The Highlands Battery Four (4) Dimensions

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The Highlands Battery Four (4) Dimensions
The overall pattern of the way in which our
abilities come together and interact with each
other has a great deal of significance. While
there are no direct cause and effect
relationships among our abilities, there are some
which can support and reinforce each other, and
some which can set up push/pull situations with
each other. The interactions among them are most
easily seen and understood when we consider four
specific dimensions of abilities as they relate
to functional areas of our lives.
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The four dimensions are as follows

• Learning How you most easily take in new
  information.
• Work/Study Environment (optional) what
  work/study context or environment is most
  conductive to your performing at your best.
• Communication How you most effectively
  communicate and the contexts/situations in which
  you feel most comfortable communicating.
• Problem Solving/Decision Making How you most
  effectively solve problems and make decisions.

Each of the four (4) dimensions is described in
detail in the material which follows.
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Ranges of Scores
The press point is the point at which you will
begin to feel the pressure to use a particular
driver on a regular basis. The degree to which
you feel this pressure correlates with the
strength of your score. For example, if your
Classification score is 45 (which is a mid-range
score), you will still feel a press to use this
driver because its press point is 36. However,
you would not feel as strong a press to use this
driver as someone whose Classification score is
65 (which is a strong score).
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Verbal Memory, Tonal Memory, Number Memory,
Design Memory, Rhythm Memory Scales for all
learning channels above
1-35 36-64 65-99 Vocabulary 1-25 26-64 65-99
Specialist and Generalist 1-35 35-64 65-99
Introvert/ Extrovert 1-35 35-64 65-99 Classifi
cation Idea Productivity press point
36 1-35 36-99
Concept Organization Spatial Relations/Theory
press point 50 1-49 50-99 Spatial
Relations/Visualization press point
65 1-35 36-64 65-99 Pitch Discrimination 1-35
36-64 65-99 Time Frame Orientation 1-35 36-64
65-99
Limited Medium Strong Limited Medium Strong Li
mited Medium Strong Introvert Medium
introvert/extrovert Extrovert Limited Strong
Limited Strong Abstract Orientation/Limited
Structural Orientation Medium Abstract/Structural
Orientation not clear Strong Structural
Orientation Limited Medium Strong Short Medium
Long
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Learning Dimension no. 1
How you take in, understand and apply new
information, concepts and strategies Verbal
Memory Relates to READING the ability to recall
written materials and learn new words quickly and
easily. Verbal Memory relates to visual learning,
the ability to recall what one has read
efficiently. It can help you master vocabulary
(general and specialized), learn to read and
write foreign languages and gather information
from the written word.
Limited (1-35)
Medium (36-64)
Strong (65-99)
Give yourself enough time to work with written
material. If you give the task time, focus, and
energy when approaching the material, you may not
experience any particular problem learning from
this medium.
You should be able to pick up information from
the written word without any particular
problem You may find it helpful to re-read the
material.
You should be able to pick up information from
the written word quite quickly and
easily. Reading new material is perhaps the most
efficient way for you to take in new information.
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Tonal Memory Relates to LISTENING the ability
to remember tunes and tonal sequence. It is
particularly important for oral communication as
it is the ability to remember what you hear. This
ability relates to learning vocabulary words
reproducing the accents of languages and
dialects the ability to remember and reproduce
sequences of sounds, such as words, sentences,
musical tones, or any other mechanical or natural
sound. Tonal Memory is most closely related to
what is thought of as true musical ability.
People who have medium to strong scores can
easily reproduce musical tones, as well as other
sound sequences, from memory. As a purely musical
ability, it has application in playing musical
instruments and singing by ear.
Learning Continued
Limited (1-35)
Medium (36-64)
Strong (65-99)
This may mean that it is difficult to pick up
information immediately from lectures and spoken
instructions.
You have some facility in remembering tonal
sequences. You may find it helpful to listen to
the material more than once.
You have a very strong ability to remember what
you hear. Listening to new material is perhaps
the most efficient way for you to take in new
information.
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• Design Memory
• Relates to TWO-DIMENSIONAL DESIGN The ability to
  recall charts, diagrams, graphs, pictures, or
  visual representation. Design memory is the
  ability to remember information in
  two-dimensional graphic form. It is the big
  picture, rather than small detail. You use this
  ability to
• Recall or work with any kind of two-dimensional
  patterns or designs (i.e. fabric designs, floor
  plans, mechanical schematics, architectural
  drawings, etc.).
• Visually notice, remember, and work with how the
  elements of a design or pattern relate to each
  other.

Learning Continued
Limited (1-35)
Medium (36-64)
Strong (65-99)
You may experience some difficulty remembering
the overall patter, the big picture, of visual
fields.
You are able to remember and use visual patterns
in your everyday life.
You are able to remember and use visual patterns
very easily. Consider design memory to be a
significant learning channel.
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Rhythm Memory Relates to MOVEMENT AND ACTION
The ability to remember rhythm patterns and to
learn new information through direct, hands-on
experience, physical movement and action. It is
thought to be related to the need for physical
activity. Rhythm Memory is a kinesthetic memory
channel. It involves large muscle memory and is
related to body coordination and motor
activities. We use it when we are learning such
things as new dance steps tennis, golf, and
baseball swings football tackling maneuvers,
martial arts movements swimming strokes, and the
blocking involved in stage productions. Rhythm
memory is also involved in the larger arm and
body movements used in such actions as drawing,
painting, and playing musical instruments. It
indicates a general need for enjoyment of
physical activity,
Learning Continued
Limited (1-35)
Medium (36-64)
Strong (65-99)
You do not generally experience a strong need
or press to use Rhythm memory. You are able to
enjoy music, rhythm and beat, even though
reproducing it may be difficult to you.
You usually do not experience a strong need or
press to use it. However, you should experience
no particular problems in responding to music,
learning a musical instrument, or in moving in
sync with others in athletics or dance.
You experience this abilitys demand to be used.
If it is ignored, you will feel restless and
unhappy.. It also means your have a strong
ability to remember physical movements of your
body.
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• Number Memory
• Relates to NON-ASSOCIATIVE LEARNING The ability
  to recall miscellaneous facts. This type of
  memory does not have an organizing structure all
  facts are remembered equally. It usually
  manifests itself as a facility for remembering
  new factual information like names and numbers.
• Number Memory helps you
• Recall a fairly long series of digits,
  miscellaneous material, facts, information,
  statistics, and trivia that may or may not be
  associated with anything else.
• Use numerical information along with extraneous
  information to solve problems and make decisions
  and recommendations.
• This ability is referred to as non-associative or
  rote learning. Number Memory is the most
  specialized ability of the five learning channels
  and have a narrower usage than the other four
  learning channels.
• A travel agent could use this ability to remember
  plane schedules in detail or a sports
  broadcaster could use it to remember statistical
  information about yards gained, names and numbers
  of players or a cashier in a shop could remember
  the price of merchandise without looking.

Learning Continued
Strong (65-99)
Limited to Medium (1-64)
You are able to remember whatever facts and
numbers you need to do your day-to-day tasks.
You are able to remember numbers easily, and also
other kinds of facts. People who are as high in
number memory as you are remember all sorts of
facts from many different sources quickly and
easily, without apparent effort.
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Learning Continued
Multi-Modal This means that learning new
information is best accomplished through using
more than one learning channel. Everyone has
access to multi-modal learning. It is
particularly useful and applicable when several
learning channels are in the low range, with no
one learning channel being especially strong.
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Work/Study Environment (optimal) Dimension no. 2
Identifies the environment that maximizes your
performance.
Specialist
Generalist
Most comfortable in work roles that require you
to become and expert. Difficulty moving from job
to job unless it is within your specialty. View
things from a unique point of view. Any work
environment where you can find a niche and stick
with it will be most satisfying. A specialist in
a generalist role may be frustrated because the
job will seem broad and ill-defined.
Most comfortable in work roles that allow you to
be team oriented. Can move from one job to
another without undue stress as along as you feel
the group goals are being met. Works best in
teams and groups. A generalist in a specialist
role often feels that the job is too narrow.
Introversion
Extroversion
Plenty of time and space to work alone. Able to
have time to yourself after interacting with
others in order to recharge your batteries.
Plenty of time to interact with others. Prefer
to process your thoughts and communicate out
loud. Able to have time to be with others after
working alone.
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Work/Study Environment (optimal) Continued
Classification
A holistic, non-logical problem-solving approach
that creates quick problem-solution
Limited (1-35)
Strong (36-99)
The optimal work environment is one which
contains structure/ guidelines to follow. Allows
for time to reflect on prior experiences and to
gather information as needed. Thrives in a
environment that requires patience to work
through a structured process in an accepting,
curious fashion.
The optimal work environment is fast paced and
varied. Thrive in work environments that draw on
your diagnostic insight and pointed, incisive
decision making. Boredom is likely if there is a
need to slow down long enough for follow-through
or learning process.
Idea Productivity
The rate or volume of ideas.
Limited (1-35)
Strong (36-99)
Your optimal work environment may be one in which
a premium is placed on being able to concentrate/
stay focused on one thing at a time.
Your optimal work environment may be one in
which a premium is placed on generating many
ideas. Prefer to work on several projects at a
time.
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Work/Study Environment (optimal) Continued
Spatial Relations Visualization
The ability to visualize three-dimensional forms
related also to needing hands-on experience/
work
Limited (1-35)
Strong (36-99)
Thrive on work roles that deal with abstractions
like ideas, relationships, laws and
feelings Sometimes may forget the connection to
the real world in what you do.
Feel most comfortable working with and thinking
about real things such as tools, products,
machinery, or buildings. Need the sense of
having seen and touched the end result.
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Work/Study Environment (optimal) Continued
Vocabulary
An indicator of your fund of general knowledge
People are most comfortable working with others
with similar vocabulary levels. This optimal work
environment then, is one which a person spends
the majority of his/ her day interacting with
people with a similar level of vocabulary.
Time Frame Orientation
The unit of time (days, weeks, years) thought of
when looking towards the future
In general, a work environment that values a
persons particular time frame orientation will
feel most comfortable. For example, some entire
industries (like the computer industry) have very
short time frame orientations while others (for
example, some research industries) have very long
time frame orientations. In addition to specific
work roles, people should consider the industry
or organization within which he/ she works in
terms of optimal time frames.
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Communication Dimension no. 3
How you effectively facilitate the flow of
information to reach a common understanding in a
manner appropriate to the target audience.
Specialist
Generalist
Work as an individual. Contribute as an
expert. Communicate with passion
intensity. Unique way of seeing an issue. May
feel out of sync in communicating with
generalists. May be difficult to understand how
others feel. Communication may not be appear to
be connected to team goals.
Team approach. Resonates with others. Intuitivel
y understands how others react and feel. Easily
understood by the majority. 75 of the
population are generalists. Easily facilitate
communication among generalists. Communicates
from team or group perspective.
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Communication Continued
Introversion
Extroversion
Recharged by time spend alone. Need purpose in
interaction. Prefer to communicate by writing or
e-mail. Prefer to communicate one-on-one or in
small groups. Energy is drained by large groups
or continuous interaction with others. Process
internally. Need time before you react because
you prefer to process before you speak.
Recharged by interaction with others. Like and
need free social interaction during the
day. Prefer communicating personally or by
phone. Enjoy large groups. Energize through
talking with others. Process out loud and it may
take talking with others before you draw a
conclusion. May seem scattered as you process
externally.
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Communication Continued
Classification
A holistic, non-logical problem-solving approach
that creates quick problem-solution
Limited (1-35)
Strong (36-99)
Needs time to decide the problem. Listen to
others. Gather thoughts and information. Utilize
past experiences.
Quickly draw conclusions to the problem. Prefer
executive summary presentations. May become
impatient with others and yourself in processing
so rapidly. Cut to the chase attitude. May
appear bored or annoyed holding in frustration.
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Communication Continued
Concept Organization
A relatively slow, logical, linear
problem-solving approach particularly useful in
planning and in communicating to others.
Limited (1-49)
Strong (50-99)
Need time to plan, organize prioritize. May be
difficult to think through a logical way to
communicate plans, thoughts or ideas. Use of
external tools to organize communications with
others. May communicate quickly (depending on
Introversion or Extroversion) but appear
scattered.
Can easily communicate a logic track to
others. Communication method (written or oral)
will depend on Introversion or Extroversion. Can
assist in others understanding a process or
problem. Use step by step fashion May be slow
in communicating due to depth of step by step
processing
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Communication Continued
Idea Productivity
The rate or the volume of ideas.
Limited (1-35)
Strong (36-99)
May have difficulty communicating in situations
requiring a concept to be restated several
different ways. Difficult to communicate with
several people simultaneously or when another
person has difficulty understanding (impacts
teaching, sales, persuasion). Efficient at jobs
requiring focused attention (accounting, finance,
negotiating, listening intently).
Easy to generate large numbers of ideas or ways
to communicate. Especially with strong concept
organization, facilitates work roles like
teaching, brainstorming, sales. May have
difficulty in work roles requiring focused
attention or communication.
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Communication Continued
Spatial Relations Theory
The ability to see theoretical relationships in
the mechanical universe and the mentally
manipulate real or imagined relationships and
systems.
Limited-to-medium spatial relations theory (1-49)
may not impact communication as much as strong
(50-99) spatial relations theory. Individuals
strong in this area may be able to see and
communicate from another persons point of view,
due to their ability to understand real or
imagined relationships. This can help them
mediate and negotiate group issues.
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Communication Continued
Vocabulary
An indicator of your fund of general knowledge
Vocabulary determines the range of people with
whom you will be able to build rapport. Those
with a limited vocabulary will feel less
comfortable with and will not relate as well with
people in high levels of organizations as they
will with people at lower levels within
organizations. Conversely, people with strong
vocabularies will relate better to people at high
levels within organizations and will find it
stressful if they are required to constantly
communicate with people with limited vocabularies.
Tonal Memory
The ability to remember tunes and tonal sequence,
oral communication
Tonal memory can effect communication because it
influences the amount of information people
remember from what they hear. If it changes in
voice intonation are important to the meaning of
words or the only means for communication are
auditory, then the strength of a persons tonal
memory is critically important.
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Problem Solving/ Decision Making
Identifying problems, opportunities, and feasible
decision alternatives making necessary decisions
leading to optimum results
Strong Classification and limited Concept
Organization
Strong Concept Organization and Limited
Classification
Diagnostic Problem Solver
Logical Problem solver
Able to quickly see relationships and common
threads among seemingly disparate pieces of a
problem, leading to hunches about solutions that
are usually accurate. Prone to be very sure of
workability of proposed solutions, and sometimes
impatient with others who do not get
it. Self-confidence can motivate others to
persist in implementation. Enjoy the challenge
and excitement of identifying and proposing
solutions to new problems much more than seeing
an old one through from start to finish. Find It
tedious and boring to dot is and cross ts
Able to easily arrange facts, ideas, things into
logical association or sequence, enhancing
correct analysis of the problem. Enjoy
organizing and arranging so much that you may be
tempted to spend more time on it than
necessary. Good at helping others understand the
source of the problem and why the proposed
solution will work. May, however, want to explain
more than others want or need to know.
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Problem solving/Decision making Continued
Limited Classification and Limited Concept
Organization
Strong Classification and Strong Concept
Organization
Experimental Problem solver
Consultative Problem Solver
Can be the quickest problem solver because you do
not need to work through a logic track or treat
every situation as a new. Rely on past
experiences to guide you. Important to
continuously build a base of experiences from
which to draw.
Able to draw conclusions quickly and accurately
as well as explain how you arrived at the
solutions. Excel in fast paced environments with
multiple problems to solve. May need others to
listen, follow through and carry out the work.
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Problem Solving/ Decision making Continued
Classification
A holistic, non-logical problem-solving approach
that creates quick problem solution.
Strong (36-99)
Limited (1-35)
Effective in work situations requiring quick
problem-solving decision-making. Excel in
fast-paced environments. May have difficulty
making decisions since you may see the problems
in every option
Effective in work situations requiring patience
with process structure. Curious, accepting,
decisive. Rely on Experience. Do best when
there is time to gather information to make
decisions.
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Problem Solving/ Decision making Continued
Concept Organization
A slower, more logical, linear problem-solving
approach particularly useful in planning and
communicating to others.
Strong (50-99)
Limited (1-49)
Do logical problem-solving effortlessly and
quickly. Always sorting, categorizing and
predicting what the logical outcomes of an event
will be, either consciously or unconsciously. Hig
h need to go through logical steps can make you
less effective in work environments requiring
fast actions.
Can cut through layers of logic to a
conclusion. Can solve problems without needing
to see every step of solution. Prioritizing
between problems can be a challenge, as can
multiple competing demands.
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Problem solving/Decision making Continued
Specialist
Generalist
See problems from your unique perspective. Bring
expertise to the situation. For new problems,
tend to take an in-depth, intensive
approach Difficult to understand others or the
teams perspective.
Approach problems from team point of
view. Become frustrated if it is not clear how
the solution to a problem affects the
team. Prefer to reach consensus. Willing to
pitch in and do what it takes to solve a problem
as long as group goals are met.
Introversion
Extroversion
May be silent as you think about the
problem. May need time alone to think. When a
solution is verbalized you may have spend time
processing to a conclusion.
Process out loud. First statement may not
represent a final conclusion. Need to talk to
decide. If you dont have the benefit of
processing out loud, you may want to change
course once things are underway.
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Problem Solving/ Decision making Continued
Idea Productivity
The rate or the volume of ideas
Strong (36-99)
Limited (1-35)
Needs time to generate a variety of solutions
Able to generate many solutions in a short amount
of time.
Spatial Relations Theory
The ability to see theoretical relationships in
the mechanical universe and to mentally
manipulate real or imagined relationships as in a
system Individuals with strong Spatial
Relations/ Theory (50-99) are able to make
decisions solve problems based on their
perspective of the system with which they are
working. They are also able to understand the
impact of decisions solutions.
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Problem Solving/ Decision making Continued
Spatial Relations Visualization
The ability to visualize three-dimensional forms
related also to needing hands-on experiences/
work. Individuals with strong Spatial Relations
Visualization (65-99) are likely to generate
concrete/ structural decisions and solutions
rather than solutions that are abstract. They
also generate tangible solutions.
Time Frame Orientation
The unit of time (days, weeks, years) thought of
when looking toward the future.
Immediate (1-35)
Intermediate (36-64)
Long (65-99)
Likely to generate solutions that focus on here
and now. These solutions are needed to keep
things moving on a day to day basis and put fires
out as they arise.
Likely to generate solutions and make decisions
that have implications 1-5 years into the future.
These solutions are helpful in work environments
demanding relationship building.
Likely to generate solutions that will impact
5-10 years out. These solutions are helpful for
long range strategic planning.
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You and your Learning Style
Based on learning style only, what is the BEST
way for you to be given information?
Based on learning style only, what is the WORST
way for you to be given information?
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You and your Optimal Work Study Environment
Based on work study environment only, what work
environment is the MOST conductive to your
satisfaction and productivity?
Based on work study environment only, what work
environment is LEAST conductive to your
satisfaction and productivity?
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You and your Communication Style
Based on communication styles only, what is the
way you are LEAST likely to communicate?
Based on communication styles only, what is the
way you are MOST likely to communicate?
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You and your Problem Solving/ Decision Making
Style
Based on problem solving styles only, what is the
way you are MOST likely to solve problems?
Based on problem solving styles only, what is the
way you are LEAST likely to solve problems?
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Describe Yourself Using All Four Dimensions
Learning Style Work/ Study Environment Communicati
on Style Problem Solving/ Decision Making