak over lunch or coffee - no eye contact, or
8. conversation, but do something productive (read paper, make
calls, etc.)
9. Read the Financial Times or Financial Review. Choose 5
shares and plot their progress over 6 weeks. If you make a net
gain, buy one of the shares!

Notes:
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
25
Personal development 'diets' for the four quadrants
L2
1. Plan a party from start to finish
• Develop timeline and conduct appropriate research
• Select guests and plan invitation process (rsvp, dress
code, theme, etc.)
• Menu - food and drinks
• Determine food and drink ratios (per person)
• Decorations, floral arrangements, favors and music
• Guest seating
• Clean up schedule
2. Wear a pedometer for a month - plot how many steps you walk
 each day and enter onto an Excel spreadsheet. Draw 4 different
charts and choose one that gives the best detail
3. Bake a chocolate soufflé
4. Keep a food journal - record calorie intake and weight for 4
weeks
5. Choose your outfits the night before. Ensure matching
everything and no creases, stains etc.
6. Read manuals for new products and send in product
registration & warranty.
Send also a recommendation to improve the clarity of the
instructions
7. When you next attend a training course
• Read training materials ahead of time
• Take detailed notes
• Go with questions beforehand
• Closely follow instructions of leader
• Each night import participant contact information into
palm pilot or similar
8. Create a filing system and process for paying, recording, and
archiving your bills and records
9. Create a regular schedule for computer updates and maintenance
for your personal computer. Be sure to include: data back up,
virus scan, spam killer, and unused file deletion
10.Create and follow a long-term training schedule for an
endurance event like a marathon
Notes:
26
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
Personal development 'diets' for the four quadrants
R1
1. List ten things that you can use a paper clip for
2. Given a pile of paper clips, build something
3. In small groups using 200 dominos, create something that
moves
4. Introduce the idea and play Charades at your next gathering
of friends
5. Play a word association exercise which results in a story
telling exercise, ie. after 10 words make up a story a
sentence at a time with a group of colleagues or friends
6. Choose a new restaurant to go to by random selection, eg. Go
to a location where
there are a number of restaurants and enter the 5th restaurant on
the left! Choose items 5, 15, 25 & 35 from the menu. Choose a
drink you have never had before!
7. Create three different mind maps eg. describe your life in
the year 2030
8. Discuss with others: If you could change the outcome of one
historical event, what would it be & why? What impact would
this have on the world or your life today?
9. Stare at the clouds and create a story using the shapes and
pictures that you see
Notes:
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
27
Personal development 'diets' for the four quadrants
R2
1. Introduce yourself to 5 new people today
2. Show up to a public place in a quirky costume
3. Volunteer to hold babies in the nursery of a local
hospital
4. Design a spontaneous getaway for a loved one
5. Tell a person something that you appreciate about them in
a conversation
6. Choose 5 people at work and find out what is most
important to them in life
7. Identify a group that you know little about/have bias towards
and spend a day in their community
8. Invite your work team to a beach party on a workday
9. Live one week without organising tools
10. Create a group discussion about the ways in which your
work environment has influenced you and how you have
influenced your work environment, and why?
11. Describe the course of your day only using emotions
Notes:_______________________________________________________
28
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
Understanding the NBI™ - key points to remember
• It is important to remember that most of the NBI™ brain
profiles are an indication of thinking preferences. Thinking
Preferences should not be seen as good or bad, right or wrong.
Thinking Preferences indicate the thinking styles an
individual would most prefer if he/she had the choice and
opportunity.
• Most of the NBI™ profiles therefore measure the thinking
preferences but not necessarily the
skills of an individual. These may of course be similar.
Personal skills should be measured using the NBI™ skills or job
profiles.
• Individuals could therefore have a low preference score for a
quadrant, but may have acquired strong skills there. On the
other hand strong preferences do not automatically imply
strong skills as well.
• A high score in a quadrant may indicate strong preferences for
some of the processes and dimensions of that quadrant but not
necessarily all of them. The new NBI™ 8 dimensions profile
splits each quadrant into two dimensions. People with
identical strong preference scores (eg. > 100) could have very
different dimension scores in that quadrant.
• In some cases, thinking preference profiles can change. This
may occur over a long period
of time because of changing interests, hobbies, environments
and mentors. In rare cases changes may occur over a shorter
period of time because of traumatic events or major life changes.
These profile changes may be temporary.
•We are born with roughly 20-30% of preferences, while 70-80%
develop through social and environmental interaction.
• Thinking Preferences in low-scoring quadrants may be
developed where a desire to do
so exists. This can be achieved through creative whole brain
exercises. It is possible that only skill or behaviours will be
developed in these quadrants, but in some cases preferences can
grow when the skill is enhanced and when that experience is seen
as enjoyable by the individual.
• It is not just the thinking preference that is important,
but where that preference is viewed from
is also very significant. For example, one LI person viewing
another LI dominant person would see a very different picture
from that seen by, say, an R2 dominant person.
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
 Neethling Brain Instruments (NBI™)
29
COMMENTS FROM CLIENTS OF THE KOBUS NEETHLING GROUP
Avroy Shlain (Large Cosmetic Company)
It was not long after implementing The Kobus Neethling Whole
Brain Programmes when we started to experience positive results
on many fronts. Our sales people were able to communicate
remarkably better with our clients; we all understood the needs
of our clients so much clearer and the ability to use our whole
brain in problem solving changed everything for us. Six months
after implementing the KN programme our profits rose by 54
percent.
(Marinda le Roux; Regional Manager: Avroy Shlain)
O’Keeffe & Swartz (Tele-Marketing Company)
This was the best training we have ever received. The results
were immediate. The focus was on finding solutions and to move
away from a problem oriented organisation and this worked for us.
Our profits went way above our expectations; we are opening new
offices all over and there are just no limits anymore. There is
an aliveness amongst all our employees and the clients are now
more positive towards us than ever before. We are keeping our
association with Kobus Neethling. We have the policy in our
company that every employee must attend the Kobus Neethling
Creativity Training Programmes.
(Shaun O’Keeffe: Director)
COMMENTS FROM CLIENTS OF WHOLE BRAIN THINKING
Telstra (Leading telecommunications and information services
company)
We recently administered the Neethling Brain Preference
Profiles (NBPP) to a group of top-talent staff being trained as
facilitators. The results of the tool helped the participants in
two important ways; first, to learn how their preferences impact
their likely styles of facilitation, and second, to focus on
possible development opportunities to strengthen their
effectiveness as a facilitator. In addition, the participants
also learned to recognise preferences in others and how others’
preferences might influence a facilitator’s style and strategies.
As a manager, the key benefit of this tool for me is that it
was both quick for the staff to complete as well as being simple
for everyone to understand. I recommend this tool to others,
particularly in situations where it is important for people to
quickly understand thinking preference differences and to
appreciate the various strengths that all styles can contribute.”
(Robynne Tongue; Manager Learning and Development TTIP
Regulatory, Corporate & Human Relations) Living Change
(Neuro Linguistic Programming & workplace communications
training company)
Having worked in the area of training and development for over
10 years now and having utilised many different profiling tools,
I have found the Neethling Brain Preference Profiles (NBPP) to be
one of the most practical for allowing people to make immediate
shifts in their understanding and acceptance of others.
At livingchange we specialise in Neuro Linguistic Programming
training. We have found that the Neethling Brain Preference
Profile (NBPP) is the most complementary tool for allowing people
an understanding of their own patterns of thinking and
preferences. We utilise the NBPP to begin the majority of our
workshops, because it is not only fun and interactive, but it is
simple enough for people to understand why they ‘click’ with some
people and not others. It then allows us to apply quickly how to
adapt one’s own behaviour when dealing with diversity in
thinking. This helps us to begin immediately utilising the Neuro
Linguistic Programming tools to show how people can make changes
which enhance relationships and communication.
(Kathy McKenzie, Director)
30
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
About the Author
Dr Kobus Neethling is an award-winning, internationally
renowned speaker in the field of creativity. He was included in
the 500 Leaders of Influence by the American Biographical
Institute and holds six degrees, including two Masters Degrees, a
Doctorate and a Post Doctorate on the Identification and
Development of Creative Behaviour.
Dr Neethling received the Official Award of the World
Institute of Achievement for Outstanding Personal and
Professional Achievements, and was given the “Most Admired Man of
the Year Award” by the American Biographical Association.
He is the author and co-author of 80 books and a number of
television programmes. As the creator of the Neethling Brain
Profile Instruments (NBI™), he received worldwide recognition for
the contribution of these instruments towards unique insight in
the self, creativity and change.
Anglo Platinum (Anglo American Platinum Mine: Swartkop)
“We started production on this mine 50 years ago. During the
past 3 years we were able to equal the production of the previous
47 years. This miracle was due to two factors: new technology and
the introduction of the Kobus Neethling Creativity Programmes.”
International References & Quotes
Kobus Neethling has taken whole brain research way beyond the
paradigms of the past --1 know of no one else who has taken whole
brain thinking to these levels.
(Professor Paul Torrance: Mr. Creativity of the 20th Century)
Kobus Neethling has demonstrated the most thorough scholarship
in creativity that I have been able to witness in my years of
teaching.
(Dr. Mary Frasier; Past President of the American Creativity
Association)
In my more than 30 years as an academic I put Kobus
Neethling’s doctoral thesis at the top of my list. His first
draft was virtually his final draft. His in-depth research
portrayed a person of unique insight, dedication and remarkable
commitment to his science.
(Professor Ben Schutte; Alumnus Professor of Education:
University of Potchefstroom)
Dr Kobus
Neethling &
Copyright © Solutionsfinding
2000 : (Pty) Ltd. Neethling Brain Instruments (NBI™) A
Copyright © Whole Brain o 1
2005 : Thinking Pty Ltd
Notes:
32
Copyright © 2000 : Dr Kobus Neethling & Solutionsfinding (Pty)
Ltd. Copyright © 2005 : Whole Brain Thinking Pty Ltd
Neethling Brain Instruments (NBI™)
Dr Kobus
Neethling &
Copyright © Solutionsfinding
2000 : (Pty) Ltd. Neethling Brain Instruments (NBI™)
Copyright © Whole Brain oo
2005 : Thinking Pty Ltd
Kobus Neethling
As the creator of the NeetNIng Brain Instrumento (NBI™), Kobus
Naethlng received worldwide racoyitttan far the contrftHJtton
thaea Instrumente have made towards unique Insights Into the
self, creatMty end change. He la the author of inore then 70
book* end hu written and presented many televisión series.
He Is also the founder and Director of the South African
CreatMty Fmxidatton end the Kobua Neathlng Group. He holds B
UntvaraRy degrees (Cape Town, Potchetetrocm and Georgia USA),
Indudng two Maafar'a Degree*, a Doctórete end e Poet; Doctorate
(Aim Leude) on the Identification and development of Creative
Behavlotr.
Soludonef Indlng Pty Ltd
SokJUonsflndng provides the technology behind the NBI™ on-line
■coring end reporting eyetame. The ateta-ofttie-art procsaaee end
systems are indar constant review to ensure NBT™ users have a
trouble-free experience whan compleltag proflsa on-line.
Whole Brain Thinking Pty Led Whole Brain Thinking Pty Ltd Is
the principal Icansee and distributor throughout Australia, New
Zealand and the Asia-Pacific region for the Nsethlng Brain
testaments (NBI™), the most comprehensive battery of whole brain
thfakJng Instrumenta In the World.
The Thinking Network™
The Thinking Network™ Is a oonsUUng Urn) with a focus on
business ^novation, creettve problem aofvlng, pereanol aeettvty
end eeeenttei future busteess and leadership skills through whole
brain thin Idrig and the applcatton of the Wl™.
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INKING

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Thinking styles and their role in teaching and learning
Ann-Louise De Boer Theo JD Bothma University of Pretoria
(adeboer/tbothma) @postino.up.ac.za
Abstract
It has been well documented in educational literature that
effective learning takes place if the whole brain is involved in
learning. This paper introduces a model for understanding
thinking styles and the important role that it has in teaching
and learning.
Cognitive functions are accommodated when teaching activities
are constructed to comply with a learner’s preferred mode of
thinking. Interpreted in terms of Herrmann’s Whole Brain Model,
this presupposes that all four brain quadrants are included in
teaching and learning activities. This model also helps to
understand mental diversity and the important role that it has in
effective teaching and learning as well as being a tool to design
and deliver teaching and learning actvities in all four brain
quadrants.
Taken that “Every classroom represents a complete spectrum of
learning style preference” (Herrmann 1996:151) this paper will
highlight that if educational activities are designed and
delivered in all the modes of Herrmann’s model, successful
learning will take place. A variation in design and delivery
approaches by educators would facilitate the development of the
full potential of a learner. This will not only accommodate
learners’ thinking preferences but also develop areas of lesser
preference and avoidance of learners.
Introduction
The library and information profession as a whole has changed
significantly in the last few years. There are a number of
reasons for these changes. Among these are the increase in
electronic publishing, digitizing conventional library materials,
the advent of the Internet, the availability of information in
many new formats and the extensive use of technology in the
organization and retrieval of information, as well as in most
other operations in library and information organizations (Ayres
1993,3).
In analyzing the needs of potential employees it seems as if
there is a demand for graduates who can think holistically, be
innovative, work in teams, synthesize information, integrate
environmental and societal values and ethics into their work,
communicate effectively and solve problems in creative ways. The
latter has been neglected in most curricula in tertiary
institutions. The main focus still today is based on mastering
vast volumes of content.
An important factor that emerges from numerous case studies
around the world is that a paradigm shift is required by both
students and educators. The focus of this paper is to introduce a
model for understanding thinking styles and the important role
that it has in changing the traditional perspective of teaching
and learning in general and specifically in the programmes
offered in Information Science at the University of Pretoria.
The Herrmann Four Quadrant Whole Brain Model
Research done by MacLean during the mid 70’s proposed the
triune brain theory according to which the human brain is in
reality three brains, one superimposed on the other in a pattern
of brains within brains (Herrmann 1995:31). Our knowledge of
brain functioning emerges from an understanding of Sperry’s left-
right brain model. This research eventually brought to light the
specialized functions associated with the left and right
hemisphere (Trotter 1976:219). Herrmann
(1996:42) pointed out, that although each hemisphere is
specialized in a different way, the physical connections secure
integrated brain activity. According to Gazzagnia (1998:35)
ongoing research has reaffirmed that:
‘ The two hemispheres control vastly different aspects of
thought and action.
Each half has its own specialization and thus its own
limitations and advantages’.
These theories gave impetus to the development of Herrmann’s
whole brain model. Herrmann used the left/right theory, the
triune theory and the physical connections between the left and
right hemispheres and between the upper and lower parts of the
brain to construct his whole brain model.
The four quadrants of the Herrmann model represent the four
thinking structures of the brain. The left and right hemispheres
(Sperry’s work) represent our cerebral processes and the two
halves of the limbic system (MacLean and Herrmann’s work)
represents our more visceral (feeling based) processes. The
cerebral mode is the more cognitive, intellectual part of our
thinking processes and the limbic mode is the more structured
visceral and emotional part of our thinking processes (Herrmann
1995:40). Although an individual may favour cognitive activities
associated with a specific quadrant, ‘ both hemispheres
contribute to everything, but contribute differently' (Ornstein
1997:94).
According to Herrmann (1995, 1996) a preference for the A-
quadrant (left cerebral mode) means that a person favours
activities that involve logical, analytical, fact-based
information. A preference for the B-quadrant (left limbic mode)
implies a linear approach to activities. Individuals with a B-
quadrant preference favour organized, sequential planned and
detailed information. They are conservative in their actions and
like to keep things as they are. A preference for the C- quadrant
(processes of the right limbic mode) indicates favouring
information that is interpersonal feeling-based and involves
emotion. A preference for the D-quadrant (processes of the right
cerebral mode) is mainly characterized by holistic and conceptual
approach in thinking.
This model helps to understand mental diversity and the
important role that it has not only for effective teaching and
learning, but as well as a tool to design and deliver teaching
and learning activities in all four brain quadrants. The model
further indicates clearly the iterative nature of the activities
and the correlation of the physiology of the interconnected
brain.
These specialized mental modes function together situationally
and interactively making up a whole brain in which one or more
parts become naturally dominant. The dominance between the paired
structures of the brain provides the basis for measuring the
level of dominance. The Herrmann Brain dominance Instrument
(HBDI) is an assessment tool that quantifies the degree of a
person’s preference for specific thinking.
The Herrmann Brain Dominance Instrument Tool (HBDI)
Based on extensive research which spans 20 years, Herrmann
(1995, 1996) developed an assessment tool that quantifies the
degree of a person’s preference for a specific thinking style -
the Herrmann Brain Dominance Instrument (HBDI). The results are
displayed on a four-quadrant grid. It takes the form of a survey
consisting of 120 questions to be completed by an individual.
Although Herrmann discusses his model as a metaphor, the brain-
based quadrant is aligned with, and supported by various research
projects and is used a measuring tool for thinking preferences of
individuals. Because brain dominance is not solely predetermined
genetically, but is a result of genetic inheritance and parenting
and teaching, life experiences and cultural influences, brain
dominance is natural and normal for all human beings. This means
that brain dominance influences all four specialized thinking
structures of the brain and not just the two hemispheres. To
date, more that two million HBDI profiles have been done world-
wide (Lumsdaine, Lumsdaine
and Schellnut 1999:52). A database of profiles is kept at the
headquarters of Herrmann International in the USA as well as in
France.
It must be outlined that the HBDI does not test competencies
but gives an indication of preferences and potential
competencies. Herrmann (1995:76) points out that:
“profiles are neither good nor bad, right or wrong. The
instrument measures preferences for a mental activity, which is
entirely different from competence in performing it ”
Although the HBDI was originally developed for adult users in
a corporate environment, it has been successfully used with
tertiary students (Lumsdaine & Lumsdaine 1995, De Boer & Steyn
1999, De Boer & Van den Berg 2000, De Boer, Coetzee & Coetzee
2001).
Thinking style preferences and learning style models
Students arrive at tertiary institutions with thinking style
preferences that have been established through schooling and life
experiences. These existing preferences are influential with
regard to all the cognitive activities in which students are
engaged. A thinking style preference leads to a learning style
preference and in turn determines a student’s dominant cognitive
mode in which he/she communicates and receives information. The
notion of learning style and learning style models are well
documented in research. The Myers-Briggs Type Indicator (MBI)
classifies students according to their preferences on scales
derived from Carl Jung’s theory of psychological types. Students
may be extroverts or introverts, sensors or intuitors; thinkers
or feelers; and judges or perceivers. Kolb’s learning Style
Inventory classifies students as having a preference for concrete
experience, abstract conceptualization, active experimentation,
or reflective observation. The Herrmann Four Quadrant Whole Brain
Model, however is the only instrument that quantifies a person’s
preference for thinking in four different modes based on the
task-specialised functioning of the physical brain (Herrmann
1995:72, 350).
Effective Teaching and Effective Learning
It has been documented (Knowles 1990, Buzan 1991, Jensen 1996,
Ornstein 1997) that effective learning takes place if the whole
brain is involved in learning. Interpreted in terms of Herrmann’s
model this presupposes that all four quadrants are included in
teaching and learning activities.
Complementary to Herrmann’s model, Lumsdaine and Lumsdaine
(1995) identified the following four modes of (tertiary)
students’ learning.
• External learning is related to teaching from authority
through lectures and text books. It is predominantly A-
quadrant learning.
• Internal learning can be described as an insight, a
visualization, the synthesis of data or through the
understanding of concepts holistically or intuitively. This is
predominantly D- quadrant learning.
• Interactive learning is brought about by discussion, hands-on
activities and sensory- based experiments where a student can
try, fail, retry with an opportunity for verbal feedback and
encouragement. Interactive learning is predominantly C-
quadrant learning.
• Procedural learning is characterized by methodical step-by-
step testing of what is being taught as well as practice and
repetition to improve skills and competence. It is
predominantly B-quadrant learning.
Cognitive functions are accommodated when teaching activities
are constructed to comply with a learner’s preferred mode of
thinking/learning. Cognitive functions are optimally utilized
when learning activities are constructed in such a way that the
cognitive functions associated with all four quadrants of the
Herrmann model are used. However, it should be borne in mind that
teaching and learning are done within the context of the
complexity as illustrated in the Herrmann extended model for
teaching and learning.
[Insert figure 1 here]
Figure 1TheWholeBrainTeaching and Learning Model (Herrmann
1995:155)
In this model the learner/teacher is represented in the centre
as whole brained and within the broader cultural and social
environment. The arrows indicate the iterative nature of the
activities as they correlate with the physiology of the
interconnected brain. The left (structured) mode is categorized
by processes dealing with logical, rational, critical,
quantitative issues and activities. The procedural planned,
sequential and organized elements of the learning/teaching
activities are found in the structured left mode. The
learning/teaching activities of the left mode are depicted in the
cultural and social environment by achievements, fact-based
knowledge and traditional ways. The experimental right mode is
categorized by processes dealing with visual, conceptual,
emotional and interpersonal activities. In the cultural and
social environment the learning/teaching activities of the right
mode can be described as participative and future orientated. The
inclusion of all these modes in learning/teaching activities
comprises a full range of activities.
In a study by Trigwell, Prosser and Waterhouse (1999) it was
shown that qualitatively different approaches to teaching are
associated with qualitatively different approaches to student
learning. In their study they considered an information
transmission/teacher-focused approach in comparison with a
conceptual change/student-focused approach. Their results are
complementary to Herrmann’s model. Viewed in terms of a whole
brain approach to teaching and learning, the information
transmission/teacher-focused approach represents an approach
focusing only on cognitive modes associated with the A and B-
quadrants in Herrmann’s model. However, the conceptual
change/student-focused approach also includes cognitive modes
associated with the C and D-quadrants of the Herrmann model.
According to Herrmann his model serves as a strategic tool to
design and deliver teaching and learning activities. Educational
activities that implement all the modes of Herrmann’s model will
ensure that learners’ preferred thinking styles are accommodated
and less preferred thinking styles are developed. An application
of Herrmann’s extended model in teaching necessitates that
educators become aware of their own thinking preferences and the
implications thereof for their teaching practices. Cognitive
functions are accommodated when teaching activities are
constructed to comply with a learner’s preferred mode of
thinking. Interpreted in terms of Herrmann’s Whole Brain Model,
this presupposes that all four brain quadrants are included in
teaching and learning activities.
The authors find themselves in agreement with Felder (1996:18)
and find his observation fully applicable to the whole brain
model:
11
If professors teach exclusively in a manner that favours
their students’ less preferred learning style modes, the
students’ discomfort level may be great enough to interfere with
their learning. On the other hand, if professors teach
exclusively in their students’ preferred modes, the students may
not develop the mental dexterity they need to reach their
potential for achievement in school and as professionals. ”
Research projects conducted at the University of Pretoria
Educators enrolled for the Diploma in Tertiary Instruction in
1999
A research project was undertaken in which educators enrolled
for a diploma in tertiary education were introduced to the whole
brain concept and were given information pertaining to the
Herrmann Brain Dominance instrument (HBDI). For a relatively
small sample of individuals (17), the results revealed a
diversity of thinking style preferences among the individual
educators displaying a composite whole in thinking preferences in
all four quadrants (De Boer, Steyn & Du Toit 2001:192). This is
in accordance with research findings pertaining to Herrmann’s
model. As pointed out by Knowles (1990:245):
“people are equally distributed throughout the teaching and
learning model in
terms of their mental preferences
Herrmann (1996:47) affirms that:
“the composite of individual profiles represents a highly
diverse, but well
balanced, distribution across the four quadrants of the whole
brain moder.
Any lecture-type of instruction focuses mainly on the
cognitive modes in the A-quadrant. A variation in design and
delivery approaches would facilitate learning in all four the
specialised quadrants. Saroyan and Snell (1997) concluded that it
seems as if the inclusion of cognitive modes from the other
quadrants made it more whole brained in approach which may
contribute to it being better perceived by students. Structuring
educational activities to incorporate the expectations of
learners in all four quadrants would facilitate the development
of the full potential of learners. This will accommodate
learners’ thinking preferences and areas of lesser preferences
and avoidance are activated. According to Knowles (1990:241) the
concept of whole brain teaching and learning provides the basis
for bridging the gap between the unique individual learner
thinking style and the design and delivery of the learning by the
educator.
• First-year students studying a first course in Criminology
The second project included 68 students registered for a first
course in Criminology. Results from this project (De Boer & Van
den Berg 2001:118) reveal that a wide range of thinking
preferences exists amongst these students. The composite profile
for the group indicates preferred modes of thinking in all four
quadrants. This confirms the research findings of Knowles
(1990:245) claiming that people are equally distributed
throughout the teaching and learning model in terms of their
mental preferences.
This implies that curriculum designers and educators must be
careful not to make unfounded assumptions about learners in the
classroom. The project reveals indeed that there is a
distribution of learning preferences in all quadrants and that
all modes are equally represented.
The research project endorses documented research findings
(Herrmann 1995:151) that just as there is a “distribution of
thinking preferences across the spectrum of all four quadrants in
the classroom, there is also a distribution of learning avoidance
across the four quadrants”. Learning avoidance may even be more
significant to educators than learning preferences because a
“turned off learner is a waste of educational time and effort'
(Herrmann 1996:152). Therefore the greater the alignment between
the thinking preference of the educator and the thinking
preference of the learner, the more competencies will be acquired
by the learner. On the other hand the greater the misalignment
the fewer competencies will be acquired.
In order to develop the full potential of learners, whole
brain learning should form the basis of teaching practices. This
approach will assist all students to acquire skills over a wide
spectrum and to develop and grow in areas of lesser preference
(De Boer & Van den Berg 2001:119).
First year students enrolled for a degree in Civil Engineering
A strong emphasis, backed by industry, is on the improvement
of the softer, “non-technical” skills of engineering students.
American, Australian, British and South African studies reveal
that employers believe that entry level employees are deficient
in the broader non-technical skills and that educational
institutions need to place more emphasis on teaching these skills
(Busse 1999). Engineering educational programmes have
traditionally done exceptionally well in developing analytical
and technical competencies of students (Lumsdaine & Lumsdaine
1995) but little has been done for the development of social
thinking and communication skills.
This trend to create a balance between technical and non-
technical aspects in the training and education of engineers is
evident in engineering education and curriculum designs
worldwide.
In order to facilitate the development of non-technical skills
of first year students a teaching and learning facilitation
strategy based on an awareness of Herrmann’s four quadrant whole
brain principles was introduced in the Department of Civil
Engineering in 1999. The study included 50 first year civil
engineering students. The HBDI was used to give students insight
into their own thinking preferences, to determine the
homogeneity/diversity of the group of students and to give
educators insight into the distribution of their student’s
preferred modes of thinking.
As in the previous research findings, the profiles of the
students, displayed an array of preferences distributed over all
four quadrants of the Herrmann’s Whole Brain Model (Horak, Steyn
& De Boer 2001:202). On average, the dominant thinking
preferences of the group revealed a distinct tilt towards the
preference for the thinking modes of the left hemisphere. The
composite profile of the thinking modes reveal a strong
preference for the upper left A-quadrant, followed by a
preference for the lower left B-quadrant, followed by a lesser
preference for the thinking modes of the upper right D-quadrant
and a low preference for the lower right C-quadrant mode.
Individual preferences however revealed strong preferences in all
four quadrants. These findings are in accordance with those of
Lumsdaine & Lumsdaine (1995) who conducted a research project on
a large scale with students enrolled in a Faculty of Engineering
in the United States of America.
For the engineering students, as well as the educators, it
became apparent that traditional approaches to educational design
and delivery could fall short of desired results when dealing
with a composite group of learners with thinking style
preferences distributed across all four quadrants. After exposure
and application of the HBDI model it was evident that the
students showed a significant increase in socialization and group
acceptance of the value of diversity were obvious in the projects
and group work they participated in.
• Second year students enrolled for a degree in Library and
Information Science
At the beginning of 2000 another research project was done on
second year students enrolled for a degree in Library and
Information Science. The aim was also to determine the thinking
preferences of both students and the educators responsible and to
adapt the curriculum and teaching approach if necessary. The
research findings revealed once again that both the educators and
students have diverse thinking styles (De Boer, Coetzee & Coetzee
2001:119). The composite profile of the group revealed a strong
preference for the left lower B-quadrant, and right lower C-
quadrant.
What was significant in the results was the fact that the
students’ profiles were not in alignment of what is expected in
the profession of cataloguing and classification. In many fields
of the information profession, their preferred thinking styles
will be an asset, but what cataloguers and those who do subject
cataloguing and classification need are essentially analytical,
technical proficiency and problem solving skills associated with
A-quadrant thinking preferences - skills that the students’
profiles indicate as being their least preferred modes of
thinking.
Attempts should be made to assist all prospective information
workers to acquire these skills as a matter of urgency within the
curriculum and educators should seek more opportunities to assist
the students to practice these skills in a way that is in line
with their preferred modes of thinking..
Conclusion
In the research findings of numerous small projects at the
University of Pretoria the Herrman Brain Dominance Instrument
(HBDI) proved to be a valid and useful diagnostic assessment tool
to determine the thinking preferences of students and educators.
The results obtained correspond with the universal results of
Herrmann’s research as well as others using this tool.
From our experience students and educators have indicated that
the four quadrant whole brain concept is an invaluable
facilitating tool as a guideline for designing and structuring
education.
Traditional teaching methods are no longer effective. Exposing
learners to a variety of teaching methods - all focusing on the
same key points will facilitate effective learning. Teaching
activities should ideally be designed to dynamically move back
and forth incorporation all four quadrants of the whole brain
model.
Therefore, what is important for educators is to:
• determine their own thinking preferences and evaluate their
own teaching practice in terms of the whole brain teaching and
learning model;
• accept the research findings that each classroom represents an
array of diverse thinking and that by teaching content in a
whole brain way students’ thinking preferences are
accommodated and on the other hand students will develop
skills in their lesser preferred modes of thinking as well,
realizing their full potential.
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