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Herrmann Whole Brain Model

Herrmann Whole Brain Model: this article describes the Herrmann Whole Brain Model ® , developed by Ned Herrmann in a practical way. This article contains a general definition of the model, different styles and a comparison with other models. After reading you will understand the basics of this model for thinking preferences . Enjoy reading!

What is the Herrmann Whole Brain Model?

The American brain researcher Ned Herrmann developed the patented HBDI model, which stands for Herrmann Brain Dominance Instrument®. Directly related to this is the, also patented, Whole Brain Technology Model®.

Both are inextricably linked. Hermann developed the HBDI on the basis of a large diversity of human behavioural analyses. It provides an overview of the different thinking styles that people usually have, use, and apply. This is also referred to as the thinking preference profile, which is further elaborated in the Hermann Whole Brain model.

In addition to thinking styles, every person has a certain thinking preference. This can be determined using the Herrmann Whole Brain Model.

These thinking preference may change according to one’s phase of life , emotional experiences, insights, education, and other factors.

Each person has access to all four thinking styles. Despite a specific thinking preference, the other thinking styles are also used to varying degrees. In daily life, different situations arise that require different ways of thinking at different times.

Herrmann Whole Brain Model and the HBDI Profile

The HBDI model and the associated Whole Brain Technology model are not tests. After all, it’s not possible to give correct or incorrect answers. Instead, it is about human functioning. The models do not measure a certain degree of intelligence, skills, or competencies either.

Every HBDI profile provides insight into the thinking preference at that moment in time. The final profile prefers a certain way of thinking, learning, communicating, and decision-making. It provides insight into the fact that every person has different interests and the reasons why not everyone communicates in the same way.

People simply have different ways of observing, recording information, making decisions, and solving problems.

When someone understands their own thinking preference within the Herrmann Whole Brain Model, there will be an opportunity for improved communication with their environment and other aspects of personal and interpersonal development.

Threefold Division of the Human Brain

Physiologically speaking, the human brain is made up of three layers: the conative, affective, and cognitive part.

• The conative part is located in the reptile brain. This is the centre of human instinct and where the flight-or-flight reaction takes place. The latter refers to the defence mechanism that occurs in humans and animals when there is an imminent danger. The reaction starts with intense anxiety and stress, and is also referred to as the Flight, Flight, Freeze Response.
• The affective part is located in the limbic brain, which is responsible for our emotions.
• The cognitive part is located in the cortex, especially the neocortex, where the centre of our thinking and knowledge is located.

The Herrmann Whole Brain model uses the conative reptile brain and affective limbic brain. He then combines this division with the one between the left and right brain hemisphere. In the left hemisphere is the logical, analytical, and rational part of human thinking. The right hemisphere includes everything related to intuitive, holistic, and imaginary thinking.

Herrmann Whole Brain Model: Four thinking styles

Every person has the ability to handle situations in different ways. The Hermann Whole Brain model groups the thinking styles into four quadrants: A, B, C, and D. The model is based on a metaphorical model of the brain, with the left and right hemisphere, as well as the and limbic and reptile brain.

In the Herrmann Whole Brain Model, the thinking styles are shown in four different colours and identified as follows:

Figure 1 – Hermann Whole Brain Model styles

Style A: Analytical Thinking (blue area)

The people in this area of the Herrmann Whole Brain Model have a preference for analytical thinking and excel at solving mathematical, numerical, and technical problems in a logical way. They are critical, focus on quantitative data, and assess ideas based on collected facts.

They also want to know what criteria they are dealing with and whether there are any procedures that they should follow.

Style B: Practical and Structured Thinking (green area)

Here, we are talking about the real organisational talents, who work primarily in a controlled, conservative, and planned manner. They can work in a very detailed, structured, and precise way and preferably search for solutions to problems step-by-step.

They are able to set up and elaborate work processes very well, and—due to their planned and structured working method—excel at implementing them.

Style C: Relational Thinking (red area)

These persons can communicate, reason, and convince others very well. They find interpersonal contact with others very important and have a kinaesthetic (sensitive) attitude. They are very empathetic and listen to the ideas and opinions of others. These thinkers are also spiritually minded and find pleasure in the search for the personal meaning of information.

Style D: Experimental and Creative Thinking (yellow area)

The people within this area of the Herrmann Whole Brain Model are imaginative and artistic people who have a conceptual brain.

They have a visual, holistic, intuitive, and innovative approach and are happy to take the initiative. In their eyes, problems can always be solved in one way or another and they enjoy challenges. They focus on the long term in particular.

Hermann Whole Brain model in comparison with Other Models

The Hermann Whole Brain model describes people’s thinking preferences and is a cognitive style measurement. It provides insight into everyone’s own ways of perception. If one is able to understand this, people will be better able to understand the people around them.

The Hermann Whole Brain model is often compared to psychological tests such as the Myers-Briggs Type Indicator (MBTI) , a system to classify the differences in people’s personalities.

It also corresponds to a so-called DISC assessment , where people’s preferences become apparent in terms of Dominance, Influence, Steadiness, and Conscientiousness.

These four categories are also displayed in the same colours as those of the Hermann Whole Brain model.

Herrmann Whole Brain Model and the HBDI questionnaire

The individual HBDI assessment that is linked to the model demonstrates the dominances of a certain person’s brain functioning.

By means of an (online) questionnaire of 120 questions, a thinking profile emerges that indicates which activities someone prefers. In this model, multiple styles may be dominant. For example, it may well happen that someone is stronger on the analytical and practical thinking styles, but weaker on the relational and experimental styles.

It’s Your Turn

What do you think? What is your experience with the Herrmann Whole Brain Model? Do you recognize the practical explanation above or do you have additions? Are you curious about your HBDI profile?

Share your experience and knowledge in the comments box below.

More information

• Herrmann, N. (1991). The creative brain . The Journal of Creative Behavior>, 25(4), 275-295.
• Herrmann, N. (1999). The theory behind the HBDI and Whole Brain technology . Better results through better thinking.
• Herrmann, N., & Herrmann-Nehdi, A. (2015). The Whole Brain business book: Unlocking the power of whole brain thinking in organizations, teams, and individuals . McGraw Hill Professional .

How to cite this article: Mulder, P. (2019). Herrmann Whole Brain Model . Retrieved [insert date] from Toolshero: https://www.toolshero.com/psychology/herrmann-whole-brain-model/

Original publication date: 08/04/2019 | Last update: 11/08/2023

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Patty Mulder

Patty Mulder is an Dutch expert on Management Skills, Personal Effectiveness and Business Communication. She is also a Content writer, Business Coach and Company Trainer and lives in the Netherlands (Europe). Note: all her articles are written in Dutch and we translated her articles to English!

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What Is The Whole Brain Model? Whole Brain Model In A Nutshell

The whole brain model is based on the theory of whole brain thinking developed by creativity researcher and author Ned Herrmann in the 1970s. The theory was honed while Hermann was employed as a training program design manager at General Electric. The whole brain model is a scalable framework for improving understanding and insight. It acknowledges that different people prefer different kinds of thinking and that different tasks require different mental processes.

Table of Contents

Understanding the whole brain model

As part of his role, Hermann analyzed how employee productivity, motivation, and creativity could be maintained or even increased.

Using a combination of electroencephalogram (EEG) scans and questionnaires, Hermann set about analyzing trainee thinking styles and learning preferences.

He was also inspired by pioneering research into brain dominance theory, which suggested approaches to thinking and learning differed between the right and left hemispheres of the brain.

The results of this research form the basis of the whole brain model, which divides the brain into four integrated systems or quadrants.

Each system describes a set of interrelated mental activities and thinking preferences. Despite every brain possessing all four quadrants, Hermann believed people had a single, preferred way of operating.

This preference may be selected consciously or subconsciously.

The four quadrants of the whole brain model

The four quadrants of the whole brain model are 

• Analytical (logical, fact-based, quantitative)

These individuals prefer to deal in facts and figures and respond to clear and concise goals and objectives.

This means minimal text with lots of graphical data backed by reputable sources.

• Practical (sequential, planned, detailed)

Organized individuals like to follow rules and share many of the traits of analytical individuals.

They prefer to be well-prepared and learn through following clear instructions, step-by-step exercises, and checklists.

• Relational (feeling-based, kinesthetic, interpersonal)

These individuals love being around other people and tend to display higher levels of emotional intelligence.

They enjoy working in groups by engaging in collaborative discussion. Learning is facilitated through storytelling, reimagining, and the sharing of personal experiences.

• Experimental (intuitive, integrating, synthesizing)

Experimental learners tend to be the most creative, with an ability to come up with new ideas and strategy plan using illustrations, mind maps, and collages. 

Applying the whole brain model to the workplace

Happily, there are several ways to apply the whole brain model to a workplace setting. 

A few of the most beneficial approaches for both the employee and the organization are listed below:

Whole brain process and practice integration

Most businesses prefer a single communicating method. While this may be effective for some people, it will not be the preferred method for the majority of employees.

Businesses should start by defining the quadrants it is ignoring and then incorporate new processes that cater to each learning style.

During presentations, for example, data should be humanized with personal experiences and case studies to ensure non-analytical types do not become bored, disinterested, or distracted.

Professional growth and competitiveness

Unfortunately, most employees are conditioned to learn the way information is presented to them.

They may have little understanding of their particular strengths and weaknesses or how these interact to influence the way they prefer to learn. Professional growth can be enabled when the employee has clarity in this area.

For example, they can begin their shift by completing tasks from their weakest quadrants when energy levels are highest.

Furthermore, building effective habits that increase motivation and productivity is made much easier when the employee understands how their mind responds to various stimuli.

Sustainable change

A lofty goal to which many businesses aspire but few actually reach. Sustainable change means creating new ways of doing business and avoiding the temptation to make quick fixes to surface-level problems.

Companies that employ a whole brain model mindset look at solutions that include every learning style instead of defaulting to a one-size-fits-all approach.

Case Studies

Analytical Quadrant (Logical, Fact-Based, Quantitative):

• Individuals in the analytical quadrant are known for their logical and data-driven approach to problem-solving.
• They thrive on objective, verifiable information and prefer to make decisions based on facts and evidence.
• Analytical thinkers are highly detail-oriented and meticulous in their work, making them adept at tasks that require precision and accuracy.
• They excel in roles that involve data analysis , financial planning, research, and quality control.
• Presentations to analytical thinkers should be well-structured, focused on data, and supported by credible sources.
• They often value efficiency and seek to optimize processes through systematic analysis .

Practical Quadrant (Sequential, Planned, Detailed):

• Practical thinkers are methodical and systematic in their approach to tasks and problem-solving.
• They prefer following established procedures and guidelines, ensuring that every step is carefully planned and executed.
• Attention to detail is a hallmark of this quadrant, making individuals in this category reliable for tasks that demand precision.
• They excel in roles involving project management, process improvement, quality assurance, and compliance.
• Practical thinkers often create and follow to-do lists, checklists, and timelines to ensure tasks are completed in an organized manner.
• Their focus on planning and execution contributes to the efficient functioning of teams and projects.

Relational Quadrant (Feeling-Based, Kinesthetic, Interpersonal):

• Relational thinkers are highly attuned to emotions, both their own and those of others, making them skilled in interpersonal interactions.
• They excel in building and nurturing relationships and are often seen as empathetic and compassionate individuals.
• Collaborative teamwork is their strength, as they enjoy working with others and thrive in group settings.
• They have a natural ability to motivate and inspire through emotional connections, making them effective leaders and team players.
• Learning is often facilitated through storytelling, sharing personal experiences, and engaging in open discussions.
• Roles suited for relational thinkers include human resources, counseling, sales, customer relations, and team leadership.

Experimental Quadrant (Intuitive, Integrating, Synthesizing):

• Experimental thinkers are known for their creativity, innovative ideas, and ability to see the bigger picture.
• They excel in roles that require thinking outside the box, problem-solving, and envisioning new possibilities.
• These individuals are comfortable with ambiguity and are open to exploring unconventional solutions.
• They often approach tasks by integrating information from various sources and synthesizing diverse concepts.
• Visual aids, mind maps, and creative brainstorming sessions are effective learning tools for experimental thinkers.
• Their visionary thinking can lead to breakthrough innovations and fresh perspectives in organizations.

Key takeaways

• The whole brain model is a scalable framework for improving understanding and insight. The model is based on the theory of whole brain thinking developed by creativity researcher and author Ned Herrmann in the 1970s.
• The whole brain model describes four quadrants, or preferential systems of mental activities and thinking that influence learning styles. The four quadrants are analytical, practical, relational, and experimental.
• The whole brain model can be used by organizations to ensure their messages are heard and understood by every employee. The model also facilitates professional growth , organizational productivity and competitiveness, and sustainable change.

Key Highlights:

• Whole Brain Model Introduction: The whole brain model is built upon the theory of whole brain thinking, which was formulated by Ned Herrmann in the 1970s. Herrmann developed this theory during his time at General Electric, focusing on understanding different thinking styles and learning preferences.
• Origins of the Model: Herrmann’s research, utilizing electroencephalogram (EEG) scans and questionnaires, aimed to enhance employee productivity, motivation, and creativity. He was inspired by brain dominance theory and its implications for differing thinking and learning approaches in the right and left hemispheres of the brain.
• Process and Practice Integration: Organizations should cater to diverse learning styles by incorporating methods that appeal to each quadrant’s preferences. For instance, adding personal experiences and case studies to analytical presentations.
• Professional Growth and Competitiveness: Employees benefit from understanding their strengths and weaknesses in the quadrants and aligning tasks accordingly for better productivity and motivation.
• Sustainable Change: Organizations adopting a whole brain model approach consider solutions that embrace all learning styles rather than relying on one-size-fits-all approaches.
• The whole brain model enhances understanding and insight through adaptable learning styles.
• It categorizes thinking preferences into four quadrants: analytical, practical, relational, and experimental.
• Organizations can use the model to enhance communication, facilitate professional growth , increase competitiveness, and drive sustainable change.

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Unlocking Learning Agility: Navigating Flexibility, Speed, and Creative Problem Solving 

by Michael Morgan | Dec 11, 2023

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One of the best commodities in a workplace is the ability to adapt one’s thinking. Today’s complex business environments require equally dynamic and flexible thinking; learning agility. The ability to be agile – whether in tackling an existing problem – or having the foresight to see issues that may arise with a course of action – are skill sets that thankfully can be built on.  This is agile learning.

Fostering a culture of self-awareness is one way this can be achieved. Encouraging your team to take on challenges and allowing them the space and time to think laterally and creatively to find independent solutions. Plus, there’s always a neurological hack or two to assist in the process!

Mental agility and Self-Awareness 

‘Mental agility is the extent to which an individual embraces complexity, examines problems in unique and unusual ways, is inquisitive, and can make fresh connections between different concepts’, ( Williams, J. S., & Nowack, K. M., 2022) . Mental agility at its core is confidence in knowing you will find the solution, even if the way forward is uncertain. Confidence that is gained through exposure, not by having all the answers. 

Therefore, a huge aspect of fostering mental agility is by guiding self-awareness. Possessing a deep understanding of your strengths, weaknesses and thinking style allows you the clarity to assess situations in unique ways that may not always come naturally. Rather than being demotivated by a challenge, you welcome them. Knowing they aid in your growth . 

Hacks for Developing Agile Thinking 

Like a muscle that grows over time with consistent training – mental agility and agile thinking are buildable skills. Creative thinking and novel solutions are the outcomes of such training. Being comfortable with uncertainty gives you the space to consider various angles and engage all parts of your mind.   

Below we will explore some neurological hacks for agile thinking. 

Identifying and Labelling Emotions 

It is the ability to recognise one’s feelings and emotions as they arise in new or complex situations that create mental agility. This recognition creates a tolerance for discomfort and ambiguity. 

Interestingly, naming and labelling our emotions also influences our capacity for emotional regulation. Putting feelings into words, or “affect labeling,” can attenuate our emotional experiences. However, unlike explicit emotion regulation techniques, affect labeling may not even feel like a regulatory process as it occurs. Nevertheless, research investigating affect labeling has found it produces a pattern of effects like those seen during explicit emotion regulation, suggesting affect labeling is a form of implicit emotion regulation ( Torre, J. B., & Lieberman, M. D., 2018) . 

To enhance identification and affect labeling you can check in with yourself throughout the day and label your emotions. Further identification could include associated feelings and evaluations of the problem or challenge. Identifying the ‘what’, ‘how’, and ‘why’ of different situations allows you to stretch to new skills you may not have explored before— thinking agility. 

Physically Active Mental Breaks 

Two of the dominant modes of thinking that we use to process information and situations include ‘focus’ and ‘diffuse thinking’. Focused thinking occurs when our brains highlight specific details of a task with little distractions. When our brains switch to reflection and insight, we are engaging with diffuse thinking. This ‘toggling’ between modes encourages agile thinking.  

While sitting at our desk and concentrating on a task would engage our focus mode, diffuse thinking is much more likely to occur when our mind is allowed to wander. Practicing mindfulness is a great way to be present and notice when your mind wanders. It is the ability to bring your mind back to the present and stay in control of your thoughts that will develop your mental thinking agility. 

This is also when creative magic happens – awareness of your default thinking acts as a catalyst – this awareness empowers you to ‘ construct personal meaning from your experiences, imagine other perspectives and scenarios, comprehend stories, and reflect on mental and emotional states—both your own and those of others’.   

As we delve down this imaginative path, sometimes referred to as the ‘ imagination network ,’ it becomes clear that it not only informs our creative ideas but also plays a vital role in fostering mental agility. Leveraging this insight, actively engage your entire brain in daily practice, and integrating microbreaks into your routine becomes a strategic ally, facilitating smooth transitions between mental gears and enhancing overall brain function. 

Learning Agility as an Outcome 

Learning Agility is the ability for someone to rapidly develop new effective behaviour based on new experiences and to easily move from idea to idea both within and across experiences. It is about the flexibility to approach situations from multiple perspectives and the speed of learning new things. This flexibility and speed means that people who are learning agile, have the ability to incorporate new skills into their current skill set quickly and efficiently, while at the same time unlearning ineffective skills with the same efficiency and speed ( DaRue, Ashford, & Myers, 2012 ). 

Recognising the value of agile learning is crucial , both from a team and leadership standpoint. Enhanced self-awareness expands the capacity for creative problem-solving. Agile thinkers not only solve problems but also excel at identifying them. Unafraid of complexity, they willingly confront uncertainty, ultimately saving time, effort, and contributing to the overall bottom line. 

How Whole Brain® Thinking Develops Mental Agility 

Agile Thinking refers to the conscious adaptation of one’s thinking in accordance with the demands of a particular situation. The Whole Brain® Model offers a robust structure that helps individuals seamlessly switch between four distinct thinking styles and utilise them effectively. This provides individuals with the tools required to capitalise on each preferred approach.  

The HBDI® assessment is designed to provide teams and leaders with actionable steps to build thinking agility and value cognitive diversity . The assessment itself is an exploration in self-reflection, resulting in increased self-awareness and enhanced problem-solving skills.  

In a world that continues to be volatile, uncertain, complex, and ambiguous, learning agility is becoming increasingly essential to make sense of our rapidly changing business environments, the dynamic economy, ever-evolving technology, and global interconnectedness ( Peterson, 2021 ). 

Backed by more than three decades of enterprising research, The Whole Brain® Thinking framework provides leaders and teams with the skills to not only navigate but to thrive in modern work environments.

To understand more about how you can drive success in this increasingly unpredictable world – download our FREE Thinking Agility Whitepaper . 

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What Is Creative Problem-Solving & Why Is It Important?

• 01 Feb 2022

One of the biggest hindrances to innovation is complacency—it can be more comfortable to do what you know than venture into the unknown. Business leaders can overcome this barrier by mobilizing creative team members and providing space to innovate.

There are several tools you can use to encourage creativity in the workplace. Creative problem-solving is one of them, which facilitates the development of innovative solutions to difficult problems.

Here’s an overview of creative problem-solving and why it’s important in business.

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What Is Creative Problem-Solving?

Research is necessary when solving a problem. But there are situations where a problem’s specific cause is difficult to pinpoint. This can occur when there’s not enough time to narrow down the problem’s source or there are differing opinions about its root cause.

In such cases, you can use creative problem-solving , which allows you to explore potential solutions regardless of whether a problem has been defined.

Creative problem-solving is less structured than other innovation processes and encourages exploring open-ended solutions. It also focuses on developing new perspectives and fostering creativity in the workplace . Its benefits include:

• Finding creative solutions to complex problems : User research can insufficiently illustrate a situation’s complexity. While other innovation processes rely on this information, creative problem-solving can yield solutions without it.
• Adapting to change : Business is constantly changing, and business leaders need to adapt. Creative problem-solving helps overcome unforeseen challenges and find solutions to unconventional problems.
• Fueling innovation and growth : In addition to solutions, creative problem-solving can spark innovative ideas that drive company growth. These ideas can lead to new product lines, services, or a modified operations structure that improves efficiency.

Creative problem-solving is traditionally based on the following key principles :

1. Balance Divergent and Convergent Thinking

Creative problem-solving uses two primary tools to find solutions: divergence and convergence. Divergence generates ideas in response to a problem, while convergence narrows them down to a shortlist. It balances these two practices and turns ideas into concrete solutions.

2. Reframe Problems as Questions

By framing problems as questions, you shift from focusing on obstacles to solutions. This provides the freedom to brainstorm potential ideas.

3. Defer Judgment of Ideas

When brainstorming, it can be natural to reject or accept ideas right away. Yet, immediate judgments interfere with the idea generation process. Even ideas that seem implausible can turn into outstanding innovations upon further exploration and development.

4. Focus on "Yes, And" Instead of "No, But"

Using negative words like "no" discourages creative thinking. Instead, use positive language to build and maintain an environment that fosters the development of creative and innovative ideas.

Creative Problem-Solving and Design Thinking

Whereas creative problem-solving facilitates developing innovative ideas through a less structured workflow, design thinking takes a far more organized approach.

Design thinking is a human-centered, solutions-based process that fosters the ideation and development of solutions. In the online course Design Thinking and Innovation , Harvard Business School Dean Srikant Datar leverages a four-phase framework to explain design thinking.

The four stages are:

• Clarify: The clarification stage allows you to empathize with the user and identify problems. Observations and insights are informed by thorough research. Findings are then reframed as problem statements or questions.
• Ideate: Ideation is the process of coming up with innovative ideas. The divergence of ideas involved with creative problem-solving is a major focus.
• Develop: In the development stage, ideas evolve into experiments and tests. Ideas converge and are explored through prototyping and open critique.
• Implement: Implementation involves continuing to test and experiment to refine the solution and encourage its adoption.

Creative problem-solving primarily operates in the ideate phase of design thinking but can be applied to others. This is because design thinking is an iterative process that moves between the stages as ideas are generated and pursued. This is normal and encouraged, as innovation requires exploring multiple ideas.

Creative Problem-Solving Tools

While there are many useful tools in the creative problem-solving process, here are three you should know:

Creating a Problem Story

One way to innovate is by creating a story about a problem to understand how it affects users and what solutions best fit their needs. Here are the steps you need to take to use this tool properly.

1. Identify a UDP

Create a problem story to identify the undesired phenomena (UDP). For example, consider a company that produces printers that overheat. In this case, the UDP is "our printers overheat."

2. Move Forward in Time

To move forward in time, ask: “Why is this a problem?” For example, minor damage could be one result of the machines overheating. In more extreme cases, printers may catch fire. Don't be afraid to create multiple problem stories if you think of more than one UDP.

3. Move Backward in Time

To move backward in time, ask: “What caused this UDP?” If you can't identify the root problem, think about what typically causes the UDP to occur. For the overheating printers, overuse could be a cause.

Following the three-step framework above helps illustrate a clear problem story:

• The printer is overused.
• The printer overheats.
• The printer breaks down.

You can extend the problem story in either direction if you think of additional cause-and-effect relationships.

4. Break the Chains

By this point, you’ll have multiple UDP storylines. Take two that are similar and focus on breaking the chains connecting them. This can be accomplished through inversion or neutralization.

• Inversion: Inversion changes the relationship between two UDPs so the cause is the same but the effect is the opposite. For example, if the UDP is "the more X happens, the more likely Y is to happen," inversion changes the equation to "the more X happens, the less likely Y is to happen." Using the printer example, inversion would consider: "What if the more a printer is used, the less likely it’s going to overheat?" Innovation requires an open mind. Just because a solution initially seems unlikely doesn't mean it can't be pursued further or spark additional ideas.
• Neutralization: Neutralization completely eliminates the cause-and-effect relationship between X and Y. This changes the above equation to "the more or less X happens has no effect on Y." In the case of the printers, neutralization would rephrase the relationship to "the more or less a printer is used has no effect on whether it overheats."

Even if creating a problem story doesn't provide a solution, it can offer useful context to users’ problems and additional ideas to be explored. Given that divergence is one of the fundamental practices of creative problem-solving, it’s a good idea to incorporate it into each tool you use.

Brainstorming

Brainstorming is a tool that can be highly effective when guided by the iterative qualities of the design thinking process. It involves openly discussing and debating ideas and topics in a group setting. This facilitates idea generation and exploration as different team members consider the same concept from multiple perspectives.

Hosting brainstorming sessions can result in problems, such as groupthink or social loafing. To combat this, leverage a three-step brainstorming method involving divergence and convergence :

• Have each group member come up with as many ideas as possible and write them down to ensure the brainstorming session is productive.
• Continue the divergence of ideas by collectively sharing and exploring each idea as a group. The goal is to create a setting where new ideas are inspired by open discussion.
• Begin the convergence of ideas by narrowing them down to a few explorable options. There’s no "right number of ideas." Don't be afraid to consider exploring all of them, as long as you have the resources to do so.

Alternate Worlds

The alternate worlds tool is an empathetic approach to creative problem-solving. It encourages you to consider how someone in another world would approach your situation.

For example, if you’re concerned that the printers you produce overheat and catch fire, consider how a different industry would approach the problem. How would an automotive expert solve it? How would a firefighter?

Be creative as you consider and research alternate worlds. The purpose is not to nail down a solution right away but to continue the ideation process through diverging and exploring ideas.

Continue Developing Your Skills

Whether you’re an entrepreneur, marketer, or business leader, learning the ropes of design thinking can be an effective way to build your skills and foster creativity and innovation in any setting.

If you're ready to develop your design thinking and creative problem-solving skills, explore Design Thinking and Innovation , one of our online entrepreneurship and innovation courses. If you aren't sure which course is the right fit, download our free course flowchart to determine which best aligns with your goals.

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Creative Teaching in Architectural Modelling Workshops Based On Ned Herrmann's Whole Brain Model

2014, Conference: 6th World Conference on Educational Sciences, 06-09 February 2014 At: University of Malta, Malta

In the middle decades of the twentieth century, the study of creativity for social scientists, trainers and etc. to become fundamental. History of creative education in architecture goes back to the beginning of the modern movement, and the establishment of the Bauhaus school in Europe which was a protest to the traditional Beaux-Arts school. Today, the idea of new training schools is all over creativity, not as something sacred and special cortical monopoly, but also as an effective training has been consistent. Among the various categories that are about learning objectives, the Herrmann whole brain theory because of its proximity to the issues of architectural education is noteworthy. With regard to the importance of creative education in the contemporary era of pluralism, this Study in the first step, overview of the concepts of creative education with an emphasis on the central role of teachers and in the second step, according to current theories, explore training workshops to promote excellence in individual and group creativities and in the final step presents a learning model in order to conduct effective modeling workshops. The correlation study based on questionnaire survey was the method of choice. This paper seeks to answer the fundamental question of what measures to adopt architecture educators, can be guiding the creative architecture workshops where the ground had been prepared for the improvement of individual and group creativity and architectural workshops programs, bridge the interface between early experiences and realities of students in their future career.

Related Papers

Armağan Seçil MELİKOĞLU EKE

This study examines the place and scope of activities focusing on creativity in architectural design education curriculum. An analysis is made on creativity oriented design education process by taking into consideration the contents and hours of lectures on practice and theory. The analysis made to ensure that the study achieves its purpose includes an examination on design lectures. The design lectures supported with creativity activities should be provided to the students with practices and theoretical infrastructure. Therefore, it is important to plan practices, lectures and activities that will contribute to the development of creativity in the curricula of several schools. The study has a diversity aspect since the analyzed architecture schools have different visions and missions. This will draw attention to the design lectures that will contribute to creativity at different architecture schools in Turkey and the lecture hours.

Science Park Research Organization & Counselling

The existing paradigms of architectural education can sometimes negate creativity. This paper aims to assert and substantiate that architectural education should be about questioning the existing paradigms as well as introducing, creating and testing new ones. The paper will be based on observations as a research assistant in architecture as well as on personal undergraduate experiences to question the ways in which creativity could be stimulated in the architecture studio environment. It adopts philosophical concepts used by Deleuze to dissect the relationship between creation/creativity and the architect. Some of the nuanced examples in Turkey’s architectural practice who have managed to integrate or perhaps distort the input of their architectural education into modes of interventions reciprocating the socioeconomic or cultural needs of that place are pointed out. Parallel to their production, the positive effects of young tutors to the studio environment are discussed. The paper tries to establish that confusion could be a stimulant for creative thinking. Keywords: Architectural education, creativity, studio, young tutor.

irbdirekt.de

Omur Barkul

IOP Conf. Ser.: Mater. Sci. Eng

derya yorgancıoğlu

Basic design education retains its seminal role in most of the architectural curricula today. Having the primary goal of getting acquainted students with knowledge and skills of design basics, basic design education supports the development of creative ways of thinking combined with hands-on learning experiences. The assignments address the articulation of the basic design in 2D and 3D elements such as lines, planes, volumes, structures and forms, while students are encouraged to experiment the potentials of different materials and techniques. Course included 9 different 2D and 3D exercises that focus on design principles and elements together by adding different design problems in process. For instance, structural problems as self-standing or modular 3D units’ penetrations and strengthens for complex design problems are added for further assignments in the schedule. In this process ‘creativity development’ is assessed and evaluated by considering the whole course schedule at the example of individual student assignments. The objective of this paper is to make an analysis of creativity development with regard to the assessment and evaluation procedures, taking the process and products of a basic design studio as a case study. The methodological framework of this paper is based on the examination of two sets of data; (1) ‘quantitative data’ that includes the grades of assignments that are designed as part of ARCH 101 Design course of architecture program at Özyeğin University Faculty of Architecture and Design in “ARCH 101 in Fall and Spring terms of 2017-2018 academic program; (2) ‘qualitative data’ that includes the studio observations and reflective interpretations of instructors regarding the creativity development process for individually student assignments. Grades give the idea of which student exercise has been understood well and reached its learning objectives by considering the whole class. Majority tendency of the grades help assessment of the schedule from the aspect of creativity development. The evaluation of creativity includes manifold aspects of assessment. Teachers’ style, schedule of the course, personal factors such as students’ personal backgrounds, former education, and the styles of thinking and learning, being individual or collective are all effective on creativity.

Dr. Sampada Peshwe

Aysel Yavuz , AYSEL YAVUZ

METU JFA I METU Journal of the Faculty of Architecture

Laura Lizondo-Sevilla , Luis Bosch Roig

This article provides investigation details of teaching architectural design as a fundamental part of the architectural discipline. This line of research delves into learning about the most creative action of the architectural production process, design, taking into account that creativity must be complemented by disciplinary training that combines both theoretical knowledge and practical skills. Considering these observations, this text provides information about the experience accomplished by four teachers from the School of Architecture of the Universitat Politècnica de València (ETSA-UPV) on the subject of Design Studio 1 for the first-year studies. The propaedeutic character of this subject shows additional difficulties given the complexity of introducing the students into the field of architectural design. The article begins with a description of the historical background of teaching architecture, contextualizing the object of study and also the different processes used as reference during the accomplishment of the teaching experience. The second section includes a description of basic methodology of the specific case of the first-year subject taught in the ETSA-UPV. It provides analysis of its evolution, detection of the problems and suggested variations of the learning method in order to improve the final results. The canonical teaching method is based on a linear process starting with the theory, followed by architectural analysis, finishing with project synthesis, which generates important doubts for the first-year students when implementing the theory in the project phase. Therefore, resuming the cycle of circular learning studied by David Kolb, several creative practices have been introduced into the subject, where the order of the stages depends on the particular characteristics of each individual and learning takes place by combining practices of perception and comprehension. Keeping in mind the main goal of the new teaching approach, the third part of the text includes a description of several activities. They are designed using a methodology capable to promote the transfer of knowledge between the analysis phase and the project phase. Creative practices are based on the learning by doing process, where reflection, conceptualization and experimentation are carried out with two basic tools: hand drawing and the three-dimensional model. With the practices and these two manual tools we seek a triple objective for students: to acquire a greater creative capacity, to develop spatial vision and to recognize how materiality affects the definition and perception of space. The methodology of the practices includes thinking with the hands, folding the space, inhabiting the space and building the space, and it is compared to the results obtained during the academic year 2017-2018. Finally, these results, together with the surveys completed by the students, lead to following conclusions: introducing creative activities in the first year of architectural design has shown a substantial improvement of the work carried out by students and has allowed settling the acquired theoretical knowledge. It helps to understand it not only as concepts that can be observed and analysed in reality, but also as tools of the creative process itself. On the one hand, the construction of models supports intuitive learning, allowing the students to directly recognize the consequences of their actions during the constructive process and its implications in the final result. On the other hand, the activities developed using hand drawing techniques confirm the value of the drawn plans as a tool to define the results and verify their correctness. Experiencing architecture with the hands implicitly involves a work of reflection through which the students are able to understand that space is the actual key element of the architectural project.

Tomasz Krotowski

The article underlines the problem of introducing computer techniques into the education process in master degree studies in architecture. Following the consumer society, developing technologies, changing social values architecture education changed its continuous principle into two-level system. The system well known from other fields of education results in diversified level of knowledge between admitted students on master studies. This fact in together with large exercise groups and a relatively short time allocated with the project requires methodical approach in relationship between a student and a teacher. The article focuses on complexity of a design process within different stages. Special attention is placed to an early design phase of shaping an architecture form because it demands different ways of presentation including freehand sketching, physical modelling and digital modelling. These tools correspond to the subsequent three phases of the design process, starting with ...

Procedia - Social and Behavioral Sciences

AYSEL YAVUZ

Rossella Stufano

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Creative Problem Solving

Jan 16, 2014

190 likes | 389 Views

Creative Problem Solving. Mental Models. Steps to Engineering Goals. Foundation Mental models Knowledge creation model Creative problem solving process Superstructure Engineering design &amp; problem solving Communication &amp; teamwork Learning, innovation, &amp; information management Roadway

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• information management
• brain dominance model
• body sensation
• solution implementation
• leonardo da vinci

Presentation Transcript

Creative Problem Solving Mental Models

Steps to Engineering Goals • Foundation • Mental models • Knowledge creation model • Creative problem solving process • Superstructure • Engineering design & problem solving • Communication & teamwork • Learning, innovation, & information management • Roadway • Products and services

Mental Models • Understanding how we prefer to think helps us in understanding learning, communications, and teamwork • Mental models are a method of visualizing how we think

Mental Models, Learning Styles • Myers-Briggs (MBTI) • Extroverts-Introverts • Sensors-Intuitors • Thinkers-Feelers • Judgers-Perceivers • Kolb’s • Concrete experience-Abstract conceptualization • Active experimentation-Reflective observation • Felder-Silverman • Sensing learners-Intuitive learners • Visual learners-Verbal learners • Inductive learners-Deductive learners • Active learners-Reflective learners • Sequential learners-Global learners • Herrmann Brain Dominance

Herrmann Brain Dominance Model • Metaphorical model • People prefer to act in certain modes or are more comfortable in certain situations • Model reflects these preferences • Four quadrants of preference • Only 7% strong in only one quadrant • 60% strong in two quadrants • 30% strong in three quadrants • 3% Strong in all four quadrants

Four quadrants A, Analyzer B, Administrator D, Synthesizer C, Collaborator Herrmann Brain Dominance Model

Analytical Quadrant • Thinking: factual, analytical, quantitative, technical, logical, rational, critical • Deals with: data analysis, risk assessment, statistics, budgets, technical hardware, analytical problem solving, making decisions based on logic and reason • Culture: materialistic, academic, authoritarian, achievement oriented, performance driven • Examples: Mr. Spock, George Gallup

Analytical Quadrant • Subjects: math, science, engineering, technology (depending on how taught) • Professions: lawyers, engineers, computer scientists, analysts, technicians, bankers, surgeons • Talk: the bottom line, getting the facts, critical analysis • Called: number crunchers, human machines, eggheads

Sequential Quadrant • Thinking: organized, sequential, controlled, planned, conservative, structured, detailed, disciplined, persistent • Deals with: administration, tactical planning, procedures, organizational form, safekeeping, solution implementation, maintaining the status quo • Cultures: traditional, bureaucratic, reliable, production oriented, task driven • Examples: J. Edgar Hoover, Chief Geronimo

Sequential Quadrant • Subjects: courses that are very structured, sequentially organized • Professions: planners, bureaucrats, administrators, bookkeepers, project managers • Talk: we have done it this way, law & order, self-discipline, play it safe • Called: pendants, picky, nose to the grindstone • Easy to notice in area of time, stick to schedule

Interpersonal Quadrant • Thinking: sensory, kinesthetic (sensation of movement, presence, position), emotional, people-oriented, symbolic • Deals with: awareness of feelings, body sensation, spiritual values, music, teamwork, nurturing, personal relationships, communications • Culture: humanistic, cooperative, spiritual, value driven, feeling oriented • Examples: Gandhi, Martin Luther King

Interpersonal Quadrant • Subjects: social sciences, music, dance, highly skilled sports, like group activities • Professions: teachers, nurses, counselors, social workers, musicians • Talk: the family, the team, personal growth, values • Called: bleeding hearts, soft touch, talk-talk-talk

Imaginative Quadrant • Thinking: visual, holistic, innovative, metaphorical, creative, imaginative, conceptual, spatial, flexible, intuitive • Deal with: future, possibilities, synthesis, play, dreams, visions, strategic planning, the broader context, entrepreneurship, change, innovation • Cultures: explorative, entrepreneurial, inventive, future oriented, playful, risk driven, independent • Examples: Leonardo da Vinci, Albert Einstein, Frank Lloyd Wright, Amelia Earhart

Imaginative Quadrant • Subjects: arts, geometry, design, poetry, architecture • Professions: “art”, the invention aspects of engineering, entrepreneurs, explorers, artists, playwrights, scientist in research • Talk: playing with an idea, the big picture, the cutting edge, innovation • Called: having head in the clouds, undisciplined, unrealistic dreamers

Implications • Effective engineers need to develop skills in all four quadrants • Effective teams need members with skills in all four quadrants

Knowledge Creation • “Old School”, you are taught (quadrant A) • “New School” • Understand need, Socialization process, Tacit sympathized knowledge (quadrant C) • Understand the big picture, develop concept, Externalization process, Explicit conceptual knowledge (quadrant D) • Understanding the technology, data, analysis , develop solution, Combining process, Explicit systemic knowledge (quadrant A) • Using the knowledge, implement solution, Internalization process, Tacit operational knowledge (quadrant B)

Creative Problem Solving • Five steps • Problem definition • Idea generation • Creative idea evaluation • Idea judgment • Solution implementation

Five steps Problem definition Idea generation Creative idea evaluation Idea judgment Solution implementation Metaphors (think like) “Explorer”/”Detective” “Artist” “Engineer” “Judge” “Producer” Creative Problem Solving

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Our Mission: Better Thinking for a Better World

At Herrmann, we aim to empower organizations and individuals to unlock their full potential through cutting-edge technology solutions and innovative thinking. We strive to be a trusted partner, providing transformative tools and insights that drive sustainable growth and competitive advantage in a rapidly evolving business landscape.  By democratizing Whole Brain® Thinking tools, we empower continuous learning, adaptation, and collective breakthrough for individuals and teams in organizations of all sizes — from the Fortune 500 to small and medium-sized businesses. Our commitment is to deliver excellence in every aspect of our operations. We are dedicated to understanding our client's unique challenges and goals, and tailoring our solutions to meet their needs. By leveraging our expertise in technology and deep industry knowledge, we aim to revolutionize how businesses operate, enabling them to adapt, innovate, and thrive in an increasingly digital world.

Our Purpose: Harnessing Cognitive Diversity at Scale

We support the growth of teams and organizations so that their collective abilities exceed the sum of their individual talents and so their collaboration is energizing and productive rather than frustrating.  Our solutions are grounded in over 40 years of applied use by over 4 million users around the world. The Herrmann Brain Dominance Instrument® (HBDI®) and Whole Brain® Thinking Model have profoundly helped teams and organizations to be more effective and individuals to feel more included and accepted. At Herrmann, we are building a future where everyone can unleash the full potential of their thinking to better understand and apply knowledge about themselves and how to best excel in their careers. We combine human cognition with artificial intelligence, honed by our scientifically proven Whole Brain® Thinking methodology. The result is a transformation of how we work, learn, and collaborate as individuals, teams, and organizations. Our innovative Herrmann Platform, powered by the pioneering HBDI® profile, uncovers the intricacies of individual thinking and delivers at scale how their thinking applies to the comprehension of others. The purpose of Whole Brain® Thinking is to provide a comprehensive framework for understanding and leveraging individuals' different thinking preferences and cognitive styles. It recognizes that people have unique thinking preferences — and that leveraging these preferences can enhance problem-solving, communication, collaboration, and decision-making processes.  By understanding and leveraging the Whole Brain® Model, individuals and teams can apply it in various ways to enhance their effectiveness. 

• Self-Awareness: Gain insight into your thinking preferences, and understand how they influence your behavior, problem-solving approaches, and decision-making. This awareness can help you play to your strengths and develop areas for growth. 
• Team Collaboration: Recognize and appreciate the thinking preferences of others on your team. By embracing diverse perspectives and leveraging the strengths of each thinking style, teams can enhance collaboration, communication, and problem-solving capabilities through our team accelerator toolkit. 
• Problem-Solving: Use the Whole Brain® Model to approach problem-solving from multiple angles. Consider a challenge's analytical, practical, relational, and experimental aspects to generate well-rounded solutions. 
• Communication: Tailor your communication style to engage individuals with different thinking preferences. Adapt your language, visuals, and examples to resonate with diverse audiences, ensuring your message is understood. 
• Leadership: Apply Whole Brain® Thinking to leadership by creating an inclusive environment that values and leverages diverse thinking styles. Encourage creativity, collaboration, and open dialogue, allowing individuals to contribute their unique perspectives and ideas.
• Learning and Development: Utilize the Whole Brain® Model in training and development programs to enhance learning experiences. Design activities and exercises that engage participants across different thinking styles, promoting a holistic and comprehensive learning environment. 

Our approach drives a metacognitive revolution that will forever improve teamwork, reshape organizations, and catalyze global change. Join us in unleashing your potential and contributing to better thinking for a better world.

EMBRACE DIVERSITY. PROMOTE EQUITY. FOSTER INCLUSION

We are committed to creating a work environment where everyone feels valued, respected, and empowered. By prioritizing diversity, equity, and inclusion, we unlock our employees' full potential, drive innovation, and build a stronger, more inclusive company.

INNOVATION AND CREATIVITY

We value the generation of new ideas, creativity, and innovative thinking. Employees can unlock their full potential by fostering an environment that supports and encourages creative thinking. 

CONTINUOUS LEARNING

We promote lifelong learning and personal development. We recognize the value of ongoing education and acquiring new skills and knowledge to adapt and thrive in a rapidly changing world. 

COLLABORATION AND PARTNERSHIP

We emphasize collaboration and partnership, both within our organization and with our customers. We value building strong relationships, working together as a team, and fostering a supportive and inclusive culture. 

RESULTS-ORIENTED APPROACH

We focus on achieving tangible results for our customers and aim to provide practical Whole Brain® Thinking tools, strategies, and solutions that improve individual and organizational performance.

Our History

Herrmann International is a global company helping individuals and organizations improve their thinking, communication, and problem-solving skills. The company was founded in the 1980s by Ned Herrmann, an American scientist and author.

Herrmann was a pioneer in the field of brain research and its applications in the business world at General Electric. He believed that understanding and leveraging the different thinking preferences of individuals could lead to improved performance and creativity. Drawing upon his extensive research, he developed the HBDI®, an assessment tool that measures thinking preferences based on his brain research. 

In 1981, Herrmann International was established to promote the use of the HBDI® and provide consulting services and training programs to organizations worldwide. The company initially focused on helping individuals and teams understand their thinking styles and develop strategies to enhance their innovation, problem-solving, and decision-making abilities.

Over the years, Herrmann International expanded its offerings to include various learning solutions and tools for individuals and organizations. These included workshops, coaching programs, and customized consulting services tailored to business needs. The company worked with clients from various industries, including business, education, government, and nonprofit organizations.

Herrmann International’s approach gained recognition and popularity as companies sought to enhance innovation, collaboration, and adaptability in the rapidly changing business landscape. Its methodologies and tools improved team dynamics, leadership effectiveness, and organizational performance.

In 1999, Ned Herrmann passed away, leaving behind a legacy of research and innovation in thinking and brain-based learning. Today, Herrmann International continues to offer Whole Brain® Thinking SaaS solutions under the leadership of a dedicated team of experts. The company’s Whole Brain® Model and HBDI® assessment have been used globally, translated into 28 languages, and used by over 90% of Fortune 100 organizations. 

Over 4 million people worldwide have improved their performance through better thinking. The company remains committed to helping individuals and organizations unlock their thinking potential through breakthrough AI technology to achieve sustainable success in a complex world. 

Leadership Team

Karim Morgan Nehdi

Karim Nehdi leads Herrmann's mission of better thinking for a better world by ensuring the best service experience for our clients and their thinkers. Joining Herrmann in 2014, he has 20 years of executive leadership experience in global innovation, technology integration, and team development. His leadership philosophy fosters a culture of innovation, collaboration, and customer-centricity within Herrmann. He believes in empowering employees, encouraging them to think outside the box, and pushing the boundaries of what is possible. By nurturing a dynamic and inclusive work environment, he has fostered a spirit of creativity and excellence, leading to breakthrough innovations and solutions that have revolutionized the talent intelligence industry.

1321 Thinker

Chair of the Board, Chief Thought Leader, former CEO

Ann herrmann-nehdi.

Ann Herrmann-Nehdi leads the development and creation of thought leadership in partnership with our strategic partners and clients to maximize the team synergy within Herrmann and Herrmann clients' high-performing executive teams. Her 35+ years of experience and practical Whole Brain® Thinking applications have helped various organizations, from Fortune 500 companies to small and medium-sized businesses, to make impactful benefits to individual thinkers, teams, and organizations worldwide.

Chief Growth Officer

Jt tompkins.

JT Tompkins is the chief growth officer at Herrmann and is responsible for client expansion. He ensures that Herrmann is meeting our client’s needs in regards to account management, communications, and execution throughout the customer lifecycle. Joining Herrmann in 2015, he has 25+ years of executive leadership experience in sales, business development, and strategic partner relations.

1112 Thinker

Vice President of Product

Jonathan berg.

Jonathan Berg is a product leader who ensures that Herrmann's products are user-friendly, innovative, meet a high degree of customer satisfaction, and are invaluable in the flow of work. Joining Herrmann in 2019, he has 25+ years of experience in product management, technical expertise, and bringing new products and services to market, creating the foundation for future business growth.

1122 Thinker

Vice President of Marketing

Sharon distase.

Sharon leads the company's efforts to accelerate the growth of our business, taking the next steps in our marketing evolution, communicating best practices and investing to drive more robust demand generation. She brings deep Saas marketing, Demand generation and ABM experience. She has 28+ years of experience in the marketing industry.

1212 Thinker

Vice President of Finance & Operations

Leslie flack.

Leslie Flack oversees the work of the global finance and operations staff, including contract management, subscription licensing, client invoicing, and IT operations. Joining Herrmann in 2007, she has 15+ years of experience driving business processes that improve efficiency, standardization, and scalability across the organization.

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