emergenetics® meeting of the minds - jeffrey d. scott · 2019-02-07 · introduction 0900 -0945...

Leadership Development October 2014

Emergenetics®

Meeting of the Minds Facilitator Guide

Contents

Program Overview ..................................................................................................................... 1

Preparation ................................................................................................................................ 5

Program Facilitation ..................................................................................................................13

Introduction ...................................................................................................................25

Understanding Emergenetics ........................................................................................37

Behavioral Attributes .....................................................................................................43

Thinking Attributes .........................................................................................................55

The Emergenetics Profile ..............................................................................................69

Applying the Behavioral Attributes .................................................................................89

Applying the Thinking Attributes ....................................................................................95

Summary and Reflections..............................................................................................99

©2014 Leadership Development, American Airlines. All rights reserved. The material contained within this program is for the exclusive use of Emergenetics® trainers and individual clients and is protected by United States copyright and trademark laws. The name Emergenetics is a federally registered trademark of Emergenetics, LLC. No part of this material may be used, sold, or reproduced in any manner without the written permission of Emergenetics, LLC.

Leadership Development 1 Meeting of the Minds October 2014 Program Overview

Program Overview

Description

To be a high-performing company in today‘s competitive landscape requires that you have high-performing work teams. The Emergenetics approach to teambuilding centers on the idea of building on strengths and neutralizing weaknesses—but takes it beyond a specific role into the context of the team as whole. The idea is that building strengths and minimizing weaknesses comes from having a diverse set of preferences, thinking styles, and behavioral tendencies present in a team. Two heads are better than one… especially if each is bringing a different perspective.

Target audience

The potential audience for this course includes leaders and team members. The audience size should be between 20 and 40 participants.

Objectives

Upon completion of this program, participants will be able to:

Describe the Emergenetics model

Apply their knowledge of Emergenetics to better understand themselves and others

Improve performance using their knowledge of Emergenetics

Increase creativity and productivity of teams with the whole-Emergenetics team approach

Imperatives supported and key focus areas

This program supports the following imperatives:

Engage our team members

Focus on our customers‘ needs and wants

The key focus areas of this program are:

Develop respect for diverse thinking and behavior preferences to more effectively manage change, solve problems creatively, communicate effectively, build respectful relationships, and cultivate inclusion

Increase self-awareness


Program outline

I Introduction

Purpose: Get everyone comfortable, establish credibility, and do Brain Gym exercises to get the neurons firing.

45

Topics:

Welcome and housekeeping

Objectives and agenda

Expectations

Confidentiality

Activities:

Self-introductions

Fortune teller

Feeling scratchy

Brain Gym

II Understanding Emergenetics

Purpose: A concise background on recent research provides a foundation for understanding how each person thinks and solves problems differently.

10

Topics:

What Emergenetics is

Compatibility with other tools

Origins and development of Emergenetics metaphor

III Behavioral Attributes

Purpose: An explanation of the three behavioral attributes.

40

Topics:

Expressiveness

Assertiveness

Flexibility

Activity:

Where shall we go to lunch?

IV Thinking Attributes

Purpose: An explanation of the four thinking attributes and 15 combinations.

40

Topics:

Analytical

Structural

Social

Conceptual

Thinking preferences

Multi-modals

Activity:

Perfect vacation


V The Emergenetics Profile

Purpose: Each participant receives his or her own thinking preference/ behavioral pattern profile and individualized narrative report.

35

Topics:

One of many facets

Strengths-based

Preferences only

Percentiles

Percentiles to percentages


Averages

Group profile/Dot chart

Percentage chart

Profile tour/leadership profiles

Activities:

Hand out profiles and reports

Connect the dots

VI Applying Emergenetics Behavioral Attributes

Purpose: Reveal the preconceptions (sometimes misconceptions) developed about people of different behavioral types. Participants learn to value the strengths of each individual.

35

Topics:

Expressiveness spectrum

Assertiveness spectrum

Flexibility spectrum

Intent/impact gap

Activities:

Expressiveness lineup

Assertiveness lineup

Flexibility lineup

Walkabout

Recognition letter

VII Applying Emergenetics Thinking Attributes

Purpose: Reveal the preconceptions (sometimes misconceptions) developed about people of different thinking types. Illustrate the varying methods of communication people employ, and show how to communicate most effectively with each attribute.

40

Topics:

Intent/impact gap

Activities:

Walkabout

Recognition letter

VIII Summary and Reflections

Purpose: Perfectly creative and productive teams summarize their learning from the program.

55

Topics:

Emergenetics in teams

The Animal School

Activities:

Summary performances

Action planning

Reflections


Timing

The time required to present the content of the course (exclusive of breaks) is five hours.

Because of the need for breaks and a meal period, the elapsed time from the beginning to the

end of the program should be at least 6.5 hours, for example, 0900-1530. This allows for an

hour meal period and two 15-minute breaks, or any other combination of breaks and meal

periods totaling 90 minutes.

If a working lunch is scheduled, that is, participants are expected to eat lunch in the classroom,

the elapsed time may be shortened to six hours, for example, 0900-1500. This allows for a half-

hour meal period and two 15-minute breaks, or any other combination of breaks and meal

periods totaling 60 minutes.

Example full-day schedule

Example short-day schedule

0900-0945

Introduction 0900-0945 Introduction

0945-0955

Understanding Emergenetics 0945-0955 Understanding Emergenetics

0955-1035

Behavioral Attributes 0955-1035 Behavioral Attributes

1035-1050

Break 1035-1050 Break

1050-1130

Thinking Attributes 1050-1130 Thinking Attributes

1130-1205

The Emergenetics Profile 1130-1205 The Emergenetics Profile

1205-1305

One hour lunch 1205-1235 Half hour “working lunch”

1305-1340

Applying Behavioral Attributes 1235-1310 Applying Behavioral Attributes

1340-1420

Applying Thinking Attributes 1310-1350 Applying Thinking Attributes

1420-1435

Break 1350-1405 Break

1435-1500

Summary and Reflections 1405-1430 Summary and Reflections

Leadership Development 5 Meeting of the Minds October 2014 Preparation

Preparation

Plan ahead to make sure you are ready for the session, supplies are ready, the room is set up

correctly, and everything is working as it should be.

Facilitator materials

Laptop computer, LED projector, slide advancing device, and speakers

Wireless wearable microphones for facilitators and four hand-held mics for participants

PowerPoint slide deck (MOTM.pptx)

Another laptop or iPod to play music

Seating or group assignments for the following activities:

o Initial seat assignments in thinking-spectrum order o Preferred Attribute exercise (Perfect Vacation) in 4 equally sized groups (You

may use the Most Preferred Attribute Report as a start, then shift participants as necessary to balance out the size of the groups

Emergenetics metaphor poster(s) and painter‘s tape

Table numbers and table letters

Chimes

Materials sent by from Emergenetics International or Leadership Development

Roster

Spectrum Report

Pre-printed name tents, in thinking-spectrum order

Individual profile packets and Narrative Reports, in thinking-spectrum order

Handouts o Agenda (print the Agenda slide from the deck) o Handouts (located at the end of the deck) o Percentage Chart, Combined Group Profile, and Dot Chart o Action Plan (this is in the deck at the end) o Job Aid: Applying Emergenetics MOTM job aid.pdf o Leadership Development Programs flyer

Participant materials

Pens or pencils, markers,

Bells and buzzers, one per table, plus one set for the facilitator and one for the observers


Participants with disabilities

Find out if there are any participants with disabilities and if so, determine what adjustments will

need to be made to ensure they get the most possible out of the program. Be aware that not all

disabilities are visible and you may discover that a participant will need an adaptation to be able

to participate. Be sensitive to the situation and prepared to provide an alternative.

Emergenetics associates’ website

The Emergenetics Associates‘ website is located at http://associates.emergenetics.com. Using this website, an associate can view profiles, charts, and labels and download them as PDF files. Associates can also keep up to date with Emergenetics news, download marketing materials and manuals, and share ideas via the associate forum.

http://associates.emergenetics.com/


Room setup

The following is an example of a pod-style seating layout for an audience of up to 44 people, with two facilitators seated at the front of the room and six observers seated at the back. Participants are assigned seats according to their place on the Thinking Spectrum Report, starting with the 11 o‘clock position at table 1 and proceeding counterclockwise around that table, then to the 11 o‘clock position at table 2 and proceeding counterclockwise around that table, etc. until reaching the last person at the 1 o‘clock position at table 7. Place one flipchart stand in each corner of the room and another in the front to display the Emergenetics metaphor poster, Alternatively, you may place an Emergentics metaphor graphic poster on one or more of the flipchart stands, flipping the poster over when you need to use the flipchart paper.

Front

Facilitator

Participant

Observer

33


Depending on the number of participants, size of the room, and table types available you may request seating in one of the following setups:

U-shape Four rounds

Fewer than 21 people (If room is too small for pods/rounds)

20-24 people (5 or 6 people per round)

Front

Front

Five rounds Seven rounds

25-35 people (5 to 7 people per round)

35-49 people (5 to 7 people per round)

Front

Front

1

2 4 6

3 5

7 1

3

2 4

5

1

2 3

4


If additional seating is needed, or the room will not hold enough tables, use any number of tables to accommodate five to seven people per pod/round. Ensure that there is one table easily identified as a corner table in each corner of the room. Have the tables positioned so that you can number them in a natural flow counterclockwise from the front left, around the back, to the front right. To seat participants in spectrum order, start at the 12 o‘clock position at table one and assign seats counterclockwise around to the 12 o‘clock position again. (See arrow below.) Avoid seating anyone right at the 12 o‘clock position.

Six pods or rounds

Yes! (Table numbers flow counterclockwise.)

OK (Not preferred; may be needed in narrow room.)

No! (Center tables will interrupt flow.)

Front

Front

Front

Whatever seating arrangement you choose, ensure that participants can be seated in a single counterclockwise flow around the room. Place a flipchart stand in each corner. You may also want an extra flipchart stand to display the Emergenetics metaphor poster if there is not a suitable place for it on the wall.

If desired, ask for one or two instructor tables at the front of the room and observer tables at the back.

Use painter‘s tape to affix the poster(s) to the walls or to a flipchart. Display the ―Electronics-free zone‖ poster prominently at the entrance. You may use one of the four corner flipchart stands for this and move it into the corner once the program starts.

If lunch is provided, request that a local representative make arrangements for ordering and delivering food and beverages and make sure there is a place to set it out.

1

2 5

3 4

6 1

3

2

4

5

6

1

? 2

?

5

6


Setup checklist

Starting at least one hour before the program begins:

Place a table number at each table and name tents in thinking-spectrum order counterclockwise around each table. It is important to do this first to avoid having to move participants who arrive early and sit in the wrong seat.

Place a packet of handouts at each place. Put out snacks and beverages, if provided. Set up speakers and play music. Put up the door sign. Set up flipcharts. Post the Blue, Green, Red, and Yellow signs on the corner flipcharts or corner tables. Display metaphor posters and electronics-free zone posters. Post the purple 0-100 percentile number signs. Set out pens and markers at each table. Set up projector, laptop, slide advancing device, presentation, and mics. Check the presentation and projector. To quickly scroll to slides that frequently need to

be hidden or unhidden, use the Find function in PowerPoint and in the Find what box enter #hide

Have Spectrum Report out and note general makeup of group, as well as percentages in each thinking preference and in each third of the behaviors.

Put Emergenetics profiles and narrative reports in thinking-spectrum order, separated in sets by table group.

Set out other items for use during the program, such as colored pie piece cards and job aids, so they are handy when you need them.


Mega session preparation

Groups larger than 60 participants are considered mega sessions, and are handled differently

because of the challenge of ensuring enough participation in such a large group. The primary

differences are as follows:

In addition to the main facilitators, additional table facilitators are utilized to assist with

scribing, group movement, and breakout sessions; four table facilitators are required

(one per quadrant) but if necessary the main facilitator(s) can act in a dual role

The audience is broken up into four sub-groups for some of the activities, and depending

on the number of participants, these sub-groups may be further divided to encourage

more participation

Depending on the number of participants, two to four flipcharts are placed in each corner

of the room

Total participants

Participants per quadrant

Sub-groups per quadrant

Number of flipcharts needed

Behavior cards needed

up to 80 15 to 20 2 sub-groups of 8 to 10 each

8 (2 per corner)

1 set per quadrant (up to 3 participants per cluster

81 to 120 20 to 30 3 sub-groups of 6 to 10 each

12 (3 per corner)

1 set per quadrant (up to 5 participants per cluster)

121 to 160 30 to 40 4 sub-groups of 7 to 10 each

16 (4 per corner)

2 sets per quadrant (from 2 to 3 per cluster)

Make adjustments as necessary to the presentation by checking to make sure the slides you

want hidden are hidden. Typically they will be:

Welcome

Introductions

Debriefing of ―Where shall we go to lunch?‖

etc.


The ideal room setup for a mega-session is to have a number of tables that is divisible by four

(16, 20, 24, etc.) in a layout that can easily be separated visually into four quadrants. Starting

with the Blue quadrant, number the tables starting with the one nearest the front left corner and

proceeding counter-clockwise around the quadrant. Continue numbering counter-clockwise

within the Green quadrant, then the Red quadrant, and finally the Yellow quadrant ending with

the table nearest the front right corner of the room.

Front

1

2

4

6

3

5

7

8 9

11

13

10

12

14 15

16

Facilitator

Table Facilitator

Participant

Observer

Leadership Development 13 Meeting of the Minds October 2014 Program Facilitation

Program Facilitation

This course is highly discussion- and experience-based. Your primary role as a facilitator will be to:

Create a safe environment for participant idea sharing

Ask questions and facilitate discussions that:

o Allow participants to arrive at their own conclusions o Enable participants to link the concepts to their own personal experiences o Build learner confidence o Minimize lecture and maximize peer-to-peer learning

Support participants as they work through scenarios

Provide coaching and feedback to reinforce or adjust participant responses

As you facilitate the exercises, it‘s very important that you:

Ask for and receive several different responses

Record participant responses on flipchart paper and refer back to it as outlined in this facilitator guide

Record participant responses exactly as stated; do not paraphrase

Allow participants to practice and participate in all opportunities as outlined in this facilitator guide; this will allow for maximum learning transfer

Ideally, the scenarios will spark conversation and perhaps disagreement. The scenarios are intended to require training participants to think through the decisions they‘ll need to make on the job.

As participants provide their responses, make sure to ask them why they arrived at a particular conclusion so you can provide the appropriate feedback.


A note on language

Emergenetics is a powerful tool for helping individuals understand themselves and others. One of its real values comes from the belief that all of the profiles have strengths or gifts, just as all have challenges. We expect you to guard against sending subtle messages that one profile is better than another. One of the ways to guard against stereotyping or labeling is to speak non-judgmentally about each Emergenetics attribute and to remember that every person, to some degree, possesses every one of these attributes.

Avoid negative terms (unless you are specifically pointing out the negative side of an attribute, such as when you say ―Sometimes they can be perceived as stubborn.‖) Always stress the brilliance of every profile, every thinking attribute, and every position on the continuums of the behavioral attributes.

Do not say: Instead, try:

low high

in the first-third in the third-third

lower higher

further to the left further to the right

non-expressive more expressive assertive unassertive inflexible flexible

quieter, reserved more talkative forceful, driving peacekeeping focused accommodating

Blue people… Analytical people… You Blues…

The Blue part of your brain… The Analytical part of your brain… The Blue attribute…

Leave yourself some wiggle room. You do not know what is going on instead of anyone‘s head, and self-reporting psychological type instruments are never 100% accurate. Allow individuals to make definitive statements about themselves, but do not allow yourself or other participants to make blanket statements or judgments about others. These words may help:

been known to

chances are

could

generally

likely to be

may

might

often

sometimes

tend to

usually

wouldn‘t be surprised if


Facilitation tips

1. Be aware of trainer bias Present all attributes as strengths and brilliances (including the first-third in behaviors).

2. Encourage group interaction Help participants to communicate freely in the workshop and ask questions.

3. Remain impartial Guide healthy discussion processes without forcing desired outcomes.

4. Focus on goals Keep the focus of the program on its objectives. This will also limit distractions.

5. Build ownership Help participants take ownership of opinions, decisions or action plans.

6. Push for clarity Help reduce disagreements by probing for intent, purpose and context.

7. Refer back to the group Help participants discover their own resourcefulness by diverting requests for “expert opinions” back to the group when possible.

8. Go with the flow Be sensitive to participant‟s needs by knowing when an issue is or is not settled. Use a parking lot to capture unresolved issues or off-topic issues before moving on.

9. Adjust tracking Keep participants on track by monitoring the pace and participation during each content section.


How to use this guide

Detailed facilitator notes are provided in the following sections of this guide. The left side of the page shows media to reference during each section, such as slides, page numbers in the participant guide, flipcharts, posters, or other documents. The facilitator notes are on the right side of the page. Please note the following:

Steps to follow are numbered in the facilitator notes. 1. Step one. 2. Step two.

Scripts are provided. It is usually not necessary to follow the scripts verbatim, but they are there to provide an example of how to present the material. These sections of the notes are shown in quotation marks. Underlined script indicates that you should say the scripted statement exactly as written. When a script is not provided, bulleted talking points will guide you.

―Scripts are shown in quotation marks.‖ ―Underlined passages should be read verbatim.‖

Talking point one.

Talking point two.

Notes in italics are tips for the facilitator (think of them as stage notes) and are not part of the content you are presenting to the participants.

Notes in italics are intended for the facilitator.

Notes in gray italics and enclosed in square brackets are extra background notes. Normally it is not necessary to include this material in your presentation. They are provided for your depth of knowledge as a facilitator and you may refer to it when a participant asks a question or needs further clarification.

[Extra information.]

Often you will seek to elicit responses from participants so that they may be more fully involved in their own learning. Suggested questions will be shown in the script. While there is often no right or wrong answer, some of the desired responses are shown in red under the heading Desired responses.

Desired responses:

Response one.

Response two.

Some slides are animated and require extra clicks with the slide advancing device to display all the information. This will be indicated in the notes with a <> symbol.

<>

Notes that apply only to mega-sessions are shown in blue. Disregard these notes if you are facilitating a normal session.

In a mega session…

Indicates the amount of time it will take to complete a section.

Play music.

30


Personalize your guide

Each facilitator has varying styles and ideas. There is white space throughout this guide for you to record any personal notes you may want to make.

Commonly asked questions

Will my profile change over time?

Probably not. All test/retest data indicates the profiles do not change in any statistically significant manner over time.

What kind of population groups were used to validate Emergenetics?

Over 10,000 people assisted by responding to our questionnaires at various times during the development of Emergenetics. They came from all walks of life, e.g. gasoline truck drivers, Junior League volunteers, middle managers, CEO‘s of major corporations, physicians, farmers, etc. They represented a cross section of gender and ethnic groups from the United States and Canada. Periodically, we update the norms for Emergenetics so that we always stay current with the population‘s thinking and sophistication for answering self-scored instruments. Today, hundreds of thousands of individuals have responded to the Emergenetics questionnaire. These people are located worldwide – most are English speaking. The Emergenetics instrument has been administered to over half a million people. However, a test of this sort is never finished, and we update the global norms every two years. The database includes answers from over 30% of subjects outside the United States.

Can the profile be fooled?

No instrument, survey form or questionnaire can prevent a person from intentionally answering every item falsely. However, research in over 116 personality trait studies shows that faking and self-report measures do not create biases in test results. (Williams, 1989). To minimize the potential for faking, Emergenetics profile items were carefully chosen for social acceptability and subjected to analysis for inconsistencies.]

Are there gender differences?

Emergenetics is normed by gender. We know that males tend to score themselves

more Analytical

more Conceptual

farther to the right on Assertiveness

Females tend to score themselves

more Structural

more Social

farther to the right on Expressiveness

farther to the right on Flexibility


In 2010 when we re-normed the scores, we found that males are rating themselves higher on Social thought. There used to be a 7 pt. difference and now it is down to 5 pts. These point differences stayed the same when we renormed the scores in 2012. These numbers refer to the raw scores of the individual profile taker, and not the percentiles or percentages.

Is there a correlation between the thinking and behavioral attributes?

There are minor correlations here and there, and the only one that we can say with certainty is that generally people with a preference in Social thinking tend to be closer to the third-third of Flexibility. This shows that ―what you see is not necessarily what you get.‖ You cannot always tell what someone is thinking based on his/her behavior. Again, we can‘t emphasize enough that we are reporting tendencies using gross generalizations. It is impossible to fit everyone into a nicely packaged box. However, the patterns tend to indicate that:

Analytical problem solvers tend to be independent thinkers

Structural rule followers tend to be quiet and reserved

Social thinkers tend to be outgoing and flexible

Conceptual thinkers tend to be more outgoing and assertive

What exactly does Emergenetics measure?

Emergenetics is an excellent instrument to demonstrate patterns and trends of four thinking attributes and three behavioral attributes. It only measures a few aspects of a person‘s personality and is not intended to be the end-all answer. It was designed to facilitate insights rather than to label.

Keep in mind Emergenetics scores do not relate to your intelligence or to your ability to perform an activity. While it makes sense to conclude that if you prefer Structural thinking, you will have a tendency to be better at organizing, we cannot make that conclusion with absolute certainty. Since these numbers are derived from a self-report system, they are dependent on your ability to know yourself.

By the same token, if your Structural percentage is in the first-third of the population, it does not necessarily mean you have a messy desk or closet. It could mean that you don‘t like rules and regulations or that time management is low on your priority list.

Also, while some individuals don‘t value certain kinds of thoughts or behaviors, they often have learned to present themselves to the outside world as someone who does. For example, Dan scored at the seventeenth percentile in Social thinking. His casual acquaintances were very surprised at this score because he always appeared to be a warm and caring person. However, his close personal associates knew that when Dan became stressed, all interpersonal thought went out the window in favor of structural, task-oriented, high assertive thinking and behaving. If he had scored higher in Social thinking, stress would not necessarily have changed his behavior.


Why blue, green, red, and yellow?

More and more psychological interpretations use color, probably because it‘s now the fad. In our metaphor, Blue and Yellow are ―sky‖ or abstract thinking colors, the Red and Green are ―ground‖ or concrete thinking colors. The Blue and Green are earth colors that remind us of left brain thinking and calm reason; the Red and Yellow are fire colors that remind us of right brain thinking and inspirational sparks.

What if a participant asks me, ―What is your profile?‖

You could say, ―That is a great question. As you know, we believe that all profiles bring certain strengths. The great thing about this session is that helps to bring self-awareness for you and your team related to your individual and team strengths. My profile is not important to this session, but what is, is learning how to bring out the best in our collective team.‖

It is recommended that you not reveal your profile information to avoid trainer bias, or if you do, wait until the end of the program and only if the participants ask you about it.

Is Emergenetics an accurate predictor of ability?

Emergenetics does not measure values, power, or competency. The instrument does not, nor was it ever intended to, predict anything but four thinking attributes, three behavioral attributes and their assorted combinations.

Why Emergenetics?

It is not better or worse than any other kind of personality profile, but our executive team uses it and we think it is a good idea for everyone in the company to share the same tool and speak a ―common language.‖


Table facilitators’ role in mega-sessions

Groups larger than 60 participants are considered mega-sessions, and are handled differently

because of the challenge of ensuring enough participation in such a large group. Four table

facilitators are assigned, and their responsibilities include:

Bringing their Emergenetics laminated cards

Managing the handheld microphones for each quadrant

Managing the workshop activities for each quadrant

Scribing on flip charts when participants share:

o their greatest strength during introductions

o how they felt working out of preference (Scratchy exercise)

Please capture what everyone says not just those participants in your quadrant.

Helping shepherd participants to be where they need to be and where they need to

focus (sometimes it will be in their small group activities and sometimes they will need to

focus on the primary facilitator)

Graciously help manage the room noise

Staying connected with your participants and be available for questions

Table facilitator’s role by activity

Warm-ups The primary facilitator leads the whole group.

Feeling scratchy

The primary facilitator leads the whole group. Table facilitators scribe answers from all participants.

Brain gym The primary facilitator leads the whole group. Table facilitators help demonstrate exercises.



The primary facilitator provides directions to whole group before splitting into quadrants. Table facilitators lead quadrants as follows:

1. Position the participants in the quadrant into one tight circle around one of the tables in the quadrant or in an open area of the room.

2. Divide the circle into seven or 14 smaller clusters. 3. Give each cluster a card in random order. If you are using two sets of

cards, give out the cards so that two clusters right next to each other do not have the same card.

4. Have each group discuss the behavior attributes on their card and answer these questions:

How will your person participate in the conversation?

What will your person do if the group goes to Italian food? 5. After five minutes, debrief the activity using the notes in the Facilitator

Guide in the order shown.

Ask which cluster(s) had the behavioral attributes card you want to debrief first. Have one person in that cluster hold up their behavior card for all in the quadrant to see while another participant in the group reports out. Ask questions to draw out the points in the desired answer for each card.

The list of desired answers is in the Facilitator Guide. Being familiar with desired answers will help you ask the appropriate questions to make the desired points.

If you used two sets of cards, ask the other cluster to report out whatever they have to add to what has already been said. This will help avoid repetition.

Repeat for each of the remaining six behavior cards.

When your quadrant has finished the exercise, they may go back to their tables or on a break if directed.

Preferred attribute

The primary facilitator provides directions to whole group before splitting into most-preferred attribute groups. Color-coded lists will be on each table. Participants check the list and go to the corner of the room designated by color. Table facilitators lead participants in their corner as follows:

1. Though most participants will be in their first or second thinking preference, it is important not to say they are in their ―most preferred‖ attribute as they haven‘t seen their profiles yet. Rather say this is their assignment for this exercise and they will likely feel comfortable with it.

2. Divide the participants in your corner into two to four smaller groups of five to 10, allowing everyone to contribute ideas in the smaller group. Have each smaller group in your corner work at one of your flipcharts.

3. Remind them that they will have 10 minutes to record their answers and help them keep track of time.

4. Be available to answer questions and guide the process. 5. Select one of your smaller groups to report out to the entire group at

large. Please select the team who has most accurately portrayed the thinking attribute of your corner.

6. The primary facilitator will lead the debrief-at-large and will start with Blue, then Green, Red and Yellow.

7. Allow the selected group‘s spokesperson to use handheld microphone to report out once primary facilitator calls for your thinking attribute.


Passing out profiles

Table facilitators will pick up profiles for each of the tables in their quadrant. Each stack of profiles will have a table number on it and will be in spectrum order. The top profile will be the one that belongs to the person at 11 o‘clock position at that table. You should be able to pass them out from right to left if you‘re facing your table standing at the 12 o‘clock position. Please hand the profiles to each participant personally.

Behavioral lineups

The primary facilitator will lead the whole group with help from the table facilitators.

1. Help the participants line up in exact percentile order from 5 to 95. 2. If you are assigned to the Green quadrant, find the participants closest

to 33 and 34 and make a gap between them. Ask the participants closest to the gap on either side not to cluster with anyone on the opposite side of that gap.

3. If you are assigned to the Red quadrant, find the participants closest to 66 and 67 and make a gap between them. Ask the participants closest to the gap on either side not to cluster with anyone on the opposite side of that gap.

4. Help the thirds containing numerous participants further divide into sub-groups, perhaps at the midpoint of the thirds (15, 50, and 87) or wherever it makes sense according to the distribution of the participants within the thirds. Use the Dot Chart to help you see any obvious gaps and clusters.

5. Help keep the smaller clusters on track answering the questions posed by the primary facilitator.

Walkabout The primary facilitator will lead the whole group with help from the table facilitators.

1. Help shepherd the group at large as they walk from their most preferred attributes to their less preferred attributes.

2. When participants get to their third-most preferred attribute, those who are still in preference will be asked to step forward and those who are not in preference will be asked to step back. Encourage the in- and out-of-preference sub-groups separate far enough apart so those in the other parts of the room can tell who‘s who.

3. Hold the microphone for the participants when they share the phrases of their least-preferred attribute. They will take turns, with one person reading the first phrase and passing the pie piece to the next person in line.


Recognition letter

The primary facilitator will lead the large group with help from the table facilitators. While participants are in their least-preferred attribute, they are instructed that they have 10 minutes to write a letter of recognition to an employee whose most-preferred thinking attribute is the one represented by the corner of the room they occupy. They are to write the letter on a flipchart, it in a style that will appeal to the employee.

1. Help participants divide into smaller groups of five to 10 participants each, depending on the number of participants in your corner and the number of flipcharts available.

2. Ask each of your smaller groups to use one of the flipcharts in your corner.

3. Be available to answer questions and guide the process. 4. Select the group that has most accurately portrayed a letter that would

appeal to the recipient and ask them to be ready to report out. 5. The primary facilitator will lead the debrief of the large group, starting

with Blue, then Green, Red, and Yellow. 6. Provide the selected group‘s spokesperson a microphone when the

primary facilitator calls on your thinking attribute.

Summary The primary facilitator leads the whole group with help from the table facilitators. Before putting participants in new groups, the primary facilitator tells them they will develop a summary of the day by creating a poem, song, skit, rap, cheer, or other performance.

1. Help your tables count off in order to form new groups. 2. Normally, fewer tables are used for the summary exercise than the

general session. Coordinate with the other table facilitators so that each of you is responsible for approximately 25% of the tables.

3. Make sure all the handheld microphones are available on the stage. 4. The summary teams will be given 15 minutes to work. Help keep track

of time remaining. 5. Normally, Team 1 (or Team A) will go first, followed by the rest in

numerical (or alphabetical) order. During the performances, help the next team assemble ―on deck.‖

6. Assist with collecting microphones from the teams when they finish and pass them on to the next team.

7. Assist with passing out job aids after the discussion of WE teams.

Action Planning

The primary facilitator leads the whole group.

Reflections

The primary facilitator leads the whole group. Participants are asked to silently reflect on the day and to create one sentence that highlights their greatest ―aha‖ moment or their greatest take away or insight from the day. Once they have written their sentence, the primary facilitator asks participants to circle the one word in their sentence that is most meaningful to their reflection. The primary facilitator asks every participant to report out by sharing the one word. No explanation or reasoning is allowed, participants just share one word.

Table facilitators pass the microphone to each table in their quads. Participants will pass around the microphone at their respective tables.

Leadership Development 25 Meeting of the Minds October 2014 Introduction

Introduction

Welcome and facilitator introductions

1. By placement of name tents, ensure that your participants will be sitting in thinking-spectrum order. Play alpha music, such as any music by Vivaldi or anything that is written in 60 beats per minute. Greet participants as they enter the room and have them sign the roster.

2. When it is time to start the program, allow the Human Resources business partner or the team‘s leader (if present) to welcome participants and introduce you.

3. Welcome the participants to the program. Briefly introduce yourself and your co-facilitator(s), stating why you are credible and your Emergenetics associate status.

4. Tell a story such as the following to open the program:

―Last week, four of my friends got together to plan our annual getaway. It‘s a long-time tradition that we‘ve had since college. We have two rules: No spouses, no kids!

―My friend, Laurie, quickly evaluated the potential destinations in the context of the best value… both in terms of money and time. Another friend, Sandy, pulled out a brochure and had already begun highlighting dates, what the weather would be like, outlined the type of clothing we would need, and started a written itinerary. Bobby, my best friend, immediately wanted to know who was going to be able to join us this year. And finally, another friend Chris quickly glanced at the brochures and asked if we would be game to try something new!

―Four friends. Four different strengths and approaches. Over the years, we‘ve come to learn that when we maximize everyone‘s strengths, our getaway is always more fun, more memorable, and we get the most value out of the experience. We‘re also learned that there is more than one ―right‖ way to do things!

―Our experience today is about using your strengths… whatever they may be, to succeed. It‘s also about understanding that your co-workers can use their strengths to succeed in their own way, too. You, our team, and our company will have better outcomes if we do!‖

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Housekeeping items

1. Inform participants of:

the schedule for lunch, breaks, and ending the program

where beverages or snacks can be obtained

the location of the restrooms

2. Ask participants not to use electronic devices for conversations, texting, or email during the program.

―This is an electronics-free zone! Because our time together here is very short, and we have a lot of valuable material to cover, we ask that you switch off your cell phones, tablets, and laptop computers during the program and place them out of view. We will take breaks frequently so you can check messages and return calls. Even if you do not respond to an incoming text or email, the distraction can cause up to 15 minutes of lost productivity while you regain focus.

[According to a study by Jakob Neilson, an interruption from an electronic device can cause up to 15 minutes of lost productivity due to the time needed to reestablish mental context and reenter the flow state.]

Participant introductions

―I would like us to get to know each other better. Please let us know your name, where you work, and the one word that describes the greatest strength you bring to your work.‖ [This could mean workgroup or workplace, or even the work itself.]

1. Have the participants stand up one at a time and introduce themselves in thinking-spectrum order around the room (or the reverse, if the participant at the top of the spectrum is likely averse to going first.)

2. As participants introduce themselves, record their greatest strengths (verbatim) on a flipchart labeled ―Strengths.‖

In a mega-session, table facilitators will scribe on flipcharts located in each corner of the room.

3. Thank the participants for sharing and tell them to refer back to the list of strengths throughout the day and relate them to the content of the program.

Strengths


Objectives and agenda

1. Review objectives on slide.

―We will reach our objectives by following the course agenda.‖

2. Refer participants to the agenda.

―As we move through this material, keep in mind that you will be able to use what you learn in all aspects of your life.‖

Vision/Imperatives

1. Relate the content of the course to the company vision and imperatives.

―As you know, our company vision is to restore American as the greatest airline in the world. What does this mean?‖

―How will we accomplish this?‖

―We will accomplish this through these five imperatives. Which imperatives do you think the content of this program supports?‖

Expectations

―There is no such thing as one profile being better or worse than another. Each of you has a great profile—no one is going to tell you that you need to change your set of preferences. We use a strengths-based approach.‖

Be proud of your profile

Respect others‘ profile

Be happy with who you are


Confidentiality agreement

―When you completed the Emergenetics questionnaire, you signed a release that authorized the release of your results to us to use in preparation for this program.

―We would like you to know that your Emergenetics results are held in absolute confidence by us, on behalf of Emergenetics, LLC. We also ask that you give us permission to share your results with this group during today‘s program. Any future use of your profile outside of this session, or release to others, must be authorized by you.

―That being said, we believe the true usefulness of these profiles comes when you do share them with others. Usually, in doing so, the others may make an observation that is a learning experience for you. You will enhance communication and understanding among those with whom you interact on a regular basis. And, if I have done my job properly, you will want to share your results because you know each profile has merit. It takes all kinds of thinking and behaving attributes to yield productive and creative results within your organization and society-at-large.‖

―Your Emergenetics information is to be used for development purposes only, and will not be shared for performance management, talent review, or any other purpose without your permission.‖

Do not reveal the names of any participants who have not opted in. Wait until a participant approaches you, or approach them discreetly.

You may skip the following two statements if all the participants have already opted in:

―If you did not give permission when you completed the assessment, and would like to do so now, please see a facilitator before the end of the first break for a release form.‖

―If you would prefer that your results remain confidential at this time, or if you have any questions or concerns about confidentiality, please see one of the facilitators during the break.‖


―This quote speaks directly to the purpose of our work. Among our goals today is to ensure that you gain insights and skill to increase communication effectiveness and improve outcomes.‖

Options:

If the participant is willing to disclose the fact that they aren‘t opting in, he or she can:

Continue to participate as an observer

Continue to participate with the proviso to the other participants that they are not

necessarily identifying themselves according to their results

Excuse themselves from the rest of the program with an explanation that they wish their

results to remain confidential

If the participant is not willing to disclose the fact that they are not opting in, they can:

Continue to participate, not necessarily identifying themselves according to the results

of the assessment, but not revealing this fact to the rest of the participants

Excuse themselves from the rest of the program without a specific reason

The issue must be resolved before proceeding with the Preferred Attribute exercise in the

Thinking Attributes section.


Warm-up

―We are going to begin with an experiment. Find a blank piece of paper and something to write with. I am going to rapidly read a list of numbers and periodically interrupt the list of numbers with a question to be answered (in writing) or task to be performed. You must write quickly to capture all the numbers and answer the questions. There will be no repeating. Ready?

―On your piece of paper, I would like you to write down the following numbers:

―2, 7, 8, 1, 3, 23, 11, 19, 50… Write the name of a color, the first color that comes to mind…

―6, 7, 8, 2, 9, 45, 32, 1, 23 … Write the name of a piece of furniture, the first piece of furniture that comes to mind…

―7, 6, 8, 54, 21, 1, 65, 89, 5, 4 . . . Draw a picture of a flying horse…

Pause here for a few seconds to allow time for participants to draw.


―Now like a psychic, I am going to predict what your answers were.‖

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―I‗m guessing most of you wrote red. If you wrote red would you stand? Please remain standing…‖

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―…and now I bet those of you who didn‘t write red wrote blue. If you wrote blue, will you please stand and remain standing?‖

―What did the rest of you write?‖

Ask each participant to answer. Have the participant and all the other participants who had the same answer stand up and remain standing. Repeat until all are standing.

Most of the remaining answers are still the primary colors, as opposed to writing chartreuse or taupe.

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―I‗m guessing most of you wrote chair; if you wrote chair would you sit? I bet those of you who didn‘t write chair wrote sofa or couch or something you sit on. If you wrote sofa or couch or any item of furniture you sit on, will you please sit?‖

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―I bet those of you who didn‘t write chair wrote table or desk or something you sit at. If you wrote table or desk, will you please sit?

―What did the rest of you write?‖

Desired response:

Most of the remaining answers are still pretty straightforward.

Ask each participant to answer. Have the participant and all the other participants who had the same answer sit. Repeat until all are sitting.


―When I asked you to draw a picture of a flying horse, I‘m guessing that most of you drew a four-legged animal with wings. If that‘s the case, would you please raise your hand?

―What did the rest of you draw? (If any hands remain down.)

―Is there anything else that you could have drawn as a flying horse?‖

Desired responses:

sawhorse with wings

horse on an airplane

pommel horse in the air

―A grade school student [someone from Harold Suire‟s program] drew 16 flying horses!‖

Debrief the exercise and make the following points:

Neural pathways in our brains are like information highways that become thicker with use.

Most people are predictable, as we saw in the fortune-telling exercise.

Affirm examples that were ―creative‖ and not predictable.

When the participants are given random numbers, the neural pathways go to the first cluster of neurons that has them answer ―blue‖ or ―red‖ or ―chair‖ or ―couch.‖

Tie this into the creative process and how the brain needs stimulation to be innovative.

―Have you ever had the experience of driving to work to back home on your regular route, and when you got there you couldn‘t remember thinking about how to get there? This is an example of how frequently repeated activity can build a neural pathway so strong that you don‘t even have to think about it to drive yourself to your destination.‖


1. Explain the purpose of the next exercise:

―We‘ve now felt what it‘s like to use our neural pathways. What does it feel like to forge a new path? The purpose of the next exercise is to experience what that feels like.‖

2. Tell participants they will be participating in another experiment. They will be writing a sentence that you will be verbally giving them. They must follow these three rules while writing the sentence:

They must write at regular speed

They may not dot any ―I‘s‖

They may not cross or top any ―T‘s‖

5. Read the following sentence several times to allow participants to write it completely.

―Six times I‘ve said you inspire team spirit.‖

6. Debrief by asking them to give you words for how they felt during the exercise. Record these answers on a flipchart, leaving room at the top for a title which you will add after filling the page with descriptions. Tell them you want to fill the page with their answers and encourage them to think of additional words until several are on the page.

In a mega-session, table facilitators will scribe responses on flipcharts located in each corner of the room.

7. Once you have at least ten words charted, write the word ―scratchy‖ at the top, and tell them this is our ―catch-all‖ word for how it feels to work out of habit.

―We have super-highway pathways in our brain about how we write our letters and although ours may vary from others‘ habits, everyone probably had to work out of habit during this exercise. Feeling scratchy doesn‘t preclude us from being able to do something. But it just might keep something from voluntarily being placed high on our priorities. Or it might keep us from being happy while doing things that make us feel ‗scratchy!‘‖

8. Ask if anyone crossed the last ―T‖ – their superhighway may have taken over the minute it thought the rules were done! Let them know they‘ll have a chance to work out of preference later in the workshop and experience yet again how it feels to be ―scratchy.‖

―Why did we do these exercises?

SCRATCHY

weird

unnatural

slow

difficult

uncomfortable

frustrating

…


―In today‘s society, where technology and innovation are moving so quickly, we can no longer afford to come up with the predictable answers of ‗red‘ and ‗blue.‘ One goal of today‘s workshop is to stretch your brain and create new neural pathways to come up with more creative answers… like all the flying horses!‖

―It reminds me of the philosophy professor who put a chair on the desk and simply gave the students these simple instructions: Prove this chair doesn‘t exist. The class set to work, composing long, complex explanations - all but one student, that is. This particular student jotted down an answer quickly and finished in less than 30 seconds. The answer: What chair?‖


Brain gym

1. Introduce the activity.

―We are going to be working our brains a lot today, so we want to warm them up and start the neurons firing. Part of warming up the brain is warming up the body. These activities are designed to fire the neurons in both hemispheres and prep your learning for the day. Please stand, or if you prefer to sit, you may.‖

[These exercises are from the book Brain Gym by Paul E. and Gail E. Dennison.]

In a mega-session, table facilitators will participate and help model the exercises for participants.

2. Play upbeat music.

3. Do Cross Crawls.

―This is a good way for us to get our large-motor functions warmed up. Stand comfortably and touch the elbow from one arm to the opposite knee. [If that is too strenuous, feel free to use your hand instead of your elbow.] Research has shown that when you cross the midline of your body like this, you have improved communication between the halves of your brain.‖

4. Do Lazy Eights.

Imagine an 8 lying on its side (or the infinity symbol)

Trace the 8 in the air with your thumb

Keep your head facing forward

Follow your hand with your eyes

Go as far out into your field of vision as possible

Repeat three times.

Switch hands

Repeat three times.

―This activity also crosses the midline to activate your whole brain, and gets your eyes warmed up to see.‖

5. Do the Thinking Cap.

―Now, we want to open your ears to be ready to listen.‖


Give yourself an ear massage

Use your thumbs and index fingers

Pull your ears back and unroll them

Begin at the top of the ear and massage down and around the curve, ending with the bottom lobe

Repeat three times.

6. Do the Energy Yawn.

―In addition, we want your body to be ready to communicate.‖

Pretend to yawn and open up your mouth

Put your fingertips on any tight spots you feel along your jaw joints

Make a deep, relaxed yawning sound

[Give an example, very loud.]

Open the back of your throat as wide as you can

Repeat three times.

7. Do ten more Cross Crawls.

Leadership Development 37 Meeting of the Minds October 2014 Thinking Attributes

Understanding Emergenetics

―Emergenetics tests patterns of thinking and behaving that emerge from the combination of an individual‘s genetics and environmental influences. The word Emergenetics is derived from a field of study known as emergenesis which is the theoretical basis for this work. It was coined by putting two words together, emerge and genetics, that is, who you are emerged from your genetic blueprint and was further developed through experiences in your formative years.

―It is said that genetics clears the first path through the jungle, but repeated use over time makes it a well worn path.

―In the same way your neural pathways make you inclined to answer ‗red‘ or ‗blue‘ or ‗chair‘ or ‗table,‘ your thinking and behavior also follows the well-worn neural pathways.‖

Compatibility with other tools

―Emergenetics, Assess, MBTI, Temperament, Interaction Styles, and other tools all describe different aspects of a person.‖

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―Emergenetics is a tool that can be combined with these and many other tools to enhance your understanding of who you are, or becoming more self-aware. In that way, we consider Emergenetics to be a complementary instrument that can work with many other tools you may have previously experienced.‖

Metaphor

―Emergenetics uses this graphic (point to poster) as a metaphor for how the brain thinks. We will examine in the next few minutes the meaning of each of the quadrants and each of the purple arrows.‖

This is not an anatomically correct model. It is suggested that you use color terms when presenting this material, for example: “The Blue part of your brain prefers to think analytically” as opposed to “The left hemisphere of your cerebral cortex prefers to think analytically.”

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Left-brain/Right-brain

―In order to understand Emergenetics and where it came from, you have to understand a little bit about how your brain works. I promise to make this as painless as possible for those of you who aren‘t biology majors! First off, your brain is made of two hemispheres. Have you ever heard the terms ‗left-brained‘ and ‗right-brained?‘ What does it mean to be ‗left-brained‘ or ‗right-brained?‘‖

Desired responses:

Left-brained:

Logical

Linear

Sequential

Systematic

Right-brained:

Intuitive

Emotional

Spatial

Conceptual

―In 1981, Roger Sperry won a Nobel Prize for explaining that there is a difference in the way the left and right hemispheres of the brain think and each side is the primary location for certain traits or tasks.‖

[More current research has proven that the two halves of the brain aren‟t as divided as once thought, but the theory is still valid for several traits.]

Left hemisphere/Right hemisphere

―Based on his research, Dr. Sperry concluded that:

The left hemisphere is more logical, linear, sequential, and systematic. A person who excels in this kind of thinking will take all of the information available and bring it together to deduct a single solution to a problem.

The right hemisphere is more intuitive, emotional, spatial, and conceptual. A person who excels in this kind of thinking takes all of the available information and imagines where they can go from there. The data is just a springboard for multiple solutions to the problem.‖

[Roger Wolcott Sperry (1913–1994) was a neuropsychologist and neurobiologist who won the 1981 Nobel Prize in Physiology and Medicine for his work with split-brain research.]


Triune brain

―Around the same time Dr. Sperry was doing his experiments, Paul MacLean was developing his own concept of the brain He called it the triune brain because his theory was that the human brain consists of three layers, with each layer corresponding to a different stage of evolution.‖

[Paul D. MacLean (1913-2007) was an American physician and neuroscientist who made significant contributions in the fields of physiology, psychiatry, and brain research through his work at Yale Medical School and the National Institute of Mental Health. The triune brain hypothesis was originally formulated in the 1960s and became familiar to a broad popular audience through Carl Sagan's Pulitzer Prize winning 1977 book The Dragons of Eden. It was propounded at length in his own 1990 book The Triune Brain in Evolution.]

Part of brain Functions Reptilian brain [also known as:

R-complex Brain stem/cerebellum Basal ganglia Old brain]

Physical survival

Maintenance of the body

Movement, balance

Digestion

Reproduction

Breathing, circulation, heart rate, body temperature

―Fight or flight‖ response

Limbic system [also known as:

Paleo-mammalian brain Mammalian brain Mid-brain]

Expression/mediation of emotions/feelings

Memory formation/retrieval

Fear, pity, anger, outrage

Sense of smell

Bonding needs

Attachment

Cerebral cortex [also known as:

Neo-mammalian brain Neo-cortex Cerebrum Outer cerebral layer Primate brain New brain]

Higher functions

Language

Abstraction

Logic

Seeing ahead and planning for the future

Voluntary movement

Perception

Processing sensory information


Abstract/Concrete

―Based on Dr. MacLean‘s research, Ned Herrmann, a pioneer in expanding our understanding of the brain, mapped the limbic system and cerebral cortex to the bottom and top halves of our metaphor. (The reptilian brain is not mapped because the functions are extremely basic, such as staying alive.) Hermann concluded the following:

The cerebral part of the brain metaphorically prefers abstract thinking.

The limbic part of the brain metaphorically prefers concrete thinking.‖

[William Edward "Ned" Herrmann (1922-1999) was an American creativity researcher and author, known for his research in creative thinking and whole-brain methods. He is considered the "father of brain dominance technology." He developed the Herrmann Brain Dominance Instrument (HBDI), a psychological assessment like Myers-Briggs or DISC.]

Four-quadrant interpretation

―Ned Hermann superimposed the ideas of abstract vs. concrete with Roger Sperry‘s convergent vs. divergent work to come up with a four-quadrant model of the brain using a metaphorical interpretation of their theories.‖


Behavior

―In the late 1980s, Wendell Williams and Geil Browning attempted to correlate Roger Sperry‘s, Paul MacLean‘s, and Ned Herrmann‘s interpretation with behavior to see if the different quadrants could predict behavior. They found that the four-quadrant thinking model held up, but that it did not correlate with the expected behaviors. The result was a seven-attribute model that serves as a metaphor for thinking (the four quadrants) and behavior (the three arrows). The arrows are depicted on the outside of the quadrants because they are the characteristics about us that are most visible to others.‖

Segue into “Behavioral Attributes” section.

―Next, we will go over the behavioral attributes. Since others see the behavioral attributes most easily, we are going to start with them as we take a deeper look into their definitions.‖


Behavioral Attributes

―There are three behavioral attributes: Expressiveness, Assertiveness, and Flexibility.‖

Do not define the terms yet.

Percentiles

―All of the attributes in Emergenetics are reported in percentiles. Percentiles are determined as if everyone who had ever taken the Emergenetics assessment was represented by a line of 100 people. Each person in the line represents 1% of the larger population, in the numerical order of the raw score from one end of the range of scores to the other end.

―Your score in the 32nd percentile means there would be 32 people in that line with a score that placed them to the left of you. Your score in the 79th percentile means that if you were in the line, there would be 79 people (that is, 79% of the larger population) in the line to the left of you.‖

[Let‟s say you took a math test and scored 400 points. It is hard to say how you did on the test based on that raw score. Let‟s say there were 500 points possible if every question was answered correctly. That means that you got 80% on the test. Still, to be meaningful, it would help to know what everyone else got on the test. If no one scored more points, then you did pretty well. If everyone scored more points than you, not so much. If 90% of the people who took the test got less than 80%, your score of 80% or 400 points would put you in the 90th percentile of test takers.]

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Expressiveness

―The first (dark purple) arrow on the Emergenetics model represents Expressiveness. Expressiveness is defined as the outward display of emotions toward others and the world at large.

―It‘s not what you experience on the inside, but what you share with the outside, for example: body language.‖

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Slides animate from right to left to cue you to always start at the right end of the spectrum and work your way left.

―The spectrum of Expressiveness ranges from gregarious on the right end to quiet on the left end.‖

[Everyone is expressive in some way, so there is no such descriptor as “expressive” and “non-expressive.”]

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―The burning question for those on the right end might be, ‗Will I have enough opportunities to speak?‘ The burning question for those on the left end might be, ‗Do I have to talk?‘

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―We break the behaviors up into thirds, as these groupings show consistent characteristics within the groupings. Notice that these percentiles bars are positioned horizontally to avoid the negative concepts of ―low‖ and ―high.‖ All people are expressive!‖

Percentile brackets on this slide animate from right to left to center to cue you to report the percentages in the corresponding order.

―In this room, ___% of you fall within the third-third of Expressiveness. This means that you probably like to be gregarious and you are likely to be energized by interacting with others.

―Do you think it is easy for the people in the third-third of Expressiveness to start conversations with strangers? Do you think they are comfortable or uncomfortable attracting attention?‖


Continue asking questions to draw out some of the following desired responses:

Easily start conversations with strangers

Comfortable attracting attention

Learn by talking

Need discussion after spending time quietly

Performer

Spontaneous

Animated expressions

―___% of you fall within the first-third of Expressiveness. This means that you probably like to be more quiet and introspective.‖

Ask yes-no or either-or questions to draw out some of the following desired responses:

Pensive

Think before they speak

Don‘t waste words

Perceived as less emotional

Tend to avoid group interactions

Can appear shy

Usually enjoy working with things

Dislike being singled out

Retreat to privacy for recharging

Energized by solitude

Stoic expression

―___% of you fall within the second-third of Expressiveness. This means that it depends on the situation whether you exhibit more first-third or third-third characteristics.

―Remember, all people are expressive. The percentile tells you your energy around Expressiveness.

―There is no preferred place on this continuum to be. All forms of Expressiveness, from gregarious to quiet, are equally valued. It is no better or worse to be at the ends of the spectrum than near the middle.‖


Assertiveness

―The second (medium purple) arrow on the Emergenetics model represents Assertiveness. Assertiveness is defined as the degree of energy invested in advancing thoughts, beliefs, and feelings.

―This is also about your control regarding tasks and to what degree you need to be personally invested in order to take action. Everyone is assertive; we just assert in different ways.‖

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―The spectrum of Assertiveness ranges from ―driving‖ on the right end to ―peacekeeping‖ on the left end.‖

[Everyone is assertive in some way, so there is no such descriptor as “assertive” and “not assertive.”]

―There is no preferred place on this continuum to be. All forms of Assertiveness, from driving to peacekeeping, are equally valued. It is no better or worse to be at the ends of the spectrum than near the middle.

―The Assertiveness attribute also includes an element of pace. It‘s how you assert and at what pace do you prefer moving. Both ends of the continuum will assert– they will just assert differently.‖

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―The burning question for those on the right end might be, ‗How can I get us there first?‘ The burning question for those on the left end might be, ‗How can we all make this work?‘‖

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―In this room, ___% of you fall within the third-third of Assertiveness. This means that you probably like to be driving in most situations and you enjoy a fast pace.

―___% of you fall within the first-third of Assertiveness. This means that you probably like to be more of a peacekeeper. You like to build consensus in most situations and you may move at a consistent, gentler pace.

―It‘s important to note here that all people are assertive. The percentile tells you how you will assert yourself.

―___% of you fall within the second-third of Assertiveness. Again, this means that it depends on the situation which characteristics you exhibit.


―Which third of expressiveness is more likely to get lost in the crowd?‖

Desired response: First-third

―Is the third-third of expressiveness more likely to learn by debating or listening and reflecting?‖

Desired response: Debating

Continue to ask questions to draw out some of the following characteristics of the first-third and third-third of Assertiveness, alternating between the thirds

First-third Third-third

Go along with decisions and do not voluntarily express their opinion

May not be comfortable sharing their ideas in conflict

Can get lost in a crowd

Keep the status quo

Voice usually is even-toned

Avoids confrontation

Competitive

Convince others of their point of view

Direct

Challenging

In-charge

Complete tasks at all costs

Will push the elevator button multiple times thinking it will come more quickly

:

―Note that there is a difference between Expressiveness and Assertiveness. For example:

Third-third Expressive people who are also first-third Assertive may speak a lot, but not necessarily to advance their own opinion. They are happy to talk about all sides.

First-third Expressive and third-third Assertive people may not talk much but will likely get their way.‖


Flexibility

―The third (light purple) arrow on the Emergenetics model represents Flexibility. Flexibility is defined as the willingness to accommodate the thoughts and actions of others.

―It is also the willingness to create an environment that encourages others to be comfortable.‖

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―The spectrum of Flexibility ranges from welcomes change on the right end to focused on the left end.‖

[Everyone is flexible in some way, so there is no such descriptor as “flexible” and “not flexible.”]

―There is no preferred place on this continuum to be. All forms of Flexibility, from change-welcoming to focused, are equally valued. It is no better or worse to be at the ends of the spectrum than near the middle.

―Flexibility has to do with how you respond when a change occurs that you didn‘t generate. As an example, if a decision was made in our last meeting to do something, and at today‘s meeting someone wants to readdress that decision, what is your first response?‖

<>

―The burning question for those on the right end might be, ‗Will I be able to change easily?‘ The burning question for those on the left end might be, ‗Can I stay the course I‘ve set?‘‖

<>


―In this room, ___% of you fall within the third-third of Flexibility. People in the third-third generally enjoy working on many projects at once and embrace many options at all points within the project. Decisions are ‗rough drafts‘ and you are open to changing them.

―___% of you fall within the first-third of Flexibility. This means that you likely prefer defined situations and generally like to complete tasks before moving on to the next one. For you, once a decision is made, it is final! It‘s important to remember that


people in the first-third of Flexibility generally appreciate options. However, once an option has been decided upon, they generally do not appreciate switching direction afterwards. They usually want to stay on track or quickly get back on track.

―___% of you fall within the second-third of Flexibility. It depends on the situation which characteristics you exhibit.

―Remember, all people are flexible. The percentile tells you your energy around flexibility or keeping focused and on track.

―Which third of flexibility is more likely love options and see all points of view?‖

Desired response: Third-third

―Is the third-third of expressiveness more likely to learn by debating or listening and reflecting?‖

Desired response: Debating

Continue to ask questions to draw out the following desired responses:

First-third Third-third

Strong opinions

Strong agenda; stay on track

Perceived as stubborn or inflexible

Likes options, but once the decision is made, sticks with it!

When presented with change, wants to know why

Needs a clear understanding of benefit/value before making a change

Changes require more energy

Best ally once on board with an idea

Prefers being in control of others

Will make decisions based on what they know today, but may change mind with new information

Remain cheerful and even tempered in most situations

Patient with difficult people

Open to suggestions from others

Difficulty with time management

Challenged to make a final decision

Can be perceived as wishy-washy or indecisive

Puts others‘ needs first

Don‘t mind interruptions



1. Explain the activity.

―There are three behavioral attributes: Expressiveness, Assertiveness, and Flexibility. These three Attributes influence our outward dispositions towards each other. Your degree of preference for each behavioral attribute is expressed as a first-third, second-third, or third-third percentile.

―In a moment, we will divide into groups. In your group, you will be given a card that shows the behavioral attributes of a person. Your card represents one person in a group of coworkers.

―Imagine that the group is deciding where to have lunch. The initial idea is for Italian food, but another option is Chinese. All the others want to have Italian food, but your assigned person wants Chinese.

―You will have five minutes to discuss and answer these questions:


What will your person do if the group goes to Italian food based on majority rules?‖

Instructions for conducting this activity in a mega-session appear on the next page. For ordinary sessions, skip to the page after that.


In a mega session, the primary facilitator first splits the group into quadrants, according to table

numbers. Table facilitators then lead quadrants as follows:

1. Position the participants in the quadrant into one tight circle around one of the tables in the

quadrant or in an open area of the room.

2. Divide the circle into seven or 14 smaller clusters.

3. Give each cluster a card in random order. If you are using two sets of cards, give out the

cards so that two clusters right next to each other do not have the same card.

4. Have each group discuss the behavior attributes on their card and answer these questions:


What will your person do if the group goes to Italian food?

5. After five minutes, debrief the activity using the notes in the Facilitator Guide in the order

shown.

Ask which cluster(s) had the behavioral attributes card you want to debrief first. Have

one person in that cluster hold up their behavior card for all in the quadrant to see while

another participant in the group reports out. Ask questions to draw out the points in the

desired answer for each card.

The list of desired answers is in the Facilitator Guide. Being familiar with desired

answers will help you ask the appropriate questions to make the desired points.

If you used two sets of cards, ask the other cluster to report out whatever they have to

add to what has already been said.

Repeat for each of the remaining six behavior cards.

When your quadrant has finished the exercise, they may go back to their respective

tables or on a break if directed.


2. Group participants into dyads, triads, or table groups so that you have seven or 14 groupings.

3. Give one behavior card to each group. Use a second set of behavior cards if necessary to avoid having more than three participants in any grouping.

4. Display the slide with the three sets of descriptors for Expressiveness, Assertiveness, and Flexibility while the small groups are working.

5. After about five minutes, debrief the activity.

<Click to display each of the behavior combinations, one at a time as you debrief.>

6. When debriefing the answers, ask questions to draw out the points in the table below.

Will this person make waves or keep the peace?

If she goes, will she order much?

Will this person give an opinion?


Desired responses:

1-1-1 This person does not feel like Italian food, but will give no outward indication of this. She is very concerned about not making waves, and will go out of her way to keep the peace. She may end up going to the Italian restaurant to be with the group, but will order very little from the menu. Because she is first-third Flexible, she still very much wants Chinese food. She may make an excuse about why she cannot go to lunch and will end up ordering take out. In either case, she will do her best to not draw any attention to herself or cause a disruption amongst the group.

<> 3-1-1

Like the person above, this person desperately wants Chinese food but doesn‘t want to make waves. However, since he is third-third Expressive, he feels the need to give some insight into his preferences. He will offer several, subtle clues to try to politely sway the group. He may ask, ―Has anyone read the latest negative review on Carmine‘s?‖ or ―That drive will take at least 30 minutes; can we get back in time?‖ Each question is offered in hopes that a group member will pick up the message that he doesn‘t want Italian. In the end will he get lunch with the group. The appeal of conversation with the crowd will be more enticing than the meal itself.

<> 1-3-1

This person has no problem being direct with the other members of the group, but will not go to great lengths to do so. She will firmly make the point that she wants Chinese food, and then remain silent. She is a person of very few words, but she usually will get her way. Beware if she says, ―I‘ll drive.‖

<> 1-1-3

This person will give no outward sign that he does not want Italian food and will go along with the group decision. The problem is, he still wants Chinese food. After the final decision to get Italian food has been made, he is thinking of different ways to get Chinese food in the immediate future. Maybe he can swing by the Chinese restaurant for dinner.

<> 3-3-1

This person can and will dominate the entire decision-making process. She wants Chinese food and will let the group know this fact. She will start from the beginning of the conversation and repeat her desires over and over again until someone agrees with her. This type of behavior can often be seen as bullying, because she will say things like, ―You will go to Chinese food if you want this group to be together.‖

<> 3-3-3

This person will dominate the entire decision-making conversation, but is willing to defer to group consensus. If you have two of these people in the group, the lunch conversation could go on for 20 minutes, as each will give his comprehensive list as to the pros and cons of each restaurant. They don‘t really care which one is chosen, but while at lunch they will feel compelled to give their observations of the restaurant and how it compares to the other suggested restaurants.

<> 2-2-2

People in the second-third of Expressiveness, Assertiveness, and Flexibility (the ―it depends‖ group) can swing to either the first-third or third-third of each Behavioral Attribute, depending on the scenario. Their decision may be swayed by their overall desire for Chinese food, or by the arguments promoted by the people involved in the decision.


Thinking Attributes

―Emergenetics identifies four thinking attributes: Analytical, Structural, Social, and Conceptual.

Do not define the terms now, just introduce the vocabulary.

―The Emergenetics thinking attributes model is a metaphor for the brain.

―The left/right dichotomy represents the convergent/divergent dichotomy.

―Analytical and Structural represent convergent attributes (those who like to use left-brain thinking), while Social and Conceptual represent divergent attributes (those who like to use right-brain thinking).

―The upper portion and lower portion of the metaphor represent the abstract/concrete dichotomy.

―Analytical and Conceptual represent abstract attributes (those who like to think in big-picture, bottom-line terms), while Structural and Social represent concrete attributes (those who like to work in the details, both with process and with people).

―With these broad categories, you can begin to see the makeup of the four thinking attributes:

Analytical is convergent and abstract

Structural is convergent and concrete

Social is divergent and concrete

Conceptual is divergent and abstract‖

40


Analytical

―The first thinking attribute is Analytical. If you have a preference in Analytical thinking, you are typically someone who enjoys logic, data, technical problem solving, concepts, and ideas.

―Your assessment results indicate that in this room, ___% of you have a preference in Analytical thinking.

―The key question for the Analytical mind is: ―Where‘s the research?‖ People with this preference are big-picture (that is, abstract) thinkers. They don‘t want to get bogged down with the details, but instead are more systems-oriented.

―Also, because the blue part of your brain learns by mental analysis, which is a solitary activity, people who are highly Analytical often work alone. In fact, they are so bound to logic that it can appear that they are unemotional and uncaring.

―Nick, who has an extremely Analytical profile, attended a seminar that was held in a luxury hotel. He told the facilitator that his family always complains that he doesn‘t tell them that he loves them. He said, ‗You have inspired me and I am going to change, beginning this minute. I am going into the gift shop to buy some postcards to send to all my children and grandchildren. On the card I shall tell each one of them that I love them. Do you know where I can find a photocopier?‘‖


Structural

―The next thinking attribute is Structural. If you have a preference in Structural thinking, you are typically someone who enjoys having directions, being predictable and practical, making and following plans carefully, and closure.

―Your assessment results indicate that in this room, ___% of you have a preference in Structural thinking.

―These percentages will not add up to 100% because most of you have more than one thinking preference.

―If you have a preference in Structural thinking, you may want to see where we are in regards to today‘s agenda. (We are in ‗Thinking Preferences.‘)‖

<>

―However, some of you who are really Structural would prefer this agenda. It has the details and you would be able to plan for breaks and lunch and so on.‖

Cover all the details in a sequential, detailed, methodical approach: they go from A to Z and do not skip LMNOP.

Like to follow guidelines, agendas, procedures and protocols and feel very comfortable with rules and regulations.

―Because the Structural brain is on the concrete side of the model, they are more hands-on learners, learning by doing.

―They are often perceived as conventional and conservative.

―One of the best examples of a Structural preference was from Chris Cox, a master facilitator for Emergenetics. She said that almost every Christmas, her stocking had an envelope with some money in it. It was usually an odd amount, like $17.23 or $8.92 – and it was never the same amount year over year. To make things more confusing, her siblings would likely have envelopes in their stockings, as well, but with different amounts. Some of the years, she wouldn‘t get an envelope, but her siblings would. There seemed to be no rhyme or reason to these mysterious odd-amount envelopes. When she got older, she finally asked her mother what was behind the envelopes. Her


mom explained that every year, after budgeting an equal amount per child, she would go out and do her Christmas shopping. When she had purchased all the presents that she could out of her budget, she put the remaining money in an envelope for that child‘s stocking. That‘s why some years there was no envelope and why each child had a different amount.‖

Difference between Blue and Green

―To understand the difference between Structural (Green) and Analytical (Blue), you have to understand the difference between concrete and abstract thinking.

―Analytical thinking (Blue) is abstract thinking. They have the ideas, but don‘t always know the details to get them implemented. Someone with a Structural preference doesn‘t think about the big picture. Instead they will take another‘s big idea and make it happen.

―For example, an Analytical person wants to know their checking account balance and feels that is it important that the checkbook be balanced – but they don‘t want to do it themselves. A Structural person not only wants to know the balance, but also trusts only himself to figure it out.‖


Social

―The next attribute is Social. If you have a preference in Social thinking, you are typically someone who uses emotion and gut instinct to make decisions. You are probably a team builder. You may be intuitive about people and able to read body language and facial expressions. You are likely to enjoy working with and through others to solve problems.

―Your assessment results indicate that in this room, ___% of you have a preference in Social thinking.

―The Social mind asks: ―Who else would enjoy this?‖ When they run into a problem or issue, they think about who in their circle may have a solution.

―The Social brain is a team player and wants everyone else to be happy. Sometimes, they can be perceived as overly emotional.

―They also tend to feel things that others don‘t understand, and often have difficulty explaining things they just know to be true.‖

<>

―How many of you get a visceral sensation/feeling in your gut when you are making a decision?‖

<Click to display questionnaire response ―Frequently.‖>

―This is a question we ask on the Emergenetics questionnaire and those who respond ‗frequently‘ tend to have preference in their Social (Red) Attribute.


―If you get a feeling in your gut when you are making a decision, we recommend you pay attention to it.

―Scientists now know that humans have two brains: one in the head and a second in the intestinal tract [called the enteric nervous system]. This ―gut brain‖ has more neurons than the spinal cord!‖

[All people (not just those with a Social preference) have brains in their head and gut; it‟s just that within a Red preference it is perceived as a visceral sensation. The Blue attribute calls it „cognitive bias‟, the Green says, „This is the way it‟s done,‟ and the Yellow says, „It just came to me‟.]

―People who have a preference for Social thinking tend to rely a great deal on this second brain.

―Gabrielle, someone with a lot of Social preference in her profile, is the marketing director of a large university foundation. One day a company offered her a position in the private sector. She felt stifled at the university and the offer was quite attractive. She couldn‘t make a decision, so she decided to flip a coin. Now, flipping a coin may not seem like the best way to make a life-changing decision, but Gabrielle decided that, if the coin landed heads, she would switch jobs. If it landed tails, she would stay at her present company. The coin came up heads. However, she didn‘t take the new job! She said, ‗When it came up heads, I felt a little funny. I looked in the mirror, realized I had turned pale, and felt I needed to investigate this matter further. And then I vomited.‘ The brain in Gabrielle‘s gut outweighed what the brain in her head was telling her. She realized that she was not stifled at her current job – just temporarily upset with her boss. She just needed to figure out a way to rework her position. Two years later, she is still at the foundation, and she would say that listening to her gut was the best decision she ever made.‖

[Dr. Michael D. Gershon, the author of The Second Brain (1999) is the chairman of the department of anatomy and cell biology at Columbia University. He is one expert you may Google to read more about this topic.]


Conceptual

―The final Emergenetics thinking attribute is Conceptual. If you have a preference in Conceptual thinking, you are typically someone who is imaginative, likes to envision the future, enjoys the creative process, is intuitive about ideas, and likes to connect seemingly unconnected concepts.

―Your assessment results indicate that in this room, ___% of you have a preference in Conceptual thinking.

―The world we live in tends to be more of an Analytical/Structural one. Because of that, people who use a lot of Conceptual thinking tend to be the most misunderstood.

Wants to know ―what is the concept here, and where can I go with it?‖

Just like Social is intuitive about people, Conceptual is intuitive about ideas – people with this preference often just know something, but can‘t explain why or how.

Enjoys the unusual, the theoretical and likes new techniques and technology.

Can be perceived as illogical or unrealistic.

―Jim has a highly Conceptual brain. He is a computer analyst who wanted to expand his Analytical thinking. He had been working with Dr. Geil Browning, the founder of Emergenetics, and she suggested that he take a math class. He said, ‗I don‘t do math.‘ ‗You don‘t do math? How is that possible? You are a computer analyst!‘ It turned out that Jim never went to college – because he never graduated from high school. He said he flunked high school math because, while he was able to give the teachers the answers to the questions, he couldn‘t show how he arrived at the answers. The teachers, who were certain he was cheating, gave him a failing grade on every test.‖


Difference between Red and Yellow

―Like the difference between Analytical (Blue) and Structural (Green), the difference between Social (Red) and Conceptual (Yellow), is the difference between concrete and abstract thinking.‖


―Just to restate, in this room:

___% of you have a preference for Analytical,

___% of you have a preference for Structural,

___% of you have a preference for Social, and

___% of you have a preference for Conceptual thinking.

―Next, we‘ll see how that plays out in real life…‖

Take a break here if timely or if the participants need one, or if any participants have not submitted a release form. This is the last opportunity to obtain releases before discussing confidential information, so it will be necessary to address the concerns of anyone remaining in the audience who does not want to release their information.


Preferred attribute

Allow 20 minutes for this activity.

1. Explain the activity.

―You are about to be divided into small groups according to thinking attributes. Your group‘s assignment is to identify how does a person with this thinking preference prefer to take the perfect vacation? Record your answers on flip chart paper. You will have 10 minutes.‖

2. Point out the tables or flipcharts nearest the corners of the room that have cards that say Blue, Green, Red, and Yellow on them, following the same layout as on the Emergenetics metaphor.

3. Send participants to the four corners of the room according to your prepared list of groups (balanced manually to create four equal-sized groups).

It is important not to say that they are all in their “most preferred” attribute, as they haven‟t seen their profiles yet and you would be revealing results they may not have released or don‟t agree with. If participants ask, share that you have asked them to join a place where you feel they‟ll be comfortable, but not everyone is necessarily in their most preferred attribute.

4. Display this slide on the screen when groups are working in the preferred-attribute exercise so they have the definitions as reference.

Ensure they understand that they may not agree with everything that this attribute might do as each participant has a full pie chart of four colors in various proportions. No one has just one color.

Instructions for conducting this activity in a mega-session appear on the next page. For ordinary sessions, skip to the page after that.


The primary facilitator provides directions to whole group before splitting into most-preferred

attribute groups. Color-coded lists will be on each table. Participants check the list and go to the

corner of the room designated by color. Table facilitators lead participants in their corner as

follows:

1. Though most participants will be in their first or second thinking preference, it is important

not to say they are in their ―most preferred‖ attribute as they haven‘t seen their profiles yet.

Rather say this is their assignment for this exercise and they will likely feel comfortable with

it.

2. Divide the participants in your corner into two to four smaller groups of 5 to 10, allowing

everyone to contribute ideas in the smaller group. Have each smaller group in your corner

work at one of your flipcharts.

3. Remind them that they will have 10 minutes to record their answers and help them keep

track of time.

4. Be available to answer questions and guide the process.

5. Select one of your smaller groups to report out to the entire group at large. Please select the

team who has most accurately portrayed the thinking attribute of your corner.

6. The primary facilitator will lead the debrief-at-large and will start with Blue, then Green, Red

and Yellow.

7. Allow the selected group‘s spokesman to use handheld microphone to report out once

primary facilitator calls for your thinking attribute


4. Debrief. Starting with the Blue, and then going to Green, Red and Yellow, ask each group to present their perfect vacation.

As they present, acknowledge where their answers align with the attribute and deviate from the attribute.

Ask the questions‖ ―Did you find this difficult to answer?‖ and ―Was it particularly straining?‖

Take no more than five minutes for each group to present and debrief.


Multi-modals

―The previous exercise showed what happens when you isolate each thinking attribute. Something to keep in mind is that most people have at least two preferences, meaning that they have at least two thinking attributes that contribute a major factor in their decision making process. These individuals are called ‗multi-modal.‘‖

Present these slides very rapidly. It is not necessary to talk about any characteristics of the various multi-modals, just to introduce the vocabulary:

Individuals with a preference in…

… two thinking attributes are called bi-modals.

… three thinking attributes are called tri-modals.

… all four thinking attributes are called quadra-modals.

Bi-modals

Bi-modals come in six varieties:

Individuals with preferences in Analytical and Structural thinking attributes, which are both convergent attributes

Individuals with preferences in Social and Conceptual thinking attributes, which are both divergent attributes

Individuals with preferences in Analytical and Conceptual thinking attributes, which are both abstract attributes

Individuals with preferences in Structural and Social thinking attributes, which are both concrete attributes

Individuals with preferences in Analytical and Social

Individuals with preferences in Structural and Conceptual


Tri-modals

When talking about tri-modals, it is important to focus on what they are and not what they are not. Instead of saying “tri-modal without Conceptual” be sure to say “tri-left with Social.”

―Tri-modals come in four varieties:

―Individuals with preferences in Analytical, Structural, and Social are called tri-lefts because two of the three preferences are on the left (convergent) side, as are individuals with preferences in Analytical, Structural, and Conceptual.

―Individuals with preferences in Analytical, Social, and Conceptual are called tri-rights because two of the three preferences are on the right (divergent) side, and so are individuals with preferences in Structural, Social, and Conceptual.‖

Quadra-modals

―Individuals with a preference in all four thinking attributes are called quadra-modals.‖

―We typically say that tri-modals and quadra-modals have a ‗committee in their head,‘ as each attribute must be satisfied before the individual is comfortable with a decision.‖

Note: Avoid taking a break here. You will need to give a break very shortly after beginning the next section, when you hand out the participants‟ profiles.

Leadership Development 69 Meeting of the Minds October 2014 The Emergenetics Profile

The Emergenetics Profile

Many facets

―Please remember that you are like a diamond with many facets. Emergenetics only gives you a limited snapshot into who you are as a person, as filtered by the Emergenetics metaphor. It does not speak to values, nor does it speak to competencies.‖

Prize your gifts

1. Review quote.

Preferences

―Also, remember that when we are speaking about Emergenetics, we are speaking about preferences rather than competencies. Just having a preference in a certain attribute doesn‘t automatically mean that you have the ability to effectively carry out those preferences. And, vice versa, not having a preference does not imply that you are unskilled in that area.

―The preferences simply indicate what is your natural tendency and the amount of energy that you put towards that type of activity.

―When you work in an attribute that is not one of your preferences, usually that feels ‗scratchy.‘‖

For example, one CEO of a large ad agency who was a blue/yellow preferenced thinker with 5%ile red and first-third Expressive, He did an exercise called “Sing for your supper” during an Emergenetics offsite. He was amazing, and then was absent the next morning until mid-day. And his story was that he was so far out of his comfort zone that he needed the entire morning to recharge and be able to take in any more interactions.

35


―Knowing what we know about the different thinking and behavioral attributes, know that each of you may examine your results differently from others. You may need a few minutes, perhaps even a few hours or overnight, to analyze your scores and think about how they compare to your perception of yourself. Or you may be eager to share your scores with others and can hardly wait until I stop talking. Or you may wonder why anyone would care what your profile looks like.‖

Allow participants to read the slide.

―I ask that you respect the attributes of your neighbor as you are reviewing. Allow people time to reflect, if they need it. Please allow them their privacy and confidentiality if they require that.‖

Identify the Emergenetics associates in the room and advise the participants that they are all available if they have questions.

Turn off projector, play music, and hand out the Emergenetics profiles (or have the participants try to find them posted on the wall.) Give your participants some time to examine and share their results with others.

In a mega-session, table facilitators will assist. Table facilitators pick up profiles for each of the tables in their quadrant. Each stack of profiles will have a table number on it and will be in spectrum order. The top profile will be the one that belongs to the person at 11 o‟clock position at that table. The profiles may be passed out from right to left if facing your table standing at the 12 o‟clock position. Please hand the profiles to each participant personally.


Example profile

―Look at your Emergenetics Profile. The three parts of the Emergenetics Profile are as follows, from bottom to top:

Behavior percentiles: (bar chart)

How you compare to the population

Expressiveness

Assertiveness

Flexibility

―All people are expressive, assertive, and flexible.‖

Thinking percentiles: (bar chart)

How you compare to the population

Analytical

Structural

Social

Conceptual

―All people have some of each attribute, even if it is not a preference.‖

Thinking percentages: (pie chart)

Summary of your thinking attributes and how they compare to each other.

―In short, the percentile bars present how you compare to the population at large. The pie chart is a summary of your own personal attributes and how they compare to each other.

―The purple arrows around the pie chart represent your Expressiveness, Assertiveness, and Flexibility attributes. The arrows being on the outside of the pie chart exhibit the fact that people recognize your behaviors before getting to the core of how you think.

―Emergenetics Profiles are scored based on the population at large and normed by gender. First, look at the Blue, Green, Red, and Yellow percentile bars. These numbers represent the strength of your attributes compared to a statistically selected group of people who represent the general population [in your gender].‖

The strength of thinking attributes is energy you have or don‘t have towards a given thinking attribute

Behavioral attributes are displayed differently and thus are interpreted differently

With the behaviors we are talking about style differences, not strength differences

Distinction between strength/style and competency


―Percentiles reflect the degree of energy expended to think a thought or perform a task. When you are…

… in the first-third, you perform gently.

… in the second-third, it depends.

… in the third-third, you perform forcefully.

―The dogs‘ noses line up. This is not about being the quickest, it‘s just about how much energy you burn getting there.‖

[Have you ever noticed how different people drive? Some follow a few inches behind the bumper of the car in front, constantly changing lanes to try to get ahead and get to the destination faster. Others maintain a gentler pace and go with the flow of traffic. Both drivers end up waiting at the same red light.]

Percentiles to percentages

―This slide shows how the percentage calculations are performed based on the percentiles.‖

<Click through animations and explain the math.>

―Start with the percentile scores in the bars at the bottom of the profile.

―If you add the four percentile scores together, what is the total?

Desired response: 238

―Divide each percentile score by the sum of the percentiles. This gives you the percentage.‖


―Next, look at the pie chart at the top of the profile which tells you how the thinking attributes relate to each other. This is determined mathematically according to the intensity of each thinking attribute.

―While percentiles reflect how you think compared to the population at large, the percentages reflect your personal thinking preference (s. (i.e. how much room does each attribute take in my brain).

―Any number that is 23% or greater is what we call a thinking preference. A preference is defined as an attribute that you enjoy using, have a lot of energy when using, and use unconsciously. It does not measure IQ, ability, or competency.‖


[If your percentage for a Thinking Attribute almost reaches 23%, this is nearly a preference. The attribute influences your thinking, but is not a bona fide preference. To illustrate this concept, think of boiling water. Water boils at 100°C. At 99°C it is simmering, but not boiling. Similarly, we consider 22% “almost a preference.”]

[This is also known as a “vacation spot,” a place where you don‟t mind spending time but you wouldn‟t want to stay there all the time.]

Averages

―On average, a person with one foot in the fire and one foot in a bucket of ice water is comfortable.‖

Be careful: over-simplification of any research can be dangerous. For example, if you had a two-person group and one person scored in the 5th percentile of Assertiveness, and another scored in the 95th percentile of Assertiveness, on average the group would score in the 50th percentile. In reality, however, you would observe two different behaviors that are associated with the extreme ends of the Assertiveness spectrum, rather than the stated group average.

All of the Emergenetics research is based on averages, and there are certainly individual examples that would contradict these broad conclusions. What we are talking about are averages.

For your own credibility, it is critical that you give this message, especially to the Analytical/Conceptual (Blue/Yellow) thinkers.


Group profile

―Your team‘s combined Group Profile is in your handouts. It shows you the averages of the group in terms of the Emergenetics attributes.

Dot chart

―This is an example of a group‘s Dot Chart. The Dot Chart for the group in this room is in your handouts. These are the individual percentiles of each person in this room. You can also see the average of the group. As mentioned earlier, each of you are represented by a dot on this chart. What do you notice about your group?‖

As time allows, have them find their dots on the chart and connect their personal dots with a line. Compare this to the group average line and discuss the implications. This is particularly important if you are working with an intact group as it gives the individual an opportunity to understand why he/she may be having difficulty relating within the group.

Percentage chart

―There is a Percentage Chart in your handouts. It shows the percentage of each type in the general population and in this room. You may follow along as we go through the various profile types in the profile tour.‖


Profile tour

―Let‘s take a tour of profiles, including all 15 of the thinking attribute profile types.‖

Show all the profile samples even if they are not represented in your audience. You can go quickly, but it is important to show the variety of profile combinations to your participants and a strength about each one. This may be the first time a participant thinks in positive terms about their polar opposite!

STRENGTHS

mediator

on-track

data

consistency

ideas

peacekeeper

drive

vision

gut

connections

As you go through the tour and highlight the strengths of

each attribute (or combination of attributes) be on the alert for

the ones listed on the flipchart from the Participant

Introductions section. Call them out. Ask who stated it was

their strength, and verify whether they have a preference in

some corresponding attribute. If not, ask whether it was a

learned skill and if it feels “scratchy.”

Examples:

(Do not ask these questions now, but later in the profile tour

when the strengths come up.)

―Who said the strength they brought to work was their ability

to act as a mediator between team members? Where does

that come from?‖

Desired responses:

Tri-modal

First-third Assertive

Social

―Who said the strength they brought to work was keeping

things on track? Where does that come from?‖

Desired responses:

Structural

First-third Flexible


AT**

―Is this profile unimodal, bimodal, or trimodal? What do the preferred thinking attributes have in common?‖

Desired responses: Bimodal, convergent

<Click to make question prompt disappear.>

―This is a profile of a person who has preferences in Analytical and Structural thinking. He enjoys logic, process, rationality and rules. His profile combination makes up 17% of the population at large. He is in the ‗it depends‘ group for Expressiveness, and his Assertiveness and Flexibility show that he largely prefers to dominate the decision-making process and focus on one idea.

<>

―The tag line on this profile could be, ‗Make a plan and follow it.‘‖

Scan the flipchart for responses such as the following (or similar) and relate them back to participants‟ profiles:

Logic

Process

Rationality

Rules

Plan

―This profile belongs to one of our senior leaders [EVP and above]. Can you guess who it is?‖

Desired response: Robert Isom

<Click to reveal photo of Robert.>

―Robert and all the officers whose profiles we are showing you today have given their written consent that we may share them with you.‖

If participants guess one of the following senior leaders, tell them that they share the same type of profile:

Derek Kerr Dion Flannery

Allen Hemenway Brian McMenamy

Franco Tedeschi


**SC


Desired responses: Bimodal, divergent


―This profile belongs to a Social/Conceptual thinker. She very much works by intuition, whether she is working with ideas or about people. Her profile makes up 12% of the population at large.

―Her Expressiveness and Assertiveness are in the third-third, which means that she is very gregarious, with a driving personality. Depending on the situation she may want to be focused, or go with the flow.‖

<>

―The tag line on this profile could be, ‗Let‘s create this together.‘‖

Scan the flipchart for responses such as the following (or similar) and relate them back to participants‟ profiles.

Intuition

Ideas

People

Creativity

―This profile belongs to one our senior leaders. Can you guess who it is?‖

Desired response: Elise Eberwein

<Click to reveal photo of Elise.>

Other senior leaders with this profile include:

William Ris Ed Bular Derek DeCross

Fernand Fernandez John McDonald Terri Pope

Suzanne Rubin Peter Warlick Ken Wimberly


A**C


Desired responses: Bimodal, abstract


―This person is an Abstract thinker with preferences in Analytical and Conceptual thinking. People with this profile care less about the details and like to focus more on the overall idea. This profile can come up with ―wacky ideas‖ but can often come back with the logic behind them to show why they would work. This profile makes up 11% of the population at large.‖

<>

―The tag line on this profile could be, ‗I see the forest‘‖

―This profile belongs to one of our senior leaders. Can you guess who it is?‖

Desired response: Doug Parker <Click to reveal photo of Doug.>


Scott Kirby Stephen Johnson Keith Bush Tim Campbell

Daniel Henry Dec Lee Paul Morell Andrew Nocella

David Seymour Timothy Skipworth Kimball Stone

[More often than not, individuals with this profile believe they are smarter than the average person. This is not necessarily true, but it is what they believe and others often describe them as intimidating. If this person‟s Expressiveness factor is in the first-third and/or her Assertiveness factor is in the third-third, you can imagine how this exacerbates the situation.]


*TS*

―What do the preferred thinking attributes of this bimodal profile have in common?‖

Desired responses: Concrete


―Brian is a Concrete thinker with preferences in Structural and Social thinking. Brian is all about the details, whether they are about processes or people. His profile makes up 11% of the population at large.

―His behaviors suggest that he will be more gregarious, generally a peacekeeper and one who likes to keep several things going at once.

<>

―The tag line on this profile could be, ‗I‘d love to share the experience, but please make an appointment first.‘‖

Scan the flipchart for responses such as the following (or similar) and relate them back to participants‟ profiles:

Details

Gregarious

Peacekeeper

[If participants ask whose profile this is, inform them that none of the senior leaders have this particular combination of thinking preferences. However the following executives do:]

Todd Christy John Hale Lyle Hogg

Howard Kass Kurt Stache

Jill Surdek Joseph Taney

[These two attributes (depending on their strength) can be in conflict with each other. The practical thinker who likes guidelines and structure argues with the sympathetic, fun-loving, social thinker.]


A*S*

―This person has preferences in Analytical and Social thinking. This profile makes up 6% of the population at large. Her Blue brain wants to look at challenges analytically while her Red brain wants to look at them intuitively. With this type, what you see may not be what you get. This fun-loving, devil-may-care brain can also be the one to ask the most critical questions and then pin you to the wall if you don‘t know the answers!

<>

―The tag line on this profile could be, ‗An informed head with a warm heart.‘‖


Desired response: Bev Goulet <Click to reveal photo of Bev.>

Other senior leaders with this profile include: Kevin Brickner and Steve Farrow.

*T*C

―Conversely, this person has thinking preferences in Structural and Conceptual thinking. With this profile the Green wants to clean its desk while the Yellow wants to go fly a kite. This is a powerful profile in that the Yellow attribute creates, imagines and visions while the Green sorts through the ‗crazy‘ or ‗weird‘ ideas and implements a plan. This thinking profile is found in less than 2% of the population at large. Her behaviors fall within the second-third, or the ‗it depends‘ group.‖

<>

―The tag line on this profile could be, ‗Nailing Jell-O to the wall.‘‖

[If participants ask whose profile this is, inform them that none of the senior leaders have this particular combination of thinking preferences. Considering that it is found in only 2% of the population it is not unusual that a group as small as American Airlines‟ senior leadership team would not include many of this type, if any.]


ATS*

―This person is a tri-modal thinker with preferences in Analytical, Structural, and Social thinking. People with this combination prefer organization and logic, while rooting their decisions with people. They tend to be very cautious and oftentimes can have a perfectionist nature about them. You see this thinking combination in 13% of the population at large.

―What do her behaviors that tell you about the environment she would prefer?‖

Desired responses:

She generally prefers an amiable environment where she can focus on completing one task at a time. It can be quiet or gregarious depending on the situation.

<>

―The tag line on this profile could be, ‗Efficiency with feeling.‘‖


Desired response: Maya Leibman <Click to reveal photo of Maya.>


Marilyn Devoe John Gustafson

Patrick O‟Keeffe Steven Leist

Robert Maloney Devon May


A*SC

What kind of profile is this?

What are his thinking preferences?

Desired responses:

Three preferences, tri-modal

Analytical, Social, and Conceptual

―Fred is a tri-modal thinker with preferences in Analytical, Conceptual, and Social thinking. Fred typically enjoys looking at abstract, big-picture ideas and then rooting these ideas within people. You will see this profile within 13% of the population at large.

―What do his behaviors suggest?‖

Desired responses:

He is largely a talkative, external processor.

He enjoys a peaceful environment.

He is willing to go with the flow.

<>

―The tag line on this profile could be, ‗What do you think of this global idea?‘‖

[If participants ask whose profile this is, inform them that none of the senior leaders have this particular combination of thinking preferences. However the following executives do:]

Hector Adler Tim Ahern Suzanne Boda Robert Ciminelli

Bill Collins Paul Jones Tim Lindemann Michael Minerva

Donna Paladini Art Pappas Kerry Philipovitch Art Torno


AT*C


Desired responses:


Analytical, Structural, and Conceptual

―This is a tri-modal thinker with preferences in Analytical, Conceptual, and Structural thinking. You will find this profile in 5% of the population at large. Penny is gifted at seeing the big-picture and being able to combine logic and structure to get it done.

―What do her behaviors suggest?

Desired responses:

She is largely quiet

Her assertiveness depends on the situation

She is focused when she has made a decision

[Those who fall in the first-third of the population in Expressiveness are usually happy being who they are. Those in the third-third of the population in Expressiveness often feel the need to reform the others. “If I am having a good time, I want everyone else to also have a good time,” said one 95th %ile Expressive to a 5th %ile Expressive. “I feel sorry for those who aren‟t in the middle of the fray like I like to be!” he continued. The 5th %ile Expressive replied, “I like to stand against the wall at parties and watch people like you make fools of yourselves!”]

<>

―The tag line on this profile could be, ‗Ideas are for doing.‘‖

If participants ask whose profile this is, inform them that none of the senior leaders have this particular combination of thinking preferences. However the following executives do:

Jim Butler Don Casey Kenji Hashimoto


*TSC


Desired responses:


Structural, Social, and Conceptual

―What do you think this person is good at?

Desired responses:

Coming up with unusual, imaginative ideas.

Following those ideas up with the right structure

Getting people to help get her ideas done.

―You see this profile in 4% of the population at large.‖

<>

―The tag line on this profile could be, ‗Creative thinking with controlled emotions.‘‖

If participants ask whose profile this is, inform them that none of the senior leaders have this particular combination of thinking preferences. However the following executive does:

Paul Wroble


ATSC

―These people have thinking preferences in all four quadrants. This profile is very rare and only seen in 1% of the population at large. They are very good at seeing all points of view and can typically talk to anyone in his/her language. The flip side of this profile is that she can sometimes get paralyzed, because every option looks good.

―Comparing the two, the pie charts look very similar, but there is a big difference between the two of them. What is it?‖

Desired response:

His percentile bars flex more to the right.

―This is not necessarily better; it just means that David appears to expend more energy than Barbara. So when the two of them walk into the room, who are you probably going to notice first?‖

Desired response: Him. (The profile on the right side.)

<>

―The tag line on these profiles could be, ‗Fair and balanced.‘‖

If participants ask whose profile this is, inform them that none of the senior leaders have this particular combination of thinking preferences. However the following executives do:

Pedro Fabregas Keith Houk

[These are profiles of people who tend to be very successful or very bland. The success comes from being able to relate to all people while still being able to make firm decisions. These people tend to communicate very well with others (depending on their behavioral attributes) since they can relate to how others think. They can be the catalysts in the group who help promote understanding among the team members. The challenge of these profiles comes because they do not stand out from the crowd in any way. Since their profiles don‟t have strong tendencies in any direction, they can appear wimpy. The stress comes from second-guessing decisions. To be successful, these individuals must be able to make a decision quickly and then stand behind it.]

―With both tri-modals and quadra-modals, we like to say that

there is a virtual committee in a person‘s head. This is the case

because all of the person‘s different thinking preferences must

be satisfied before making a decision.

―This can often lead to longer decision times, as all the sides must be convinced.‖


A***

―Finally, we have the uni-modal thinking types. This is Ronald, who has a single preference in Analytical thinking. Ronald is very much rooted in logic and numbers.

<>

―His motto is, ‗Trust, but verify… with data.‘ You find this profile in 1% of the population at large.‖

Chuck Schubert

*T**

―This is a person with a single preference in Structural thinking. He loves order, process and clear rules. You see this profile in 2% of the population at large. He appears quiet and focused, and he doesn‘t draw attention to himself.‖

<>

―The tag line could be, ‗Of course I don‘t look busy; I did it right the first time.‘‖

[None of the senior leaders have this particular combination of thinking preferences. Considering that it is found in only 1% of the population it is not unusual that it would not occur in a small group.]


**S*

―Here is someone with a single preference in Social. This is a profile seen in 1% of the population at large. Cheryl roots almost all of her decisions on her gut feelings and intuition about people. People can usually tell whatever emotions she is feeling. She can swing to any one of the first-third or third-third behavioral attributes, depending on the situation.‖

<>

―The tag line on this profile could be, ‗I never met a person I didn‘t like.‘‖

[None of the senior leaders have this particular (and rare) combination of thinking preferences.]

***C

―This is a uni-modal thinker with a preference in Conceptual thought. You will see this profile in 2% of the population at large. He is aligned to the vision and global thinking more than anything else. He will come up with many ideas, dominate the decision-making process, and will then focus in on one idea.‖

<>

―The tag line on this profile could be, ‗I feel like I am diagonally parked in a parallel universe.‘‖

Michael Carreon, Cindy Fiedelman, Tom Trenga, Thomas Weir


Profile changes occur

―Many people ask if profiles can change. Of course! You are human and the brain is elastic. However, our test/retest research shows that statistically, most people don‘t change over time except under three circumstances:

A significant life event (such as a merger)

Excessive drug or alcohol use

Conscious action is taken to create change

―I want to caution you, however, that we believe that you are perfect the way you are, and that deliberate change is generally a difficult process.

Segue into the next section, or take a break. If you take a break, play music.

[Change may also occur if the respondent did not accurately answer the questions the first time. Sometimes participants will answer the questions according to what they believe are the expectations of their boss or organization or occasionally someone will, at the end of a seminar, confess to having another person respond to the survey for her/him. Obviously, if these people answer the survey, the results are different. This doesn‟t happen very often, but you ought to be aware that it does exist.]

[If you want more information about changing your profile, read Chapter 7, “You Can Change” in the Emergenetics: Tap into the New Science of Success” written by Geil Browning.]

Leadership Development 89 Meeting of the Minds October 2014 Applying the Behavioral Attributes

Applying the Behavioral Attributes

The purpose of this activity is to show the diversity of behavior (or lack thereof) within a team, to allow participants the opportunity to dialogue from different perspectives within each spectrum, and to build understanding of the value and contribution that each place on each behavioral spectrum brings to the team.

In a mega-session, table facilitators assist by helping the participants line up in exact percentile order from 5 to 95.

The table facilitator assigned the Green quadrant finds the participants closest to 33 and 34 and makes a gap between them. The table facilitator assigned the Red quadrant finds the participants closest to 66 and 67 and makes a gap between them. Ask participants on either side of the gaps not to cluster with anyone on the opposite side of the gap.

Table facilitators help the thirds with numerous participants in them further divide into sub-groups, perhaps at the midpoint of the thirds (15, 50, and 87) or wherever it makes sense according to the distribution of the participants within the thirds. Use the dot chart to help you see any obvious gaps and clusters.

Table facilitators help keep the smaller clusters on track in answering the questions the primary facilitator puts up for each spectrum.

35


Expressiveness spectrum

1. Explain the activity before directing the participants to take their places in the lineup.

―You are about to line up in order according to your behavioral attributes. Please consider these questions for small-group discussion:

What strength do you bring to a team?

What vulnerability do you bring to the team?

How may those in the other thirds interpret what you do?

What do you want others to know about you?

―Remember that all people are expressive, they just show it differently. Avoid using the terms ‗expressive‘ or ‗non-expressive‘ when describing people. Instead, say ‗talkative‘ or ‗in the third-third of expressiveness‘ or ‗quiet‘ or ‗in the first-third of expressiveness.‘‖

2. Reference the large purple numbers (0, 15, 33, 50, 67, 87, and 100) you posted on the walls before the beginning of the session to provide a template of the percentile range for participants.

3. Ask participants to stand and bring their profile with them. Ask them to stand in the exact order of their percentile score on the Expressiveness bar on their profile.

4. Once participants have found their place, break them into ―like‖ groups for discussion purposes. Use the first-third, second-third, and third-third as a starting point and further divide within the thirds as clusters dictate. Depending on group size, you may have 2 groups within some or all of the thirds.

5. Display the questions again for small group discussion and give them a few minutes to come up with their group answer.

6. Allow each group to report their answer.


7. Ask the following question of the large group:

―You arrive at a meeting that you are a participant in, not the leader of, 10 minutes early. You know a few of the 20 participants. You do not know the others. The topic of the meeting is something you know some about, but are not the expert and will not be presenting. You are merely a participant. What do you do with the 10 minutes prior to the start of the meeting?‖

8. Ask an individual from each third to answer.

9. After insights have been gained, proceed to the next lineup.


Assertiveness spectrum

1. Tell participants you are going to ask them to move to the place on the scale that represents their percentile score on the Assertiveness bar, and as they move to notice who moves closer to them and who moves further away.

2. Have them locate the spot where they are going, then move.

―Remember that all people are assertive, they just show it differently. Avoid using the terms ‗assertive‘ or ‗non-assertive‘ when describing people. Instead, say ‗driving‘ or ‗in the third- third of assertiveness‘ or ‗peacekeeping‘ or ‗in the first-third of assertiveness.‘‖

If appropriate for the group and if time permits, you may have the participants form clusters to discuss the questions in smaller groups for a few minutes, as with the previous lineup.

3. Ask individuals from each of the thirds, beginning with someone in the first-third, the following questions.

What strength does your behavior bring to a team?

What vulnerability does your behavior bring to the team?

How might those in the other thirds interpret your behavior?

What do you want others to know about your place on the spectrum?

5. After insights have been gained, proceed to the next lineup.


Flexibility spectrum

1. Ask participants to move to the place on the line corresponding to their Flexibility percentile score, noticing who moves with them and who moves away from them.

―Remember that all people are flexible, they just show it differently. Avoid using the terms ‗flexible‘ or ‗inflexible‘ when describing people. Instead, say ‗accommodating‘ or ‗in the third-third of flexibility‘ or ‗firm‘ or ‗in the first-third of flexibility.‘‖

2. Ask the following question of the large group:

―You have been given a clear assignment at work that will take a large amount of your time over the next week to complete. You‘ve completed about half of the project using the guidelines given to you. After a few days of work, the same person who assigned you the project informs you that there will be a change to the project. There is good reason for the change, but it means you will need to change your work already done. What is your initial response? What kinds of things are important to you as you make this change? How much of your energy does making this change consume?‖

3. Ask an individual from each third to answer.

Leadership Development 95 Meeting of the Minds October 2014 Applying the Thinking Attributes

Applying the Thinking Attributes

Walkabout

1. Identify the four thinking quadrants in the room using signs with the color or quadrant name. Place them in the same sequence as found in the Emergenetics model. (If class is large enough to have fout separate tables, identify one table as the location for each thinking attribute. If the class has a boardroom style table, use each corner of the table.

2. Introduce the activity:

―In the Australian Aboriginal culture, there is the concept of a ‗walkabout.‘ Walkabout refers to a rite of passage during which the young men of the tribe would undergo a journey and live in the wilderness for a time, to discover who they are, their strengths, and their weaknesses.

―We are going to do our own walkabout, as well, to learn about our strengths. I‘ve set up the four thinking quadrants in the room.‖

Note: Your job during this activity is to guide the discussion and ensure that all thirds get a chance to share their opinions. Let the participants teach themselves more than you are teaching them. This is one of the most critical parts of the day and will have a profound impact on the group.

In a mega-session, table facilitators help shepherd the group at large as they walk from their most preferred attributes to their less preferred attributes.

3. Ask participants to stand and bring their profile and handouts with them. Invite them to move to the place in the room identified by their most preferred attribute. (If they have a tie, go to the one they like best right now.)

Notice the distribution of participants.

Ask them how this impacts them as a team and discuss.

Identify any sub-teams within the larger groups, and their distribution.

Have them notice who is standing in their least preferred attribute – and point out that these are great coaches to them when they are required to work in this area of the brain.

40


4. Refer them to the page in the handout with the information about the attribute they are standing in. Call their attention to the third column, which contains suggestions to keep in mind for individuals with that thinking preference.

5. Ask them to notice who moves with them and who moves away from them as they move to their second-most preferred attribute.

Notice distribution of participants. Point out any interesting dynamics again.

Note that most/all are still in preference, so not to pigeon-hole anyone in only one preference.

Point out additional coaches in their least preferred attribute.

Ask for additional insights they may have.

6. Move to third-most preferred attribute. As they move, notice who is still moving with them and recognize that they have very similar profiles. At the third-most preferred attribute:

Notice distribution of participants.

Continue to point out team dynamics based on distribution.

Note who is still in preference. Have them step forward and those out of preference (less than 23%) step back. These are additional coaches for them, so have participants notice who is still in preference in their least-preferred quadrant.

In a mega-session, table facilitators encourage the in- and out-of-preference sub-groups separate far enough apart so those in the other parts of the room can tell who‟s who.

7. Move to the least-preferred attribute.

Note distribution, and have team discuss dynamics of this within their team.

Note that this is the place where participants have the least energy for thinking and performing. Point out that this isn‘t about skill, it‘s about preference.

Ask participants to look at their most preferred quadrant and notice who stands there. These are folks whom they can proactively coach!


8. Pass out the pie piece cards and have participants in each group take turns reading the sentences, noting how it feels to use the language of their least preferred attribute

In a mega session, table facilitators hold the microphone for the participants when they share

the phrases of their least-preferred attribute. They will take turns, with one person reading the

first phrase and passing the pie piece to the next person in line.

Mind the gap

Ask participants to sit down where they are, at the corner tables, in their least-preferred attribute groupings. If the groups are large, split them into two or more groups per quadrant.

―You are now sitting in your least preferred attribute. What does it feel like to live in this thinking attribute? Unless you are a quadra-modal, each one of you is out of preference.

―This brings us to the section we call ‗Mind the gap.‘ For those of you who aren‘t familiar, ‗mind the gap‘ is a phrase that is used on a lot of subway systems to warn people that there is a space between the platform and the train.

―Why is this warning important?‖

Desired responses:

Making assumptions about actual distance

Not paying attention, which could cause them to fall/trip/get hurt.

―In thinking preferences, we sometimes have a similar gap. It is called the intent-impact gap. What do you think that means?‖

Desired response:

Sometimes when we make assumptions or are not paying attention to how we communicate/act, our intentions can stray from our actual impact.

―We would like our intent-impact gap to be closed, so that we are making the point we intend to make or we are getting things done that need to be done. This is very easy when we are talking to someone who shares our thinking preference because we are ‗on the same wavelength.‘ It can be more difficult with someone whose most preferred [thinking] attribute is the same as our least preferred.

―How do we narrow that gap? Practice. And that‘s what we are going to do right now.‖


Recognition letter

1. Instruct participants that they have ten minutes to write a letter of recognition to an employee whose most preferred thinking attribute is the opposite of theirs, in a style that will appeal to them.

2. Display this slide on the screen when groups are working in the least preferred attribute exercise so they have the definitions as reference.

In a mega-session, table facilitators help participants divide into smaller groups of five to 10 participants each, depending on the number of participants in each corner and the number of flipcharts available. They ask each of the smaller groups to use one of the flipcharts and remain available to answer questions and guide the process.

Before the end of the activity, the table facilitators select the group among those in their corner that has most accurately portrayed a letter that would appeal to the recipient and ask them to be ready to report out.

During the debriefing, table facilitators provide the selected group‟s spokesperson a microphone when the primary facilitator calls on their thinking attribute.

3. After 10-15 minutes have one person from each quadrant present their letter. It is important for you to be specific in the items they did, and those they did not do as well as a person who is first dominant in their assigned attribute would have. The goal is to ensure they understand how it feels to work in their least preferred attribute – and the energy it takes to do a job that isn‘t usually as skilled as those who are naturally preferenced.

How painful was this exercise to you?

Describe your thoughts about having to do this.

How did it feel in your opposite quadrant?

Did you come up with any new ideas?

What was the most difficult thing about this?

The easiest?

How many of you want to change to your opposite quadrant?

Leadership Development 99 Meeting of the Minds October 2014 Summary and Reflections

Summary and Reflections

Summary

1. Explain that the participants are going to be divided into new groups to complete the following assignment:

―We could provide you with a summary of the day now, but we think you can do it just as well as we could. In your group, develop a summary of the day by creating a poem, song, skit, rap, cheer, or some kind of performance. Each person in your group is to participate. Your performance should not be longer than 90 seconds. You have 15 minutes to plan.‖

Do not explain that you are dividing the group into WE teams! They will discover it on their own and the learning will be more meaningful.

2. Determine how many summary teams to form (this is normally fewer than the number of tables in the room). Divide the group into summary teams by having them count off up to that number. (For example, if you want five teams, have them count off up to five and start over at number one.)

3. Start the counting with the person at the 11 o‘clock position at table 1. Proceed counter-clockwise around that table, then to the rest of the tables in numerical order always starting with the person occupying the 11 o‘clock position and ending with the person at the one o‘clock position.

4. Have all the ones go to table 1, twos to table 2, etc. If necessary due to the layout of the room and the number of summary teams, you may move table numbers around so all teams are closer to the stage.

Alternative method for large groups: Pre-assign participants to the desired number of summary teams and print a list. Place copies of the list on each table.

In a mega-session, table facilitators help the participants count off in order to form new groups.

Normally, fewer tables are used for the summary exercise than the general session, so table

facilitators coordinate with each other so that each is responsible for approximately 25% of the

tables being used. While the summary teams are working, help keep track of the time they have

remaining and make sure all the handheld microphones are available on the stage by the time

for the first performance.

During the performances, table facilitators help the next team assemble “on deck” and assist

with collecting microphones from the teams when they finish and pass them on to the next

team.

55


5. After 15 minutes, allow the tables to volunteer to present and clap for each without debrief. To save time, have each table pre-staged or ready to go at their own table.

6. Debrief the exercise after all tables have performed.

How many were surprised at how easy this was?

Why do you think it was easier than expected?

Desired responses:

We had a variety of types on our team

We all brought different strengths

―The next time you‘re in a meeting that doesn‘t feel like it is accomplishing anything, think of how much you did in 15 minutes in a WE team, or whole-Emergenetics team.

―You are seated in WE teams. These are groups that have all four thinking attributes represented and at least one tri-modal or quadra-modal who can act as the ‗translator‘ for the rest of the group. Generally, when you put these thinking attributes together, you also get the behavioral diversity.

―What we know about teams is that you can generate more creative and productive results if you follow these three tips:

Hire for competence

Assemble a WE team

Provide the right climate for the team to function

What are my unique gifts?

What gifts do others on my team bring?

What gifts are missing? How can we compensate?‖

9. Distribute job aids.

In a mega-session, table facilitators can each pass out the job aids to the tables in their quadrants.


Action planning

1. Have participants partner with someone on their WE team to identify two or three ways they can apply what they have learned to a challenging situation in the workplace. For example:

Adjust communication style to better accommodate the thinking and/or behavioral preferences of a colleague or customer, perhaps closing the intent/impact gap

Plan a presentation, meeting, or sales call to appeal to a variety of thinking and behavioral attributes, not just ones like you

Tap into the power of WE teams when working on a project

2. Have participants exchange email addresses and agree on a follow up date to check on progress on each other‘s action plan.

3. Debriefing questions:

What can you do more of?

What can you do less of?

What impact will this have on your success?

What is the risk if you don‘t do this?


Reflections

Reflections are needed for the learner to think through the information. If you don‟t provide quiet time for the Analytical attribute to reflect, it will take the time and it will either not process your next event or it will be frustrated.

1. Have everyone return to their original seat.

2. Tell them they are going to now have an opportunity for silent reflection.

3. Instruct them to write one sentence about what they have learned about themselves as result of the day‘s program. Display the slide with the instructions.

4. Tell them that when they are finished writing the sentence, they may put down their pen and continue in silent meditation until all have finished.

5. Give them up to three minutes to write while you are playing relaxing alpha music (music that beats at 60 bpm, such as Pachelbel‘s Canon in D).

6. When everyone is finished, tell them to pick the one word in the sentence that is most meaningful to their reflection.

7. Ask a person at one end or the other of the thinking spectrum to start the process of sharing, while the rest remain silent. It is important that no conversation ensue in between each person‘s reflection. Continue until each person has shared a reflection. If you are in a large room, use a microphone or encourage everyone to say their word loudly enough for all to hear.

In a mega-session, table facilitators assist by passing microphones between tables.

8. Call for questions.


The Parable of the Animal School

1. Tell the parable:

―Many cultures around the world and through the ages have taught wisdom through the use of parables, often featuring animals. To close today‘s program I would like to share with you the Parable of the Animal School:

Once upon a time, the animals decided that they should do something meaningful to meet the problems of the world, so they organized a school. They adopted an activity curriculum of running, climbing, swimming, and flying. To make it easier to administer, all of the animals took all of the subjects.

The duck was excellent at swimming. In fact, he was better than his instructor. However, he made only passing marks in flying and was very poor at running. Since he was so slow in running, he had to drop his swimming class and do extra running. This caused his webbed feet to become badly worn, meaning that he dropped to an average mark in swimming. Fortunately, ―average‖ was acceptable, therefore nobody worried about it . . . except the duck.

The rabbit started at the top of the class in running, but developed a nervous twitch in his leg muscles because he had so much makeup work to do in swimming.

The squirrel was excellent in climbing, but he encountered constant frustration in flying class because his teacher insisted that he start from the ground up instead of from the treetop down. He developed cramps from overexertion, so he ended up with a C in climbing and a D in running.


The eagle was a real problem student and was severely disciplined for being a non-conformist. In climbing class, he beat all of the others to the top, but insisted on using his own way of getting there! Each had its own strengths . . . yet instead of working hard to maximize those strengths, they spent lots of time trying to become good at something that wasn‘t natural for them.

―Think about this team. Think about yourself. Rather than try to get to the same level of average performance, think about how you can best use your unique skills and strengths to succeed -- to soar. Think about how you can best use your unique skills and strengths -- to truly make American airlines the greatest airline in the world. We can only make that happen together -- through the power of WE.‖

2. Thank participants and all who helped put on the program.

3. Tell participants about other programs offered by Leadership Development and distribute the flyer.

4. Dismiss participants. Play upbeat music.

emergenetics® meeting of the minds - jeffrey d. scott · 2019-02-07 · introduction 0900 -0945...

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