Goals

^? To acquaint the participants with the basic theory of left-brain and right-brain orientations.

^? To provide a way for each of the participants to determine his or her particular orientation.

^? To examine the ways in which different orientations affect the completion of group tasks.

^? To develop the participants’ understanding of the benefits and drawbacks of their own and others’ orientations.

Group Size

From fifteen to thirty participants assembled into three subgroups of varying sizes. (See step 4.)

Time Required

Approximately two hours.

Materials

^? A copy of the Orientations Inventory for each participant.

^? A copy of the Orientations Scoring and Interpretation Sheet for each participant.

^? Six copies of the Orientations Observer’s Sheet (one copy for each observer).

^? A pencil for each participant.

^? A newsprint flip chart and several felt-tipped markers for each subgroup.

^? A newsprint flip chart and a felt-tipped marker for the facilitator’s use.

Physical Setting

A room with chairs and writing surfaces for the participants. When the subgroups are formed, they should be seated far enough apart so that they do not disturb one another while working on the task.

Process

1. The facilitator announces that the upcoming activity concerns different approaches to problem solving, distributes copies of the Orientations Inventory and pencils, and instructs the participants to complete the inventory. (Ten minutes.)

2. When all participants have completed the inventory, the facilitator distributes copies of the Orientations Scoring and Interpretation Sheet and asks the participants to follow the instructions for scoring and then to read the section entitled “Interpretation.” (Ten minutes.)

3. The facilitator leads a brief discussion of the theory material in the “Interpretation” section, eliciting and answering questions as necessary. (Ten minutes.)

4. Three subgroups are formed according to the participants’ orientations: left brain, right brain, and no clear preference. Then two observers are assigned to each subgroup: one left-brain thinker and one right-brain thinker.

5. The facilitator explains that the members of each subgroup, with the exception of the observers, are to function as members of a research and development team for a major toy manufacturer and are to spend twenty minutes developing three new ideas for toys to be marketed during the coming year and another ten minutes preparing a five-minute, formal presentation of these ideas for the total group. Each subgroup is given a newsprint flip chart and several felt-tipped markers to aid in completing the task. Each observer also is given a copy of the observer’s sheet and is asked to follow the instructions on the sheet while the subgroups work on their task. After ensuring that all participants understand what they are to do, the facilitator instructs the subgroups to begin.

6. After the subgroups have worked for twenty minutes, the facilitator asks them to spend the next ten minutes preparing their formal presentations.

7. The facilitator calls time and instructs the subgroups to stop their work. Then the subgroups take turns making their formal presentations. (Fifteen minutes.)

8. The pairs of observers take turns sharing their observations with the total group. As these observations are shared, the facilitator writes important points on newsprint, taking care in each case to designate the observer’s own orientation (left brain or right brain). (Fifteen minutes.)

9. The facilitator concludes the activity by asking the following questions:

^? What are your reactions to the differences in subgroup products? in subgroup presentations?

^? What reactions do you have to the differences in observations about the subgroups? What are your reactions to the differences between right- and left-brain observers?

^? How did you feel while completing the task? How did you feel about your subgroup’s product? How did you feel about the process your subgroup used to accomplish the task?

^? What dynamics did you notice in your subgroup? How did you feel about these dynamics?

^? What can we conclude about the advantages and disadvantages of an all-left-brain group? an all-right-brain group? a mixed group or a group whose members have no clear preference?

^? What else have you learned about brain orientation as it affects the completion of group tasks?

^? What is one way you can improve your own group’s functioning back home as a result of this experience?

^? The total group may be assembled into only two subgroups: those with a left-brain orientation and those with a right-brain orientation. In this case the participants whose scores on the inventory indicated no clear preference for either orientation should be designated as observers.

^? If right- or left-brain thinkers are not represented in the group, the facilitator may ask some individuals from the no-clear-preference subgroup with the scores closest to the missing orientation to form the needed subgroup.

^? The task may be changed to reflect the participants’ experience.

^? The inventory may be assigned as pre-work, and the participants may be asked to bring their completed copies with them to the session.

^? A second task round may be conducted with a new task using heterogeneous subgroups and having the participants from the no-clear-preference subgroup serve as observers.

1. When planning the activities of my day, I usually

a. make a list of all the things I need to accomplish.

b. picture the places I will go, people I will see, things I will do.

2. I prefer to

a. summarize readings.

b. outline readings.

3. When I need to motivate myself, what works best is

a. competing with myself.

b. competing with others.

4. When I go to a movie, I usually sit

a. on the left side of the theater.

b. on the right side of the theater.

5. When I approach a problem, I am likely to

a. try to find the one best way to solve it.

b. think of a number of different ways to solve it.

6. When preparing myself for a new or difficult task, I am more likely to

a. compile extensive information about the task.

b. visualize myself accomplishing the task.

7. I am skilled in

a. the statistical, scientific prediction of outcomes.

b. the intuitive prediction of outcomes.

8. When I meet someone it is easier for me to

a. remember the person’s name.

b. remember the person’s face.

9. When I shop I have a tendency to buy

a. on impulse.

b. after carefully reading the labels and comparing costs.

10. Generally speaking, I absorb new ideas best by

a. contrasting them to other ideas.

b. applying them to concrete situations.

11. Daydreaming is

a. a viable tool for planning and problem solving.

b. a waste of time.

12. I am strongest at recalling

a. spatial imagery (the room arrangement, where people sat, etc.).

b. verbal materials (names, dates, etc.).

13. To outline a scheme to someone, I am likely to

a. use a paper and pencil.

b. explain it orally.

14. During oral explanations I am generally

a. attentive.

b. restless.

15. When someone gives me an assignment, I would rather have

a. specific instructions.

b. flexible instructions.

16. After attending a good movie, I enjoy

a. visualizing scenes from the movie in my mind.

b. quoting dialogue from the movie.

17. I learn athletics better by

a. watching someone and getting the feel of the game.

b. thinking about the sequence and repeating the steps.

18. If I had a choice, I would rather work

a. by myself.

b. on a team.

19. Check all of the following statements that you feel are true about you:

I am outgoing and work well with others.

I enjoy swimming.

I enjoy skiing.

I enjoy bicycling.

I am good at thinking up new ideas.

I can understand schematics and diagrams.

I like to relax and just do nothing.

I enjoy dancing.

I like to paint or sketch.

I strongly visualize the characters, setting, and plot of a book.

I postpone making telephone calls.

I enjoy fishing.

I enjoy running.

Ideas frequently come to me out of nowhere.

It is easy for me to read people’s body language.

I like to sing in the shower.

I enjoy rearranging my furniture and decorating my home.

20. When I read a recommendation, I am likely to pay the most attention to

a. the ideas that are behind the recommendation.

b. whether or not the recommendation can be accomplished.

21. When reading a paper, I read

a. to understand the main ideas.

b. to understand the details and facts.

22. I prefer to learn

a. systematically through ordered and planned experiences.

b. through free exploration.

23. I have a tendency to make decisions

a. after careful thought and analysis.

b. on a gut level or by hunch.

24. It is more fun to

a. plan realistically about the future.

b. dream about the future.

25. I like to organize things

a. to show relationships.

b. to show sequence.

26. I am more skilled at solving problems

a. intuitively.

b. logically and rationally.

27. Check all of the following statements that you feel are true about you:

I have a place for everything and a system for doing things.

I enjoy sewing.

I enjoy chess.

I enjoy photography.

I can extract meaning from contracts, instructional manuals, and legal documents.

I find it satisfying to plan and arrange the details of a trip.

I like to collect things.

I enjoy working on home improvements.

I can easily find words in a dictionary and names in a phone book.

I take notes at meetings and lectures.

I enjoy writing.

I play bridge.

I am results oriented.

I like to read.

I play a musical instrument.

I enjoy doing crossword puzzles.

My work is organized, efficient, and orderly.

For items 1 through 18 and 20 through 26, refer to your inventory and circle the letter of the completion that you checked for each item. For items 19 and 27, follow the specific instructions written beside each of those item numbers.

Left Right
Brain Brain

1. a b

2. b a

3. b a

4. a b

5. a b

6. a b

7. a b

8. a b

9. b a

10. b a

11. b a

12. b a

13. b a

14. a b

15. a b

16. b a

17. b a

18. a b

19. All statements are right brain; 17 check marks are possible. Statements with check marks are right-brain responses; statements without check marks are left-brain responses. Count your check marks and write your totals below:

Left-brain responses (without check marks):

Right-brain responses (with check marks):

20. b a

21. b a

22. a b

23. a b

24. a b

25. b a

26. b a

27. All statements are left brain; 17 check marks are possible. Statements with check marks are left-brain responses; statements without check marks are right-brain responses. Count your check marks and write your totals below:

Left-brain responses (with check marks):

Right-brain responses (without check marks):

Now total your number of left-brain responses as well your number of right-brain responses for all items—including items 19 and 27—and write your totals below:

Total Number of Left-Brain Responses:

Total Number of Right-Brain Responses:

Interpretation

A person whose total number of either type of response is 32 or above shows a clear preference for that type of thinking. Consequently, someone whose right-brain responses number 32 or more shows a clear preference for right-brain thinking. A right-brain thinker may demonstrate considerable creative, musical, or artistic talents. When called on to make a decision or to participate in a problem-solving or decision-making task, a right-brain thinker often relies on feelings and intuition. Such a person is good at recognizing patterns with minimal data provided and may excel at solving complex problems that require creativity and insight.
An individual whose total number of left-brain responses is 32 or above shows a clear preference for left-brain thinking. He or she may demonstrate strong verbal, logical, or analytical skills. Such a person tends to be meticulous and well organized and probably excels at planning, projecting costs, or performing similar tasks requiring precise attention to detail.
A person whose totals do not indicate a clear preference may possess both left- and right-brain problem-solving skills. Such a person may be flexible in his or her approach to problem solving, and this flexibility may be an asset to a group problem-solving effort.
Your total numbers of left-brain and right-brain responses are most useful when they are compared with the responses of others in any group to which you belong. It is a good idea to become aware of your orientation (right brain or left brain) and to develop an understanding of the impact that it may have on your own and your group’s ability to solve problems and make decisions. Then, when you and your fellow group members share and begin to understand one another’s orientations, you can take greater advantage of each member’s assets when working together on a task.

1. How is the subgroup going about its task? (What procedures or processes are the members using?)

2. How are the subgroup members keeping track of what they are doing?

3. What kind of information is the subgroup using to develop its product ideas?

4. How are individual members’ ideas received by the rest of the subgroup?

5. How are formal roles (leader, recorder, spokesperson, presenters, and so forth) being determined?

6. What criteria (cost, originality, marketability, appearance, and so forth) is the subgroup using to evaluate ideas?

7. How is the subgroup making decisions? (Are the members voting? simply agreeing with one another?)

8. How would you describe the level of activity or energy in the subgroup? (How would you describe the level of physical movement and the volume of the conversation?)

9. How is the subgroup going about the planning of its presentation?

10. What is your personal evaluation of:

a. The subgroup’s final product (its three toy ideas)?

b. The members’ effectiveness in working together?

LEFT BRAIN RIGHT BRAIN PROBLEM SOLVING