Organizations: a political perspective and some implications
Diversity and Differentiated Leadership: Implications for Organizations and Schools.
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Transcript of Diversity and Differentiated Leadership: Implications for Organizations and Schools.
Diversity andDifferentiated Leadership:
Implications forOrganizations and Schools
Thomas J. Craney, Ed.D.
Field Associate, Nova Southeaster UniversityAdjunct Faculty, Nova Southeaster University
Nationally Certified School PsychologistPsycho-Educational Consultant
6147 Fieldcrest Drive
Frederick, Maryland 21701
301-471-4750
ASSUMPTIONS• We all develop personal paradigms/mental models
for understanding these differences• All paradigms have strengths and limitations• Self-understanding BEFORE other-understanding• The cognitive styles paradigm may be used as a
tool for understanding motives and behavior• This tool may be used systematically to expand
your communication skills
The BRAIN-BEHAVIOR CONNECTION
• Neuro-psychological connections and historical perspectives– Functional localization
– Split-brain research
– Hemispheric dominance
• Current brain- investigating technologies
CORPUS CALLOSUM
The nerve structure which bridges the two
hemispheres, fostering the collaborative efforts of
both hemispheres in their specialized information processing and problem
solving functioning.
Motor CortexSensory Cortex
Frontal Lobe
Temporal Lobe
Occipital Lobe
Visual Cortex
Wernicke’s Area
Broca’s Area
Parietal Lobe
PREFERENCES & DOMINANCE
• Physical Symmetry vs. Functional Asymmetry
• Why preferences and/or dominance?
• Brain-preferences/dominance
– Habits of the mind
• No RIGHT or WRONG, but
– Situational appropriateness & consequences
• Preferences, style, competence and potential
The HERRMANN BRAINDOMINANCE MODEL:A Brain-Based Metaphorical Model
• The brain’s physiology and architecture
• The quadrant (A-B-C-D) organizing principle
• The metaphorical cognitive styles model
• The assessment instrument
• The application
Brain Physiology
Left Hemisphere
Limbic System
Right Hemisphere
Cerebral Cortex
Brain Architecture as the Organizing Principle
A D
CB
Cerebral Left Cerebral Right
Limbic RightLimbic Left
The Metaphor for the Cognitive Styles Model
A
CB
D
The MINDS’ I Visual Profile Application
A
CB
DPREFERENCE
LOWER/LIMBIC LEFT LOWER/LIMBIC RIGHT
B
100
9080
70
60
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20
100 100
100
90 90
90
80 80
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UPPER/CEREBRAL LEFT UPPER/CEREBRAL RIGHT
LogicalRational
CriticalAnalytical
CreativeInnovative
ArtisticConceptual
DetailedConservative
PlanfulOrganized
EmotionalInterpersonal
FriendlyExpressive
A
B C
A D
C
AVOIDANCE
COMFORT
AVOIDANCE
COMFORT
PREFERENCE
D
A
B C
DLOGICAL FACTUAL CRITICAL
RATIONAL ANALYTICAL
INTERPERSONAL EMOTIONAL EXPRESSIVE FRIENDLY TEACHER
ARTISTIC CREATIVE INNOVATIVE INTEGRATIVE CONCEPTUAL
ADMINISTRATIVE CONSERVATIVE
ORGANIZED DETAILED PLANFUL
Upper or Cerebral Left
Lower or Limbic Left
Upper or Cerebral Right
Lower or Limbic Right
PREFERENCE
LOWER/LIMBIC LEFT LOWER/LIMBIC RIGHT
B
100
90
80
70
60
50
40
30
20
100 100
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90 90
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UPPER/CEREBRAL LEFT UPPER/CEREBRAL RIGHT
LogicalRational
CriticalAnalytical
CreativeInnovative
ArtisticConceptual
DetailedConservative
PlanfulOrganized
EmotionalInterpersonal
FriendlyExpressive
A
B C
A D
C
AVOIDANCE
COMFORT
AVOIDANCE
COMFORT
PREFERENCE
DA
CB
D
I’ve got Good News & Bad News
Your strength is an asset!
However, your strength may also be a liability!
PREFERENCE
LOWER/LIMBIC LEFT LOWER/LIMBIC RIGHT
B
100
90
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100 100
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90 90
90
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2020
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UPPER/CEREBRAL LEFT UPPER/CEREBRAL RIGHT
LogicalRational
CriticalAnalytical
CreativeInnovative
ArtisticConceptual
DetailedConservative
PlanfulOrganized
EmotionalInterpersonal
FriendlyExpressive
A
B C
A D
C
AVOIDANCE
COMFORT
AVOIDANCE
COMFORT
PREFERENCE
D
Men
Women
A
CB
D
EDUCATIONAL andORGANIZATIONAL IMPLICATIONS
• “Traditional” approaches
• The left-brain emphasis in our institutions
• Cognitive style-centrism
• Personal vs. professional orientations
• Teaching and communicating the way you learn and communicate
• “Expectcentrism”
A D
B C
A Developmental Perspective on Cognitive Styles and Education
Elementary
Preschool
???Secondary
& Post Secondary
WHOLEBRAINED LEADERSHIP and HUMAN RESOURCE
DEVELOPMENT• A paradigm/mental model shift• Systematically integrating what you
already know and do• Examining task orientation, team
building and group dynamics issues
• Situational appropriateness• Quadrant representation (“Bow-tie”)
MANAGE & LEAD BY:
BUILDING CASESFORMING THEORIES
DATA-BASED ANALYSESFORMALIZED LECTURE
THINKING THROUGH IDEASAPPLYING ANALYSIS AND LOGIC
TECHNICAL CASE DISCUSSIONSACQUIRINGAND QUANTIFYING FACTSCOGNTIVE BEHAVIOR MODIFICATION
A Quadrant
Upper/Cerebral Left
MANAGE AND LEADS BY:
DEVELOPS SKILLS THROUGH PRACTICE“GOTTCHA” BEHAVIOR MODIFICATION
EVALUATING AND TESTING THEORIESHIERARCHY AND CHAIN OF COMMAND
CONSERVATISM AND STATUS QUOORGANIZING AND STRUCTURING
PLANNING AND SEQUENCINGMEMOS AND REGULATIONSB Quadrant
Lower/Limbic Left
LEAD AND MANAGE BY:
INTEGRATING EXPERIENCES WITH SELFLISTENING AND SHARING IDEASNOTES AND PERSONAL CONTACTEXPERIENTIAL OPPORTUNITIESHARMONIZING AND CELEBRATINGEMOTIONAL INVOLVEMENTMUSIC AND MOVEMENTGROUP INTERACTION C Quadrant
Lower/Limbic Right
LEAD ANDMANAGE BY:
INTUITIONAESTHETICSPLAYFULNESSSPONTANEITYTAKING INITIATIVEEXPERFIMENTATION“WHAT IF” DISCUSSIONSEXPLORING POSSIBILITIESSYNTHESIZING CONCEPTS AND CONTENT
D Quadrant
Upper/Cerebral Right
The 7 Keys to Leadership
LOWER/LIMBIC LEFT LOWER/LIMBIC RIGHT
A D
CB
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UPPER/CEREBRAL LEFT UPPER/CEREBRAL RIGHT
Copyright 1998 All rights reserved. Thomas J. Craney, Ed.D.
LogicalRational
CriticalAnalytical
CreativeInnovative
ArtisticConceptual
DetailedConservative
PlanfulOrganized
EmotionalInterpersonal
FriendlyExpressive
A
B
D
CA DB C
•Trust your subordinates
•Develop a vision
•Keep your cool
•Encourage risk
•Be an expert
•Invite dissent
•Simplify
- Fortune
The 8 Prime Leadership Skills
LOWER/LIMBIC LEFT LOWER/LIMBIC RIGHT
A D
CB
120
110
100
90
80
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30
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110 110
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UPPER/CEREBRAL LEFT UPPER/CEREBRAL RIGHT
Copyright 1998 All rights reserved. Thomas J. Craney, Ed.D.
LogicalRational
CriticalAnalytical
CreativeInnovative
ArtisticConceptual
DetailedConservative
PlanfulOrganized
EmotionalInterpersonal
FriendlyExpressive
A
B
D
CA DB C
•Peer Skills
•Leadership Skills
•Conflict Resolution Skills
•Information-Processing Skills
•Skills in Unstructured Decision Making
•Resource Allocation Skills
•Entrepreneurial Skills
•Skills of Introspection
- Henry Mintzberg
CHARACTERISTICS OF EXCEPTIONAL LEADERS
• Create a vision
• Live their vision
• Interpret events
• Enroll others
• Empower others
• Have a systems perspective
• Create supporting structures
• Take risks, challenges
• Celebrate milestones and have fun
- Jesse Stoner
A D
B C
Wholebrain Leadership and Management: The “BOW-TIE” Method
A D
B C
COMMUNICATIONBETWEEN
PEOPLE WITHIN A QUADRANT
“FREE FLOW”
“ON THE SAMEWAVE LENGTH”
“SEE EYE TO EYE”
A D
B C
COMMUNICATIONBETWEEN
PEOPLE FROM COMPATIBLE QUADRANTS
“SUPPORTIVE”
“IN THE SAME BALL PARK”
“REINFORCING”
A D
B C
COMMUNICATIONBETWEEN
PEOPLE FROM CONTRASTING,
COMPLEMENTARY QUADRANTS
“ADDITIVE”
“SYNERGISTIC”
“COMING FROM A DIFFERENT ANGLE”
A D
B C
COMMUNICATIONBETWEEN
PEOPLE FROM OPPOSING,
COMPLEMENTARY QUADRANTS
“ABRASIVE”
“CONFRONTATIONAL”
“SPEAKING A DIFFERENT LANGUAGE”
ExcellenceCAN BE ATTAINED IF YOU ...
• Care more than others think is wise
• Risk more than others think is safe
• Dream more than others think is practical
• Expect more than others think is possible
“Let us becomethe change we seek
in the world.”- Mohandas Gandhi
“Yesterday has gone, tomorrow has not yet come,
we have only today.Let us begin.”
- Mother Theresa
Thoughts to Consider• Begin to appreciate your own mental
uniqueness• Begin to better understand the mental
uniqueness of those around you• Honor those differences as real, valid and
potentially synergistic• Accept these brain dominance differences as
a natural aspect of the human condition• Understand the difference between
preferences and competencies
Thoughts to Consider (cont.)
• Recognize that what you say and do and how you interpret what you hear and see is greatly influenced by your cognitive style, and that this is also true of others as well
• Seek out experiences, activities, and learning opportunities in areas of the mental spectrum that you are not now fully accessing and/or using
• Commit yourself to your own self-development action plan and carry it out