How To Use Whole Brain Thinking To Boost Your Creativity... -choose-self-improvement.com

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How To Use Whole Brain Thinking To Boost Your Creativity And Success
http://www.i-choose-self-improvement.com
Dennis Martin©copyright 2011
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How to Use Whole Brain Thinking to
Boost Your Creativity and Success
by
Dennis Martin
*************
Published by:
Dennis Martin
Copyright 2011 Dennis Martin
*************
E-Book Contents
Chapter 1. The 3 Things You Need to Do to Get the Best Returns on
Your Investment in This Ebook
Chapter 2. - What Is Whole Brain Thinking?
Chapter 3. - The Whole Brain Thinking Model and Its Origins
Chapter 4. - My Thinking Preferences Profile
Chapter 5. - Your Thinking Preferences Profile
Chapter 6. - Ned Herrmann
Chapter 7. - Uses of Whole Brain Thinking
Chapter 8. - Whole Brain Creativity
Chapter 9. - Frequently Asked Questions
Chapter 10. - Negative Thinking - Is the Glass Half Empty?
Chapter 11. - Positive Thinking
Chapter 12. Summary of Action Choices
*************
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Henry David Thoreau said,
"Most men lead lives of quiet desperation and go to the grave
with the song still in them”
Chapter 1
Three Things to Do to Help this E-book Help You:
For this e-book to help you to make some stickable changes, and
achieve the best returns on your investment in it, you will need to choose
to do three things:
1. use it as a resource to stretch your thinking and skills.
You can, therefore, dip in and out of this e-book, and the others in the
series, as you wish or you may choose to study it from start to finish in
sequence
2. have some learning goals in mind that you wish to achieve.
You may start out with some or develop some as you go along.
However, as the old saying goes, “if you don’t know where you are
going, any road will do”
3. put in the effort and self-discipline needed to use whatever you
learn from this e-book.
Be willing to challenge yourself, try out some things, learn from what
works and what doesn’t, and develop your own beliefs and skills and
tools.
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Some questions for you to consider to get us started:
* Would you describe yourself as "creative"?
* Are you mainly thinking with half your brain (left or right) or with
your whole brain?
* When was the last time you thought about how you think?
* Do you know what your thinking preferences are? (and how to
change them to match different situations if you wish)
* Do you ever wish you could think differently about something?
* Do you ever get frustrated by someone who's thinking is "on a
different planet" to yours?
Think about your answers to these questions and use them to set some
Learning Goals to achieve from this e-book.
You may want to write down your goals in the template below or capture
them in some other way.
As a result of studying, “How to Use Whole Brain Thinking to Boost
Your Creativity and Success”:
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- I want to be able to do the following things excellently:
- I want to answer these questions and / or I want to know:
- I want to change the following and / or be better at them:
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Chapter 2
What Is Whole Brain Thinking?
Whilst many of us are aware of the concept of left brain and right brain
thinking differences, fewer of us know that this is only half the story especially if we hold the opinion that thinking must be left versus right
brain.
Right brain and left brain are two of four thinking styles that make up
whole brain thinking.
So, what are the other two styles?
Well, in addition to the two lateral thinking styles (left and right), we also
have two "vertical" thinking styles called cerebral and limbic.
As you will see when we visit the whole brain model and its origins in the
next chapter, adding them together gives us four thinking styles that we
can use in many combinations in different circumstances.
If, like about 5% of the population, your preference is to use only one of
the four thinking styles, you may be losing out on realising more of your
potential (e.g. in terms of creativity).
For the 55% of the population who use two of the four thinking styles,
this is also true but to a lesser degree, as it is for the 35% of people who
use three of the four thinking styles.
And, about 5% of the population habitually use all four of the thinking
styles that make up whole brain thinking and that are described in the
whole brain model.
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So what?, Why does it matter?
Whole Brain thinking will create terrific opportunities for your self
improvement, creativity, success and realisation of more of your potential
because HOW you think is fundamental to achievement in all aspects of
life.
For example, it will determine how you relate to others, work in teams,
make decisions, be creative, manage your life, plan and achieve your
personal development. In today's world, how you think has never
mattered more.
In tomorrow's world, how you think will be a key to success.
It will be vital to use all your mental resources and think positively and
creatively. It will be essential to value differences in thinking between
people, and within each of us, and to use those differences to achieve
success.
Try this quick analysis:
think about how you think and distribute 100 points between these four
statements to describe yourself:
* I usually think about things in a rational, logical way (A)
* My thinking is usually very organised and detailed (B)
* My thinking is usually emotional and interpersonal in nature (C)
* I usually think in imaginative and "big picture" ways (D).
Now relate your replies to the whole brain model described in the next
Chapter.
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Chapter 3
The Whole Brain Thinking Model and Its Origins
Created by NED HERRMANN in the late 1970s, this model is a
metaphor of how our brains work.
It enables us to express our thinking preferences across the four
quadrants and modes that represent the differences between left brain /
right brain thinking and cerebral / limbic thinking (the two missing
elements referred to in Chapter 2).
You have all four thinking styles available to you as in the whole
brain model below. The view that thinking is either right brain OR left
brain only is too simplistic and technically inaccurate.
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As you will see from the whole brain model above, if you prefer to think
with your cerebral left brain (quadrant A), your thinking will be logical,
analytical, fact based and quantitative.
If you prefer your limbic left brain (quadrant B) thinking style, however,
your thinking will be sequential, organised, detailed and planned.
If your preference is for limbic right brain (quadrant C) thinking, your
thinking will be interpersonal, kinesthetic, emotional and feeling based.
And, if you prefer cerebral right brain (quadrant D) thinking, your
thinking will be holistic, intuitive, integrating and synthesizing.
What are the origins of the whole brain model?
How did Ned Herrmann arrive at it?
Speculation and fascination about the structure and function of the
human brain has gone on for thousands of years. The discovery of
hemispheric specialisation has its roots in ancient Greece.
As early as 400 B.C., Hippocrates noted that injuries to the left side of
the head often resulted in impaired function to the right side of the body
and vice versa.
Hippocrates concluded from these observations the “the human brain
of man is double”.
In the 19th Century, researchers began to focus on the left hemisphere
as the possible location of our ability to speak.
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A doctor named Marc Dax presented a short paper in 1836 describing
his observation of patients who had lost their ability to speak, or aphasia.
He noticed that many of these patients who had lost their ability had
sustained damage to the left side of the brain.
He concluded that the hemispheres controlled different functions (an
important step in the direction of whole brain thinking).
Gradually, interest increased in the scientific community as to whether or
not the functions of the brain were localised.
After conducting post mortem studies on the victims of aphasia, the
French surgeon, Paul Broca, came to the conclusion in 1864 that the
location of speech is in the left hemisphere.
Shortly thereafter, the British neurologist, John Hughlings Jackson,
proposed the concept of cerebral dominance and stated that the left
side of the brain was the “leading” hemisphere.
Later research has shown that this is not always the case. However, the
left language centre hemisphere does show itself more strongly as it
contains the centre for speech.
In the early 1940’s Willian Van Wagenen performed the first “split
brain” surgery to control epileptic seizures.
These early operations were not very successful, mostly because only
parts of the corpus callosum (the bundle of nerves that connect the left
and right hemispheres) were severed, and not the entire bundle of
nerves.
Later experiments by surgeons Philip Vogel and Joseph Bogen were
highly successful in controlling epileptic seizures.
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Later testing of these patients by Roger Sperry and his associates
resulted in much of the knowledge of the specialisation of the
hemispheres as we know it.
That is, that the left hemisphere is responsible for speech, linear,
analytic and rational thought, and that the right hemisphere is more
holistic, conceptual, emotive and spatial.
In the 1950’s, Paul Maclean developed the concept of the triune brain.
His research indicated that the human brain consisted of three layers –
each layer corresponding to a different stage of evolution and
responsible for different kinds of mental processing.
The inner-most layer, he identified as the reptilian brain. This part of
the brain is the earliest to develop and the most primitive.
The middle layer of the brain is known as the limbic system and
controls mostly emotional behaviour.
The outer, or cerebral layer, is the most recent to develop. Most of our
conscious thought takes place in the cerebral part of the brain.
Ned Herrmann began his research in 1976 as a result of his personal
interest in locating the source of creativity.
His thorough research and personal creativity led him to combine the
two key concepts described above.
That is, the triune brain concept of Paul Maclean (which yielded the two
"vertical" thinking styles, excluding the reptilian brain as it is not a paired
organ) and the left-right hemispherical specialisation concept (which
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yielded the two lateral thinking styles) - to create the four thinking styles
whole brain model.
How you prefer to think, of course, affects everything you do and how
you do it.
Those with a strong preference for right brain thinking will go about
things quite differently than those who prefer to rely on their left brain.
This will often show in behaviour and may drive others nuts.
For example, strong left brain thinkers will often like to make lists and
cross things off their lists and will tend to be punctual and well organised
(e.g. a place for everything and everything in its place).
Strong right brain thinkers tend to be more spontaneous and
unstructured, less punctual, more disorganised and will likely value
creativity above reliability.
People who are left brain dominant in their thinking will often describe
the right brain thinkers as, "flaky" (i.e. informal, crazy or eccentric), whilst
the strong right brain thinkers nearly always use this exact word to
describe their perception of the left brain thinkers, "boring".
Some situations, of course, require predominantly left brain thinking
(which for many people is the definition of critical thinking) and other
situations need predominantly right brain thinking (which many people
would say is creative thinking).
For example, systematic problem solving of a technical issue will
probably be best served with left brain thinking whereas emotional
relationship and communication issues may be best responded to with
right brain thinking.
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Chapter 4
My Thinking Preferences Profile
A profile of unique thinking preferences is the outcome of completing the
120 questions self diagnostic Herrmann Brain Dominance Instrument
survey form (HBDI).
It is not a test, there are no right and wrong answers. It is a survey of
your thinking preferences.
It is expressed in the whole brain model comprising four quadrants and
four modes.
It is very valuable in getting the best returns from your self improvement
investments, improving your creativity and boosting your success.
The hbdi will help you to understand yourself, how you think (and the
mental habits that stem from that), and opportunities to think differently
and realise more of your potential.
It will help you to understand why you may not yet be singing your song
and what you might choose to do about it.
The first thing to do with your profile is a little analysis to make clear
what it means.
For example, let's analyse my profile by way of explanation.
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Start with the numbers in the boxes at the top. These numbers show my
thinking preferences in terms of the four quadrants of the whole brain
model.
A score of 33, or less, from the HBDI indicates an avoidance and will be
given a profile code of 3. That is, the person concerned doesn't like
thinking this way and will avoid doing so. There are no avoidances in my
profile.
An HBDI score of 34 - 66 indicates a secondary preference and will be
given a profile code of 2. That is, the person can, and will, use this
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thinking style when necessary but it is not their first choice. In my case,
quadrants A and C are my secondary preferences.
An HBDI score of 67, and above, indicates a primary thinking
preference (a dominance) and is given a profile code of 1. That is, the
person will usually use this thinking style - it is a mental habit.
In my case, quadrants B and D are my primary thinking preferences.
If a quadrant has a profile score of 100 or more, it will be given a profile
code of 1+ to indicate a very strong preference. There are no very
strong preferences in my profile.
The HBDI quadrant scores in my case are:
* 44 for the blue quadrant A (logical, analyser, mathematical, technical,
problem solver)
* 75 for the green quadrant B (controlled, conservative, planner,
organisational, administrative)
* 62 for the red quadrant C (interpersonal, emotional, musical, spiritual,
talker), and
* 96 for the yellow quadrant D (imaginative, sythesizer, artistic, holistic,
conceptualiser).
The "kite" shape you see in the middle of my profile is those numbers
plotted on each appropriate axis and joined up to give a graphic
representation of my thinking preferences across the whole brain model.
So, I prefer to use two of the four quadrants as my thinking style - the B
and D quadrants.
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That is, most of the time, I will go to these two ways of thinking as my
preference, as my mental habit.
Which is interesting for me because my two preferred ways of thinking
come from diagonally opposite quadrants.
So, in a situation, part of my thinking will be controlled, conservative etc.
(the B quadrant), whilst another part of my brain wants to be imaginative,
holistic etc. (quadrant D).
And, there are times when these differences in thinking preferences
cause me tension or to be indecisive.
The middle row of numbers, the "Adjective Pairs", summarises one
specific section of the HBDI survey form.
In it you have 24 choices of adjectives that best describe you, and how
you prefer to think, and these numbers show how your choices relate to
the four quadrants.
In my case, I chose 2 adjectives from quadrant A; 6 from quadrant B; 10
from C and 6 from D to describe myself and how I think.
This is also very interesting because usually there is a correlation
between the adjective pairs numbers and the quadrant scores.
However, in my case, quadrant C has the most adjective pairs but is only
a secondary thinking preference for me.
So what might that mean?
Well, it might mean that my profile is changing and that my thinking
preferences are moving more to quadrant C.
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Or, it might relate to my diagonal thinking preferences (B and D) so that
when I get stuck between these two different thinking styles, my thinking
moves to quadrant C (and I become emotional?).
The HBDI whole brain model comprises the four quadrants we have
discussed so far PLUS four modes:
* left brain dominant thinking (a combination of quadrants A and B)
* right brain thinking (quadrants C and D)
* cerebral thinking (quadrants A and D), and
* limbic thinking (quadrants B and C).
Preferences for the HBDI four modes are expressed as percentages
around the model.
In my case, my thinking is:
* right brain dominant - 57% right brain and 43% left brain, and
* cerebral dominant - 51% cerebral and 49% limbic.
Very interesting, but so what?
Well, firstly, there's the big picture. I know that I prefer to think with
quadrants B and D and this will affect how I learn.
Armed with this understanding, I have more choices in implementing my
self improvement (whatever the content may be).
For example, when I think I've learned something or made a decision I
now know that I will probably have done so from only two of the four
quadrants (my preferences).
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I can choose (or not) to go one step further by challenging myself to
learn or make a decision from the two quadrants that aren't my
preferences (quadrants A and C).
I might not like this, of course, because I'll be out of my comfort zone,
but I now have the choice.
Will it benefit me to stretch my thinking in this way?
I don't know and there is really only one way to find out - DO IT.
I may be surprised and gain in ways I wouldn't by just sticking to my
thinking preferences (to my mental habits). Or, I may be disappointed
that nothing much different was achieved.
However, my potential lies in the two quadrants that are my secondary
preferences and any efforts to develop my use of them, I believe, will
benefit me (even if it is in the longer term rather than with a short term
task).
That is, using my secondary thinking preferences will, in its own right, be
self improvement.
Second, I can apply a whole brain perspective to everything I do in self
development.
For example, I can, if I wish, use hbdi and whole brain thinking to
generate new ideas, actions etc.
As above, for example, I now know, understanding my profile, that I have
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the opportunity to add to my first efforts (which will likely use my
preferences) by moving to my secondary quadrants and thinking from
there.
How do you do that?
For me, I use questions, such as:
* what would that look like with A quadrant thinking? (that is, from a
logical, analytical, mathematical, technical point of view)
* what would C quadrant thinking add? (that is, from an emotional,
interpersonal, spiritual point of view)
* how would a left brain quadrant A dominant person think about
this?
* what would a limbic quadrant C dominant person see or do?
Sometimes the questions aren't appropriate or don't yield any benefit in
my approach.
So, I have another choice - accept whatever my thinking preferences
have delivered and move on, OR......if it's important enough, go find
someone with preferences in those quadrants that are my secondaries,
and invite their contribution.
This is a really smart use of resources that shows I value differences and
I'm willing to learn.
Both of which deliver great benefits in terms of building my self esteem
and achieving my self improvement goals.
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Chapter 5
Your Thinking Preferences Profile
Many people who are familiar with the idea of right brain and left brain
thinking are curious to know how they think - what their thinking
preferences are.
Tricky that though, isn't it? How do you measure someone's thinking?
And, how do you describe it? Some sort of left brain right brain “test”,
would be helpful if there was one.
Well, as you now know, there is - the Herrmann Brain Dominance
Instrument (H.B.D.I.).
Created by Ned Herrmann, the HBDI is a 120-question self diagnostic
survey form that will give you a profile of your thinking preferences.
The 120 questions include:
* biographical - for example, what is your occupation and
education?
* handedness and motion sickness - e.g. which way do you hold
a pencil? do you experience motion sickness whilst travelling?
* work elements - e.g. of 16 work elements (such as: planning or
problem solving or creative aspects), which do you do best through
to which do you do least well?
* key descriptors - e.g. which 8 of 25 key descriptors best
describes the way you see yourself?
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* hobbies - e.g. (up to) which 6 hobbies are you actively engaged
in?
* adjective pairs - e.g. would you describe yourself as feeling or
thinking?; musical or detailed?; controlled or creative? There are
24 choices to describe yourself.
This unique self diagnostic instrument is NOT a "test" in the sense that
there are right and wrong answers to the questions but it does express
how you have described your thinking in both numerical and pictorial
terms.
Your unique thinking profile shows you which parts of your amazing
brain you tend to use most and which least.
By using the whole brain thinking model, it will graphically illustrate the
balance between your right brain functions and your left side of brain
thinking.
In addition, your HBDI results will enable you to see your preferences in
terms of limbic and cerebral thinking.
Armed with this picture of your different types of thinking, you will be able
to understand what is critical thinking (mainly left brain dominant
thinking) and what is creative thinking (mainly right brain thinking) and
your strengths and weaknesses in each.
These H.B.D.I. outcomes will give you great choices for change and self
improvement in, for example, the main areas of application of whole
brain thinking, such as:
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* your personal development - understanding how you prefer to think
is a great insight to help you release and realise more of your potential
* your communication patterns - awareness of your own and others'
thinking preferences will facilitate improved relationships and conflict
resolution
* your learning style - if people think differently, and they do, then they
surely learn differently and your thinking preferences profile will help you
better match your learning methods to your thinking preferences
* team work - the profile revealed by your H.B.D.I. results will enable
you to be aware and recognise opportunities to build supportive, trusting
and respectful relationships with others (e.g. in your workplace or family
or social settings or.........).
Having FUN is a great way to develop your whole brain thinking. Click
on this link http://www.i-choose-self-improvement.com/fun.html for some
humour, puzzles, quotes, mental exercise etc.
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Chapter 6
Ned Herrmann
As you may recall from Chapter 3, in 1976 Ned began his research into
creativity and the human brain which led him to combine his own
concepts with the left/right and triune brain theories to create the whole
brain model.
His first attempts to measure brain dominance were based on EEG
measurements of brain waves generated by individuals doing specific
tasks.
Although the results of these tests showed differentiation between the
hemispheres, the method proved to be slow, expensive and difficult for
the subject involved.
Ned shifted his attention to a pencil and paper instrument as a
potentially more successful approach.
The results of this application led to the design of the Herrmann Brain
Dominance Instrument (HBDI), which has now been completed by
many more than 1,000,000 individuals worldwide.
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Ned Herrmann was a gifted and talented child himself and was always
aware of the duality which his career subsequently reflected:
* Double major at Cornell University in Physics and Music
* 35 years at GE (12 years in Management Education)
* 30 years a singer and artist
* he sang in both Carnegie Halls - Pittsburgh and New York
* 24 years a professional artist.
Upon Ned’s election to the prestigious Training magazine Hall of Fame,
his work was cited as “one of the most significant contributions to
training and development".
Ned died on Christmas Eve 1999 but his pioneering work continues to
help many thousands of people and organisations around the world.
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Chapter 7
Uses of Whole Brain Thinking
The most common applications of whole brain thinking are:
Self Improvement:
* understanding your thinking preferences will enable you to
stretch your mind (e.g. you may use your left brain thinking more
for time management or your right brain thinking for dealing with
uncertainty)
* you will be able to learn and study more effectively by using
whole brain thinking, and
* make better decisions,
* create more options and value differences,
* and know how to relate to most people (who think differently to
you) more easily.
Communications:
* knowing which patterns of thinking you usually rely on (i.e. your
profile) will enable you to recognise differences with others, and
* match your communications approach to their thinking style, and
* choose communication methods to establish rapport quickly and
be able to identify and correct any misunderstandings, and
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* you will be able to organise and deliver information in a whole
brain way, making sure that you connect with everyone, whether
they are left brain, right brain or cerebral or limbic dominant
thinkers.
Delivering information in a whole brain way, whether that be in written or
spoken form, often involves identifying the key messages and then
preparing four versions of each of them (one from each of the
quadrants).
So, for key message X, express that in quadrant A terms (e.g. facts
about X, measures of X, the logic of X); then express in quadrant B
terms (e.g. the detail of X, the specifics); then quadrant C (e.g. the
emotions of X, the feelings about it); and finally quadrant D (e.g. the
why? of X, the "big picture" re X).
Then design your communication to include each of these points in
whatever sequence you judge will suit the receivers.
Your communication will be outstanding and will "get them all" in terms
of conveying message X effectively (no matter what the thinking
preferences of the receivers may be) - get the idea?
Here's an illustration - four views of the same accident:
* the quadrant A view:
"........forensic science, and analysis matching blood type and
fingerprints, and spectographic analysis of paint fragments have shown
the facts of this accident and prove beyond doubt....."
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* the quadrant B view:
"……..at 3.15 pm, on Thursday 19th April, on the A616 main road, 15
miles north of Preston, a man driving at 55 mph in a 30 mph area lost
control of his Ford Mondeo and collided with a school bus......"
* the quadrant C view:
"……..crying and screaming mothers ran to attack the cowering driver at
the terrifying scene of a mangled school bus and the accident's bloody
victims……"
* the quadrant D view:
"…….this accident demonstrates the lethal combination of drunk driving
and faulty vehicle design. For the future safety of generations these
issues must be address....."
Creativity:
* knowing the different thinking styles equips you with a means to
think about any situation in, at least, four different ways, for
example
* by taking a whole brain thinking "walk around" you will be able to
use left brain, right brain AND cerebral, limbic thinking to make
connections and create better solutions, and,
* as you find yourself saying, "there's another way of thinking
about that", you will be helping others to be more creative too
Chapter 8 - Whole Brain Creativity contains a detailed discussion of how
to use whole brain thinking to boost your creativity.
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Teambuilding:
* understanding your own, and others, profiles will enable you to
work effectively in a team. In particular, you will be able to value
and manage differences, and
* you will be able to make conflict constructive and build high
levels of trust and respect.
Learning:
* if people think differently, and they do, they must learn differently.
Knowing your unique thinking preferences profile will give you vital
help in boosting your learning:
* you will be able to organise how you take in information and how
you explore it in your mind, and
* as you use more of your unique thinking preferences, and
potential, your learning will become deeper and fuller.
For example, as with communication key points above, key learning
points should be covered from each of the four quadrants if the learner's
thinking profile is unknown.
If, however, the learner's thinking preferences profile is known, then key
learning points can be presented in a way that matches the learner's
profile and / or that stretches the learner into quadrants that may be
secondaries or avoidances.
Designing learning experiences, using the whole brain model to match
and stretch the learner's profile, creates a rich and stimulating learning
environment with optimum learning gain and high learner motivation.
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Management:
* including Leadership and creating willing followers
* dealing with diversity
* valuing differences
* handling change
* building an empowering culture.
In all of these situations, and many others, management effectiveness
will be increased by knowing the thinking preferences profiles of the
managers and their teams and, in particular, using the whole brain
model as a common language to understand differences, de-personalise
conflict and use diversity to generate synergy and beneficial change.
Selection:
* including matching thinking preferences to job requirements; choosing
project team members etc.
Feedback:
* including:
- 1-to-1 exchanges
- 360-degree appraisals
- team "look in the mirror" feedback
- inter-team feedback and learning.
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Chapter 8
Whole Brain Creativity
Everyone is born a genius, but the process of living
de-geniuses them - R. Buckminster Fuller
Let's start with some definitions.
What is creativity?
How does it relate to innovation?:
CREATIVITY :
- able to create: inventive & imaginative
- bring into existence
- cause or make
- originate or think up
INNOVATION:
- bring in new methods, ideas etc.
- pioneer
- make changes
- remodel
Is it possible to innovate without being creative? - probably not.
Is it possible to be creative without innovating? - probably.
So,
* creativity may be thought of as the raw materials for innovation
* innovation may be thought of as applied creativity
Creativity is the breaking down of walls rather than the building of skills.
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It follows from the above that thinking differently, and valuing
diversity, is the essence of creativity.
That is, your chances of being inventive, bringing something into
existence etc. will be limited if your thinking is one-dimensional or always
limited to the same style (your mental comfort zone).
As you know, the whole brain model, and whole brain thinking, enables
us to think about anything in at least four different ways by considering
it from each of the four quadrants' characteristics.
So, with regard to any problem or situation or decision or communication
or...anything...., take a "walk" around the whole brain model, for
example, by asking questions such as:
* from quadrant A (cerebral left brain thinking)
these are mainly WHAT? questions:
- thinking logically about XXXXX, what does it look like?
- what could it be like? (and what needs to change to achieve
that?)
- if we break it down into smaller or simpler parts, what does that
reveal?
- what facts do we know already? (and what facts do we need to
find out?)
- what measures do we have or need about XXXX? (and what do
they suggest by way of a solution or change?)
- plus all the other logical, analytical, fact based, quantitative type
questions you can think of.
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And if you cannot think of any (e.g. because your thinking preferences
are right brain dominant), connect up with someone who's thinking is left
brain dominant and ask for their help.
* from quadrant B (limbic left brain thinking)
these are mainly HOW? questions:
- thinking in detail about XXXX, how does it work? (or continue or
fail or......?)
- how is it organised?
- is there a sequence in how it functions? (or is it random,
unpredictable, chaos or....? how would it be different if we
changed the sequence?)
- is it planned and, if so, how?
- plus all the other sequential, organising, detailed, planning type
are right brain dominant), connect up with someone who's thinking is left
* from quadrant C (limbic right brain thinking)
these are often WHO? type questions:
- who is affected by XXXX? (directly and indirectly?)
- how are they affected? (especially in terms of emotions and
interpersonal relationships)
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- who best can bring about change re XXXX? (what's in it for them
to do so?)
- who is most likely to resist or sabotage change? (why?)
- who should we involve to bring a new stimulus / resource to the
situation?
- plus all the other interpersonal, emotional and feeling based type
are left brain dominant), connect up with someone who's thinking is right
* from quadrant D (cerebral right brain thinking)
these are often WHY? type questions:
- why is XXXX significant? (as it is and as it might be) and how
does it fit with other key elements?
- why is it necessary to be creative about it? (and what are the
risks / benefits involved in making changes to it?)
- why would "do nothing" be a dumb idea?
- why not integrate XXXX with YYYY or combine it with ZZZZ?
- what is my "gut" / intuition telling me? (why?)
- plus all the other holistic, intuitive, integrating and synthesizing
type questions you can think of.
33
are left brain dominant), connect up with someone who's thinking is right
It's not that these questions, and a walk around the whole brain model,
will necessarily give you an instant "answer", but they are likely to get
you thinking differently and stimulate new connections in your mind.
In particular, seek to use those quadrants that are not your thinking
preferences as these represent your potential to be more creative.
In my case that would be quadrants A and C.
Get the idea?
Another way of looking at this is to use your Four Different Selves (as
shown in the model below).
Derived from the whole brain model, this suggests that we have four
different selves inside us although we may rely on only one or two of
them in most situations in practice.
By turning to the other (unused selves) we can immediately boost our
creativity and capacity to see things differently (another definition of
creativity is: looking at the same things as everyone else and seeing
something different).
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As you can see from the model above, our Four Different Selves are:
* Our Rational Self, which:
- analyses
- is logical
- is critical
- is realistic
- quantifies
- likes numbers
- knows about money
- knows how things work
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* Our Safekeeping Self, which:
- establishes procedures
- takes preventive actions
- gets things done
- is neat
- is timely
- organises
- is reliable
- plans
* Our Feeling Self, which:
- is sensitive to others
- likes to teach
- touches a lot
- is expressive
- is emotional
- is spiritual
- talks a lot
- feels
* Our Experimental Self, which:
- imagines
- speculates
- is impetuous
- guesses
- breaks rules
- takes risks
- likes surprises
- is curious
- plays
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In any situation where you wish to boost your creativity and success, use
the descriptors above as questions to stimulate new and different
thinking, especially from those thinking quadrants you may not use
frequently or are avoiding.
As you know, in my case this would be from the A and C quadrants of
the whole brain model.
So, for example, I might challenge myself to think differently about a
situation or issue or problem or opportunity by asking:
* how is this situation perceived by my rational self? (quadrant A)
* how does my feeling self think emotionally about this? (quadrant C).
Don't worry if this draws a blank or you can't seem to find the “right”
question.
Persevere with a discovery / trial and error approach and, if need be, ask
someone who has strong thinking preferences in the quadrants you're
stretching into for help.
Eleven other suggestions to boost your thinking differently
capacity and creativity:
The ideas and techniques that follow in this section are well tried and
tested and they work......... but they are not a formula.
This means that you should have a mindset of openness and willingness
to try them and see what emerges (as an inquisitive child does when
absorbed in play and learning),
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As you try out these techniques, you will probably find that sometimes
nothing much emerges and that your creativity / thinking differently was
not stimulated......at the time.
Minds work in interesting ways though, especially your unconscious
mind, and so, if you are disappointed at your efforts, you may want to try
visualising yourself (on your way into sleep) waking in the morning with
the ideas / solution / creativity you are seeking achieved.
That is, whilst it felt like nothing happened at the time you were trying
some of these techniques, you were in fact programming your
unconscious mind which then had a good mull overnight and delivered
something useful in the morning.
So you hadn't wasted your time after all.
This happens more often than you might expect.
Then again, at other times the following techniques may give you an
immediate insight, “aha!” thought or other creative idea there and then.
There's only one way to find out.........have fun.
1. Re-Expression.
* find an alternative way of describing or experiencing the issue.
For example:
- use alternative words
- use different senses
- use someone else’s perspective (especially someone with
a different thinking preferences profile to you)
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2. Related Worlds.
* where else, anywhere in this world or others, has my challenge
been successfully resolved? (and how?)
3. Revolution.
* challenge the rules and assumptions.
For example:
- what if we did nothing?
- what if we had to “make it for half the cost”?
- what if “people bought twice as much”?
- what if we reversed the process?
- what if we exaggerated the issue?
- what if we did the opposite of what is “usually or normally”
done or of what we're thinking of doing?
- what if…………..?
(there is almost an endless supply of what if...?" questions if you
think about it)
4. Random Links.
* force a connection with something else
- For example:
- if my issue was a car, what sort of car would it be?
- what sort of a car does it need to be?
- what's the difference and what can we learn from that?
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5. Suspend Judgement.
* delay or avoid criticising, take a purely descriptive look at the
situation - no blame, no failure, no right or wrong etc. mindset
6. Seek New and Deeper Understanding.
* empathise and probe (e.g. seek and challenge the unspoken
assumptions (e.g. what are we assuming here?, what if our
assumptions are “wrong”?, what other assumptions are there /
could there be? etc., ask questions from each of the quadrants)
7. Nurture Your Perceptions .
* add and connect to what (you think) you know - learn
- make the depth of your knowledge better and build it
deeper
- seek value in it and find a new angle (e.g. see the brief
note on Lateral Thinking at the end of this Chapter)
- find alternatives (there are always other possibilities)
- ask, “there's another way of looking at this, isn't there?”
8. Move to The Edge of Chaos.
* create a (responsible) crisis to stimulate new thinking and
motivation (it's amazing sometimes how creative we become when
facing a crisis)
- e.g. this must be fixed by tomorrow, how?
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9. Change Habits.
* alter the routine, yours and others (?)
10. Just Do It.
* there are times, when although you could go on talking and
thinking about it for ever, it is necessary to escape the analysis
paralysis by taking a leap (into the unknown), then close the loop,
seek feedback, learn, celebrate, make changes etc.
11. If All Else Fails, Try…….
* bravery (to overcome fear)
* asking for help with "the monkey" (especially from others with
different thinking profiles)
* enlisting help from your unconscious (e.g. incubation and
visualisation and self hypnosis)
* doing something completely different (to facilitate mulling and
connections and patterns)
* doing the opposite (of what is being considered)
Let's reflect on some key points we have discussed so far:
Boosting your creativity is not a mechanical or linear or formulaic task,
so whatever works for you is fine. Enjoy the process.
For example, if some of the ideas above connect with you, and will
enable you to think differently about a situation, then just do it (any or all
of them may be used as stand alone techniques or in combination).
41
On the other hand, there are some key points that you should consider
in the process of becoming more creative.
For example:
* whatever it is that is being creatively examined, start with
PURPOSE:
- why does whatever it is exist?
- what is achieved that would not be achieved otherwise?
- Brainstorm “In how many other ways could this purpose
be achieved?”
* Challenge the rules and assumptions by asking, “WHAT IF….?”.
For example, what if:
- we did nothing?
- we had to achieve twice as much with half the resources?
- we reversed the process?
- we magnified, minified, or modified it?
- we did the exact opposite of what we currently do?
- we combined with other things? (synthesis)
* Think differently (“out of the box”).
For example:
- use a metaphor (my situation is like an animal or a car or
an object or.........).
Metaphorical thinking is a great creativity technique. It is the
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ability to make connections between two unlike things by
recognising that in some way they share common traits and
exemplify a common principle.
The metaphor provides an extremely efficient way to organise and
remember information.
In place of a list of separate attributes, a metaphor offers a single image
which contains most of the attributes.
It enables you to deal with a single whole instead of its many constituent
parts. It creates a link between the list of attributes and your own
experience.
It is not only a powerful way of communicating, but it is also an infallible
test of understanding.
As an illustration, in many change situations I have found that using a
ship as a metaphor helps people think positively and differently by
asking questions such as:
* what sort of ship are we / am I right now in this change situation?
(e.g. a large liner?; a yacht?; a speedboat?; a warship?; a rowing
boat?; a ship wreck?)
* is the sea rough or smooth? (are there any sharks about?, is
there a treasure island around here somewhere?, what's the
weather like? etc.)
* does this ship have (or need) a captain? If so, where is she / he
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and what are they doing? (and, of course, you can explore any
other detail that will stimulate new thinking and connections)
* what sort of ship do I / we need to be for the future?
* how do we change from one to the other?
This technique works brilliantly if you draw the ship (rather than using
words, use pictures). This also has the advantage of making your
metaphor dynamic (e.g. you can add to the drawing through time or as
you discover new attributes to consider etc.).
- apply morphological analysis
This technique takes all the possible variables in a situation and
analyses how they could be related to each other in new ways.
For example, in terms of transport, the variables could be analysed
as:
- travelling in - air, water, underground
- travelling on - wheels, rollers, air, skids
- powered by - steam, gas, electricity, cable, atomic
- traveller - standing, sitting, hanging, laying down.
This gives 240 possibilities, some of which already exist, of course, and
some of which are impossible (today), and some of which may becomes
"seeds" for new creative ideas
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- play - this technique works wonders for children (as all of us
have experienced) and adults (if we can let go of the learned
inhibitions and judgements that often prevent us from using this
fun and very rich technique)
- use visualisation. If you are strongly left brain thinking dominant,
or hold the self image that you cannot visualise things, you may
want to "train" yourself a bit by doing the following exercises:
* Developing IMAGERY & IMAGINING - practice:
- breathe completely and close your eyes. Relax physically & mentally
- create a screen in your mind (e.g. could be like a cinema screen or a
TV screen or a computer screen).
Form the following images in your mind and put them on your screen (if
you cannot do this clearly, don't get anxious about it, just think the words
that follow anyway and keep on practising seeing them on your screen it will gradually come).
- numbers written on a board and then letters (build your telephone
number or words)
- a coloured circle – triangle – square (change the colours around)
- a crescent moon
- the smiling face of a loved one – a pet – a clown
- your favourite movie or tv clip or sporting moment
In your mind re-create the following sounds, tastes, smells etc.
- a gong – a voice calling your name – children playing – a ship’s
horn
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- the taste of an orange – your favourite dish – ice-cream – a hot
drink
- the smell of perfume – petrol – freshly baked bread – mint –
lemon
- see and feel yourself walking – driving – dancing – running
- feel yourself shaking hands – stroking a pet – laughing
In your imagination describe a scene as if you were (i.e. role play):
- your partner or parents or children
- Cleopatra (or any other character you like)
- Merlin the Magician
- The Queen or President
- experiment - trial and error (be sure to capture your learnings)
- try an oracle - e.g. the change I am seeking is on page 20
of .....a publication of your choice....., paragraph 4, line 3, 7th word
in.
Look it up and whatever that word is use it to create new thinking (you
may have to choose the nearest word that makes sense if, for example,
the word turns out to be, "the")
* Have a process – for example, the model below summarises a
whole brain thinking four stage creativity process comprising:
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- preparation - this is quadrant A thinking mainly (cerebral left brain
thinking).
47
For example:
* clarify objectives / goals to be achieved
* collate and analyse data
* generate some re-definitions of the situation
* "fuel" your mind (especially your unconscious mind by relaxing
and visualising possibilities)
- incubation - this is quadrant C thinking mainly (limbic right brain
thinking).
For example:
* do something different (take a break from thinking about the
situation - e.g. listen to some music, do some exercise)
* make the familiar strange (e.g. imagine you were seeing the
situation for the first time, like a visitor from another planet)
* connect to unrelated material (e.g. think about your situation as
if..........)
* use music or self hypnosis trance or.... to disable your
safekeeping left brain and if you hear that little or loud voice inside
your head telling you this is a waste of time or stupid, talk back and
suggest that your critical left brain takes a rest whilst you continue
creating and that you will be back to it soon - then keep going
- illumination - this is quadrant D thinking mainly (cerebral right brain
thinking).
For example:
* generate ideas (e.g. brainstorm and use thinking from all
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quadrants of the whole brain model)
* use a variety of techniques (such as those described above)
* where appropriate, gather a whole brain team together for
richness of diversity in thinking
* build possible solutions or changes re the situation you want to
be creative about
- verification - this is mainly quadrant B thinking (limbic left brain
thinking).
For example:
* evaluate the solutions you have generated from the above
against the objectives you clarified in the preparation stage
* plan and organise the implementation
* manage the changes and consequences that implementation will
cause
* "if at first you don't succeed, try another method" - loop around
the model as often as it takes.
* Overcome barriers - most of which may be in your mind.
For example:
- thinking that there is only one right answer
- fear (of failure or success)
- the attitude that “play” is foolish and a waste of time
- self-sabotage (e.g. “I’m not creative” self talk and self image)
- being judgemental (trust the creative process, be curious and see
where it leads)
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- quitting too soon (persevere, there's no such thing as failure, only
results and learning)
- risk-averse (e.g. thinking, “that’s not practical….has anyone else
done that?....I feel out of my comfort zone”)
* Be brave - for example:
- have fun
- use different brains / unconscious minds
- try another method (in creativity terms, you can never have
tried "everything"
Some ideas to help you build your mental agility and whole
brain thinking - to keep your brain fit and well:
# keep a journal / learning log – capture, challenge, question, learn
# list 100 questions that are important to you – select the 10 most
significant and seek answers
# ask 10 questions (about everything – e.g. how does a bird fly?)
# contemplation – expand your attention span (e.g. build your
confusion endurance, contemplate a paradox). Meditation techniques
are an effective way of achieving this
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# nurture your emotional intelligence, self awareness and
relationships
# list your most influential experiences – examine them to learn and
re-learn new connections, possibilities and ideas
# make explicit your beliefs – examine them to learn and consider to
what extent they are acting as helps or hinders to boosting your
creativity and success
# love your mistakes to death (e.g. they contain massive learning
opportunities - what would I do differently if I had no fear of making
mistakes?)
# create & use feeling affirmations (e.g. I feel patient with myself)
# strengthen your imagination – visualise vividly - & use all your
senses in doing so
# make friends with ambiguity (it creates the space for opportunity and
possibilities)
# relax, incubate & trust your intuition
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# learn and use mind mapping
# develop and use a physical & mental fitness programme (e.g.
have fun, solve puzzles, ask questions, ponder paradoxes, write your
book, sing your song etc.)
# cultivate ambidexterity – learn to juggle & learn a language
# practice making connections (e.g. use metaphors)
So, let's consider this oxymoron:
What Are the 10 Rules of Creativity?
Before you read on, why not write your own list and see how it compares
to mine?
To boost your creativity and success, you may choose to apply the
following 10 rules (or not):
* rule 1. - apply stickability (every time you think of quitting, have
one more go.....at least)
* rule 9. - “we choose to go to the moon” - inspire yourself and
others (avoid low standards, expect brilliance)
* rule 4. - keep it simple (you were born creative and it's still there
inside you)
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* rule 7. - seek and make new connections (of anything with
anything)
* rule 3. - question everything - twice (e.g. why? – what if…?)
* rule 6. - expect success – have fun – be brave (fear not)
* rule 10. - there are no rules of creativity
* rule 5. - respect the creativity process (it is unpredictable and not
a task, expect surprises, enjoy uncertainty)
* rule 8. - have a process (e.g. preparation – incubation –
illumination – verification)
* rule 2. - think differently and use whole brain thinking
(individually & in teams)
* rule 11. - above all, apply rule 10
Lateral Thinking
Edward de Bono defines Lateral Thinking as:
* you cannot dig a hole in a different place by digging the same
hole deeper – trying harder at the same thing may not be as useful
as changing direction
* lateral thinking is for changing concepts and perceptions – for
challenging assumptions and boundaries
* lateral thinking is for moving across the patterns formed by the
brain’s self-organising information system – our brains try to make
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sense out of perceptions by associating them with known patterns
and previous experiences
* lateral thinking helps the brain to move from the “local” to the
“global” view
A dictionary definition is:
* a method of solving problems by using an associational, sometimes
apparently illogical, approach, especially one that uses the imagination
as opposed to step-by-step reasoning
For example, to illustrate the concept:
* a man has difficulty getting along with his boss. He enjoys his work and
has good relations with his colleagues. Things deteriorate to the point
where he feels he will have to leave his job.
Very reluctantly he goes to see an executive head-hunter to discuss
options. Then he has a “lateral thought” – why not give his boss’s c.v. /
resume to the head-hunter?
The head-hunter finds his boss a better job which he takes. The man
happily remains in his job and is eventually promoted into his previous
boss’s position
* a Peace Corp worker in a small village in Africa took his car to the
nearest town for repairs. The mechanic told him his car wouldn’t be
ready until the next day.
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This caused the man a problem as the bus only ran once a week from
the village to the town and his neighbours had no way of helping him –
how could he get into town tomorrow to collect his car?.
The man recalled that the postman would detour to the village if there
was a letter to deliver (as this was such an unusual event) so he posted
a letter to himself. When the postman delivered his letter the next day,
the man hitched a ride back to town to collect his car
* in Australia, when offered the choice between a large $1 dollar coin or
the smaller $2 dollar coin, a boy always chose the bigger coin. He never
seemed to learn – no matter how many times he was offered the choice,
he always took the lower value, but bigger, coin. When asked, he
explained that he thought his friends would probably not offer him the
choice very often if he had taken the $2 dollar coin – this way he made
more money
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Chapter 9
Frequently Asked Questions
There are many questions about H.B.D.I., the whole brain model and
whole brain thinking. Here are the answers to some of those most
frequently asked questions:
Why did Ned Herrmann develop the Whole Brain Technology?
As a professional artist for many years, Ned Herrmann became curious
about the nature and source of creativity. Upon exploration, it became
suddenly clear to him that the source of creativity was the brain.
Pursuing that "Aha!" led to the Whole Brain concept and the
development of the H.B.D.I. (the Herrmann Brain Dominance
Instrument, a 120-question self diagnostic survey form that enables a
profile of your unique thinking preferences to be produced).
At the time this occurred in 1976, Ned was Head of Management
Education at General Electric's Management Development Institute.
His understanding of the brain as a source of creativity was quickly
followed by his second insight that the brain was also the central organ
in learning.
His dual profession as an artist and educator gave him the opportunity to
apply his new understanding to whole brain creative learning.
G.E. supported Ned's experiments and applications during the late
1970's and it was these activities that led to the development of the
thinking preferences concept and the H.B.D.I.
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Who were the key contributors to Ned's pioneering work?
Roger Sperry, Robert Ornstein, Henry Mintzberg, Paul MacLean, Joseph
Bogen and Victor Bunderson
Is the brain dominance theory and the Whole Brain concept valid?
What proof exists?
The brain dominance concept has been strongly validated in a number
of different ways:
* first, through the research and experimentation of leaders in the
field including Roger Sperry, Robert Ornstein, Henry Mintzberg and
Michael Gazzanniga
* second, it has been validated by the hundreds of EEG
experiments carried out personally by Ned Herrmann
* third, it has been validated by public demonstrations conducted
by Ned Herrmann over many years
* fourth, it has been validated by specific validation studies carried
out by C. Victor Bunderson and James Olsen of WICAT and later
by C. Victor Bunderson and Kevin Ho and, in parallel with those
studies, by validation experiments carried out by Schkade and
Potvin at the University of Texas.
Additional validation comes from the more than 60 doctoral dissertations
based on both the H.B.D.I. and The Whole Brain concept.
In addition to these formal studies, there have been thousands of
anecdotal validations from people who have acknowledged their
57
personal H.B.D.I. Profile as an accurate description of themselves and
others in their private and work lives.
The answers to these whole brain questions are well documented in the
validation appendix of Ned's book, "The Creative Brain", which
summarises the comprehensive validation studies.
It is significant to note that the result of all of the validation studies
carried out over the 44-year history of the H.B.D.I. are positive. There
has been no negative input. Experts in the field consider this to be rare.
Is the Profile "me", or how I would "like" to see myself?
The answer to this whole brain question, in the vast majority of cases,
must be that how a person sees himself or herself is the most accurate
and most informative view of themselves that can be held.
Even though this self-view might be imperfect, in most cases, it
considers more aspects and information than is available to any other
person.
While it is possible that individuals can tilt their answers toward an
idealised view of themselves, the survey questions are framed in ways
that minimise this and, in addition, the vast majority of respondents
would consider it self-defeating to provide inaccurate information about
themselves.
Follow-up whole brain questions to many hundreds of H.B.D.I.
participants indicate an extraordinarily high agreement with their profile
(over 90%).
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Isn't all this brain stuff just a flash in the pan?
Won't it just pass - another fad?
In early Egypt, valued organs of the deceased were preserved in
canopic jars - the brain was discarded.
In 1989 the U.S. Congress and President Bush declared the 1990s as
the Decade of the Brain.
It's taken 6,000 years to get to this point in our understanding and
respect for the brain as the central organ of the body.
This idea, like many other things of great value, has taken a long time to
achieve general acceptance. Considering the rapid increase in
worldwide attention being given to Ned's concepts, we expect this
technology to be a major plateau for understanding the nature of
humans.
Is brain dominance like astrology or psychology or phrenology?
The short answer to these whole brain questions is, no. There is
essentially no relationship between Whole Brain Technology and these
three approaches.
Astrology is a very complicated construct based on ancient myth and
anecdotal data. Even after its existence for well over 3,000 years it
remains highly speculative and scientifically invalidated.
One of the reasons that the birth date question is included in the
research questions portion of the survey form is to attempt to discover
the degree to which there are brain dominance correlations with
astrological signs.
59
Psychology is a highly developed science founded on a conceptual base
entirely different from the physiological base upon which Ned's
Technology is based.
Contemporary understanding of the brain renders phrenology as totally
without meaning. Even though phrenology flourished for over 50 years
in the 1880s, there is absolutely no scientific validation of this pseudoscience.
A positive contribution to present day understanding that comes out of
this now-discarded approach is the notion of brain specialisation in many
different categories.
Whole Brain Technology is, of course, based on the specialised brain
with specialised modes being allocated to the four quadrants of The
Whole Brain Model.
What do the colour designations for each quadrant mean?
The upper left A quadrant typifies cerebral processing and therefore the
colour to represent this quadrant is cerulean blue.
The lower left B quadrant, being structured and organised, was
designated as green because green suggested groundedness.
The lower right C quadrant because of its emotional, feeling and
interpersonal orientation was assigned red because of the emotional
passion implied by that colour.
The upper right D quadrant because of its imaginative qualities was
assigned yellow because of that colour's vibrancy.
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What are the most common applications of Whole Brain
Technology?
Although new applications are constantly being reported, in answer to
these whole brain questions, the most common uses are:
Personal Growth - including education and career guidance; personal
creativity; enabling choices; understanding of self & others
Creativity - including unleashing creative potential of individuals and
groups; Whole Brain creative processes
Teaching & Learning - including Whole Brain design and delivery; using
different thinking preferences to group learners; training the trainers
Communications - including Whole Brain presentation techniques
Teambuilding - including matching team members' thinking Profiles
and the team's common purpose; synergy etc.
TRY THIS MENTAL CHALLENGE – SAY THE COLOUR
EACH WORD IS (NOT WHAT IT SAYS):
GREEN
BLUE
BLACK
RED
WHITE
PURPLE
PINK
YELLOW
BROWN
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Chapter 10
Negative Thinking
Is the Glass Half Empty?
Negative thinking is bad - the glass is ALWAYS half full, isn't it?
In almost every situation, we are constantly being urged to see the glass
as half full and to THINK POSITIVELY - whether we are thinking with our
left, right or whole brain.
It is a very seductive plea, and it sounds so reasonable, and, therefore, it
must be right, must it not?.
I mean, who could argue against it?
And if someone did have the temerity to describe the glass as half
empty, they may find themselves soon set upon by the "positivity
warriors" who will censor them into submission.
Does this really happen?
Yes, too often, in my experience and opinion.
Does it matter?
Yes because it does damage on two levels:
1. it has the effect of closing down exploration of causes and data and
interpretations and perceptions, all of which may provide vital insights
and understanding and connections and ideas about root causes and
possible solutions and decisions, creativity and change
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2. it has the effect of hurting relationships and weakening
communications and learning and trust and respect as people are made
to feel foolish or small or put down (by the superior positive thinkers).
In both cases, differences in thinking are likely to be squashed and, as
we learned in Chapter 8 - Whole Brain Creativity, valuing differences and
using diversity is critical for creative thinking.
Yes, but when people are being negative doesn't that do damage
too?
It sure does, especially when someone is, or is perceived to be,
displaying negative thinking and behaviours as a regular habit or pattern.
As ever, there are two sides to the story.
There are pluses and minuses to "positive thinking" just are there are to
"negative thinking".
The secret of success is in getting the balance right and this usually
involves five keys:
1. develop the ability to diagnose the appropriate match between the
situation and the thinking style that that situation requires.
If it is not clear what thinking style is needed, apply whole brain thinking
(i.e. think about the situation from each of the quadrants in the whole
brain model).
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When "negative thinking" is needed (e.g. to avoid superficiality and get
down to root causes), then encourage it and do it and make the process
explicit so as not to get stuck there
2. value different thinking and use both positive and negative thinking
appropriately.
Think of it this way, if we completely agree with each other about
absolutely everything, what can we achieve?
Usually, very little, other than to perpetuate what we have done before.
Both negative and positive thinking have value. Learn to appreciate and
use both appropriately
3. do not make it personal.
The "be positive" cry, even if not intended this way, is often received as a
personal criticism and as if "negative thinking" is an inferior state to
positive thinking (when did you last hear the cry, "be negative", stated as
a positive?).
As George Bernard Shaw is reported to have said, "the reasonable man
is always trying to adjust to the world but the unreasonable man is
always trying to adjust the world. Therefore, all progress depends on the
'unreasonable' man".
4. start with yourself. For example: raise your self awareness and
recognise when you may be thinking and behaving negatively, or acting
64
as "a positivity warrior", and get some feedback from trusted others from
time to time. Use the learnings gained to develop your capacity to
deliver the three points above.
5. Finally, if someone perceives that the glass is half full and they then
simply impose that on everyone else with the cry, "be positive", they do
themselves, the situation and others no favours.
Someone else (e.g. YOU?), may need to suggest that if the glass is
half full, it is also half empty (by definition) and maybe a better
outcome can be achieved by looking at things from BOTH perceptions.
65
Chapter 11
Positive Thinking
What is positive thinking in practice?
There are many definitions and whilst technically, of course, thinking is
an internal mental process that is invisible to others (except for body
language signals), I want to focus on positive thinking as it translates
into behaviour.
WHY?
Because the biggest benefits result from what you DO when you are
being positive - from how you choose to behave. This is what will enable
you to build your confidence, be a victor and boost your creativity and
success.
So, how would you know, from their behaviour, that someone was
being positive or negative?
You could probably fill a whole book with answers to that question, but
there are a few key behaviours that will raise your awareness and help
you to be proactive and successful.
For example, the thinking that leads to behaviours such as those listed
below will often be described as "negative" by others (whether it is left,
right or whole brain thinking):
* criticising and complaining and blaming every one else
* encouraging others to join in the criticisms and defensiveness
* preventing change or making change difficult to achieve
* deliberately sabotaging others' efforts - making sure that things fail.
66
If there is a pattern of responses and behaviours like this, others will
probably describe the person as a negative thinker and if it continues as
a habit, they may even see this negativity as part of the person's
personality.
On the other hand, if you are seen to display the following behaviours,
you will probably be described as a positive person (especially if you
are using whole brain thinking, valuing differences in thinking and
seeking possibilities rather than limitations):
* making a difference (this usually involves taking ownership and
responsibility and demonstrating initiative and leadership)
* if you can't make a difference directly yourself, finding the person who
can and then influencing them to your solution or a better one
* helping (yourself and others) to make change work. That is, change
has to be decided upon and then actioned. You can always choose to
help with the implementation even if you weren't involved in the decision
* supporting and encouraging others (i.e. facilitating other peoples'
confidence and achievements).
Get the idea?
Raise your self awareness to recognise when you may be thinking and
behaving negatively and get some feedback from trusted others from
time to time.
Every time you recognise that inner voice just being critical, or every
time you realise that your behaviour is "negative", you may decide to
67
choose to generate twice as many positive thoughts (at least) and
become a victor in your behaviours.
"Positive" thinkers tend to think mainly in terms of POSSIBILITIES in a
situation (e.g. what could we do?; what options do we have?).
"Negative" thinkers tend to think mainly in terms of LIMITATIONS (e.g.
we can't do that; that will never work).
When is positive thinking NOT "a good thing"?
Surely, positive thinking is absolutely "a good thing", after all, we're often
told to be positive and criticised if we raise any doubts or concerns.
Well, if you get stuck in the negative thinking and behaviours, as
illustrated above, that will usually have undesirable consequences.
If though you raise doubts or concerns and then go on to suggest
possibilities for dealing with them, that's great.
So, so-called "negative" thinking can be really valuable as an entry-point
to change and continuous improvement.
It's when the thinking and behaviour stops, having criticised what's
wrong, that it is a problem.
And there are times when positive thinking may also act as a negative.
For example:
* when it prevents honesty and openness
* when it dodges double loop learning and settles for defensive
reasoning (e.g. so as not to upset anyone)
* when it becomes "spin", attempting to justify anything as a good
68
thing
* when it masks incompetence and, therefore, results in problems
being fixed rather than solved
* when its lack is used as a put down weapon to make people feel
foolish or small.
In these situations, and others I'm sure you can think of or may have
experienced, the cry to "be positive" is not good news.
I have been involved in many situations where the necessary stimulus to
change needed an honest criticism of what was wrong as a starting
point.
Yet this was squashed by others, who accused the person who was
willing to put their head up and "tell it as it is" honestly, of being negative.
In cases like this, "positive thinking" is not a good thing per se.
Why bother, is positive thinking worth the effort?
If you avoid the trap of being positive inappropriately, as described
above, there are massive benefits to be had from positive thinking.
For example:
* the situation will be significantly improved by thinking and
behaving in terms of possibilities.
The alternative of constant limitations and reasons why we can't do
things will tend to frustrate people and lead to missed opportunities
(e.g. to solve problems, to make decisions, to achieve beneficial
change)
69
* other people usually feel motivated and inspired by positive
thinking and de-motivated by negative thinking.
Most people tend to prefer being around others who are
encouraging, stimulating and fun. This boosts both their, and
your, self confidence, power, and leadership
* and YOU will benefit in many ways. For example, your self
confidence, self esteem, self awareness and learning (i.e.
enhancing your capacity to create own future) will all improve
significantly.
In addition, you will likely experience a strong sense of well being
and general good health. These benefits alone (and there are
many others) are priceless.
How to build the habit - HOW do you do it?
Positive thinking needs four key things:
1. be in charge of your minds / brain
For example, use visualisation, self hypnosis, meditation and learn to
relax at will.
All of these techniques work very well on your way into sleep and will
enable you to programme yourself for success by letting your minds
know what you want and that you expect to be a victor
2. think in possibilities rather than limitations
For example, get into the habit of asking questions such as:
* there's another way of looking at that, isn't there?
* what options do we have?
70
* how can I help you?
* what would happen if we did the opposite of what we're thinking of
doing?
Use whole brain creativity techniques such as brainstorming to generate
more possibilities. Think about your values and beliefs and are they
helping you to be positive? (e.g. all things are possible; there's only
results, not failure etc.)
3. raise your self awareness
For example, get into the habit of recognising when you're being positive
and when you are not.
Use your learning log or journal to jot down examples and see what
patterns emerge.
This will help you to build your ability to diagnose when positive (or
negative) thinking really matters (i.e. when is positive thinking an
appropriate match with the situational needs?)
4. make all situations learning situations by, for example:
* challenging the past (e.g. ask:
- what happened?
- how did it happen?
- if doing it all over again, what would you do differently?, why?)
* and then pivoting to the future, to make it better than the past (e.g. ask:
- what have we learned?
- what will we start doing?, stop doing?, and change? to ensure a
better future?)
71
* and then by doing, (i.e. putting changes into action to be a victor).
Loop around the above as often as it takes.
Sounds great, but how do you get started?
As with most aspects of self improvement, there is no formula for this,
whatever works for you is fine.
From experience, however, here are some options that might help:
* pick an area where you want or need to use or boost your positive
thinking and set some short-term goals
* set some simple targets for today (and on your way into sleep,
visualise them as if already achieved) and raise your awareness by
monitoring your "success" through out the day
* avoid getting stuck in negative thinking (i.e. limitations). Be sure to use
it to move into a positive mode by thinking about possibilities (e.g. use
questions to generate, say, four possibilities for every limitation your
minds come up with)
* connect with, learn from, and use as role models others who do think
positively but make sure that they don't abuse it (see above for when
positive thinking isn't good)
* capture your learning and progress in your learning log.
72
Finally, does learning and developing positive thinking habits mean that
you have to radically change your thinking preferences profile or have a
personality transplant?
Absolutely not.
Click this link http://www.i-choose-self-improvement.com/positivethinking-quotes.html for some positive thinking quotes and phrases that
may help to overcome negativity.
73
Chapter 12
Summary of Action Choices
In this e-book we have explored the following 13 key self improvement,
thinking and (38) creativity techniques which will, with regular and
frequent use, to enable you to use whole brain thinking to boost your
creativity and success:
1. the Whole Brain Model
2. the H.B.D.I. (Herrmann Brain Dominance Instrument)
3. the Unique Thinking Preferences Profile
4. the Whole Brain "Walk Around"
5. Our 4 Different Selves
6. 11 Techniques to Boost Your Thinking Differently Capacity
7. the Creative Process (preparation - incubation - illumination verification)
8. 7 Thinking Differently Techniques
9. 16 Build Your Mental Agility Techniques
10. the 10 Rules of Creativity
11. Lateral Thinking
12. Negative Thinking
13. Positive Thinking.
So what happens next?
Well, that’s up to you, of course. Will you choose to take action and
achieve beneficial change and the success you want or will you revert to
whatever “business as usual” means for you?
74
Having invested in this e-book, I would urge you to get the best returns
you can by setting out a simple action plan for yourself to apply these
techniques.
It doesn’t need to be elaborate or complicated. Whatever form works for
you is fine.
It probably should answer some, or all, of the following questions
though:
* what do you want to achieve as a result of studying this e-book?
(re-visit the learning goals you set at the start and clarify what you
will start doing?, stop doing? and do differently?)
* in what time period?
* which of the 38 techniques will you use?
* how will you do this? (e.g. one at once?, in what sequence?,
connected to particular situations?, every one every day?)
* how will you practice them (if needed) until they become skilled
habits?
* how will you integrate them into your usual day’s activities?
* how will you “measure” and control your progress?
* what will you need to do, if anything, to prevent slippage and
reversion to “business as usual”?
In addition, it can be a good idea to boost and strengthen your learning
of the techniques by teaching them to others.
75
For example, you may choose to select three people, say, and explain or
show them the technique/s you are working with. Then ask them for
some feedback about how well you did that.
Finally, thank you for purchasing this e-book and for your interest in the
ideas and techniques included in it. I know, from using them myself, that
they work for me and I am confident that they will work for you.
Please let me know how you get on applying them in your
circumstances. You can email me at dennis@i-choose-selfimprovement.com.
I am always pleased to receive feedback and improve, so if you have
any comments or suggestions that you would like to make, please email
me or visit http://www.i-choose-self-improvement.com/givingfeedback.html and complete the simple feedback form at the bottom of
the page.
Best wishes and every success in, “singing your song”. Enjoy the
process.
Dennis Martin
Please click the link if you wish to visit our web site http://www.i-chooseself-improvement.com for more details about the author, Dennis Martin,
and for more information, ideas and suggestions for your self
improvement, creativity and success.
If your self improvement goals include getting a new job, or seeking
76
promotion at work, or any situation where you will need to attend an
interview, you may like to check out our newly published Kindle ebook:
“All You Need To Know About Interview Questions And
Answers”, at the USA Kindle Store at
http://www.amazon.com/dp/B00AEYZOJE.
Or, the U.K. Kindle Store: http://www.amazon.co.uk/dp/B00AEYZOJE
This ebook will answer the following 9 key questions that often cause
interviewees to experience undue interview anxiety:
1 What should I expect at an interview?
2 What and how should I prepare?
3 How do I avoid or overcome interview fears and anxieties?
4 What questions am I likely to be asked and what are the best
answers?
5 How do I deal with difficult questions?
6 What questions should I ask?
7 What’s the best way to rehearse?
77
8 What’s the best way to follow-up an interview?
9 What is the best way of getting an interview?
78

How To Use Whole Brain Thinking To Boost Your Creativity... -choose-self-improvement.com

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