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

craneyt@nsu.nova.edu

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

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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

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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

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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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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

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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