BES1100 Asses 4B Pres - J Walker 2002544

BES1100 Assessment 4B Jeremy Walker – Student 2002544 : 

BES1100 Assessment 4B Jeremy Walker – Student 2002544 An analysis for Rio Tintos HR Manager, of Rio Tintos project team of two Planning Coordinators on a Well Head Platform Installation Project for Rio Tinto. The analysis looks at the team members differing learning and interaction styles, interpretation of how they will work together in varying scenarios and recommendations on how to best utilize their similarities and differences to achieve the optimum result possible.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 2 Project Description and Defining of Team members and their roles. The Tests Competed by the Team Members A description of each of the seven tests, the team members completed, their results as interpreted by the tests and what this indicates as inferred by the design of the testing. Possible Workplace Scenarios and Teams interpreted approach to them Rio Tintos Applicable Company Policies A discussion on the Teams Ability to Adhere to company polices as inferred by the tests completed and the results obtained. Reports Findings and Recommendations Presentations Materials Reference List Contents

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 3 Project Description & defining of Team members and their roles Project – Installation of a Well Head Platform to be designed and constructed in Singapore and then installed of the coast of Australia for resource mining company Rio Tinto. Initial Project Coordination of Logistics Team - consisting of two members, already working as Planning Coordinators within Rio Tinto who will be tasked with planning, coordinating, overseeing and managing the logistical aspects of the project. Team Members – the team members names are Jeremy Walker and Megan Wester. Scenarios the team will work within – Planning the Project and determining the initial requirements. Working separately on parts/components of the project and then bringing them together. Working together jointly at the same time and location on components of the projects. Working in the field or onsite locations in another country or remote environment with minimal additional help or assistance.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 4 A short clip on a Production Platform similar to the one that the unmanned Well Head Platform the team are tasked to logistically coordinate will feed production into: Project Description & defining of Team members and their roles cont

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 5 Hemispheric Dominance Test Learning Styles Indicator Test Business Edge Website Activity The Big Five Locator – Quick Assessment tool for consultants and trainers Interpersonal Sills in organizations Kolb Learning Styles Inventory Test The Insight Game from Robards Counselling & Consulting Website The tests completed by the team members

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 6 1. Hemispheric Dominance test In general the left and right hemispheres of your brain process information in different ways. The hemispheric Dominance test is used to determine which side of the person’s brain is more dominant, the right side or the left side. With the following types of cognitive processing being favored by the different thinking brain side people types: http://www.web-us.com/brain/LRBrain.html

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 7 Results and Analyses of the Team in the Hemispheric Dominance Test Both employees indicated they were left brained dominant, with both team member’s answering 11 out of 18 of the questions favoring the left side of their brain. The type of cognitive processing that this indicates both employees’ favor is linear, sequential, symbolic, logical, verbal and reality based. Meaning they prefer to process information in straight lines or first to last progression over all the information at once. They will both process thoughts and ideas with words and prefer to process information based on reality, focusing on rules and regulations.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 8 2. Learning Styles Indicator test The Visual / Nonverbal Learning StyleYou learn best when information is presented visually and in a picture or design format. In a classroom setting, you benefit from instructors who use visual aids such as film, video, maps and charts. You benefit from information obtained from the pictures and diagrams in textbooks. You tend to like to work in a quiet room and may not like to work in study groups. When trying to remember something, you can often visualize a picture of it in your mind. You may have an artistic side that enjoys activities having to do with visual art and design. The Visual / Verbal Learning Style You learn best when information is presented visually and in a written language format. In a classroom setting, you benefit from instructors who use the blackboard (or overhead projector) to list the essential points of a lecture, or who provide you with an outline to follow along with during lecture. You benefit from information obtained from textbooks and class notes. You tend to like to study by yourself in a quiet room. You often see information "in your mind's eye" when you are trying to remember something. The Tactile / Kinaesthetic Learning Style You learn best when physically engaged in a "hands on" activity. In the classroom, you benefit from a lab setting where you can manipulate materials to learn new information. You learn best when you can be physically active in the learning environment. You benefit from instructors who encourage in-class demonstrations, "hands on" student learning experiences, and field work outside the classroom. The Auditory / Verbal Learning Style You learn best when information is presented auditory in an oral language format. In a classroom setting, you benefit from listening to lecture and participating in group discussions. You also benefit from obtaining information from audio tape. When trying to remember something, you can often "hear" the way someone told you the information, or the way you previously repeated it out loud. You learn best when interacting with others in a listening/speaking exchange . This test is used to determine the favoured learning styles of the user and provides information on the best learning strategies to suit them. The results will lean them more towards one or more of the following learning styles:

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 9 Results and Analyses of the Team in the Learning Styles Indicator Test The Visual/Verbal style learning style preferring person learns, as stated on the website: “…best when information is presented visually and in a written language format.… You benefit from information obtained from textbooks and class notes. You tend to like to study by yourself in a quiet room. You often see information ‘in your mind's eye’ when you are trying to remember something.” (Jester, n.d.) The Visual/Non Verbal learning style preferring person learns: “best when information is presented visually and in a picture or design format. In a classroom setting, you benefit from instructors who use visual aids such as film, video, maps and charts. You benefit from information obtained from the pictures and diagrams in textbooks. You tend to like to work in a quiet room and may not like to work in study groups. When trying to remember something, you can often visualize a picture of it in your mind. You may have an artistic side that enjoys activities having to do with visual art and design.” (Jester, n.d.). http://www.metamath.com/cgi-bin/multiple_choice.cgi

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 10 3. Business Edge Website Activity Chart-the-Course™ (Drive to get a desired result) The theme is having a course of action to follow. People of this style focus on knowing what to do and keeping themselves, the group, or the project on track. They prefer to enter a situation having an idea of what is to happen. They identify a process to accomplish a goal and have a somewhat contained tension as they work to create and monitor a plan. The aim is not the plan itself, but to use it as a guide to move things along toward the goal. Their informed and deliberate decisions are based on analysing, outlining, conceptualizing or foreseeing what needs to be done. Behind-the-Scenes™ (Drive to get an integrated result) The theme is getting the best result possible. People of this style focus on understanding and working with the process to create a positive outcome. They see value in many contributions and consult outside inputs to make an informed decision. They aim to integrate various information sources and accommodate differing points of view. They approach others with a quiet, calm style that may not show their strong convictions. Producing, sustaining, defining, and clarifying are all ways they support a group's process. They typically have more patience than most with the time it takes to gain support through consensus for a project or to refine the result. Get-Things-Going™ (Drive to get an embraced result) The theme is persuading and involving others. They thrive in facilitator or catalyst roles and aim to inspire others to move to action, facilitating the process. Their focus is on interaction, often with an expressive style. They Get-Things-Going with upbeat energy, enthusiasm, or excitement, which can be contagious. Exploring options and possibilities, making preparations, discovering new ideas, and sharing insights are all ways they get people moving along. They want decisions to be participative and enthusiastic, with everyone involved and engaged. In-Charge™ (Drive to get an achievable result) The theme is getting things accomplished through people. People of this style are focused on results, often taking action quickly. They often have a driving energy with an intention to lead a group to the goal. They make decisions quickly to keep themselves and others on task, on target, and on time. They hate wasting time and having to back track. Mentoring, executing actions, supervising, and mobilizing resources are all ways they get things accomplished. They notice right away what is not working in a situation and become painfully aware of what needs to be fixed, healed, or corrected. This exercise is a simple indicator instrument that can give some insight as to your own interaction style, and that of others. It categorizes the results as how dominant you are or how common your traits are with one of the four following categories:

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 11 Results and Analyses of the Team in the Business Edge Website Activity

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 12 Results and Analyses of the Team in the Business Edge Website Activity cont Megan had the largest area of her results in the ‘Behind-the-scenes’ section. Jeremy’s largest area was in the ‘In-Charge’ and ‘Get-things-Going’ areas equally. Referring to the information discussed in the activity this indicates Megan is slower to make decisions, supports and actively listens to others, is logical but weak in goal setting and direction. It also recommends that she is a people person with great integrity and a high steady performer and team player. In contrast to Megan, Jeremy prefers to be quick paced with a high degree of ego and confidence, is more interested in future directions. Time management could be Jeremy’s biggest problem. He is also, like Megan it terms of more people orientated. As Jeremy had equally dominant areas in two sections of the graphing of results, his characteristics may also be reflected in the Get-things Going description. Jeremy’s results indicated equal dominance between two interaction style’s, the second one ‘Get things Going’; indicates he is also a serious person with strong opinions, likes to take control, is not the best listener but has good administration skills and prefers freedom and autonomy at work. If we compare this to Megan again, the similarities are that she also has strong opinions but does not like to push her opinions on people, wanting to avoid confrontation.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 13 4. The Big Five Locator - Personal Effectiveness Indicators - A Quick Assessment Tool for Consultants and Trainers This test was developed by Howard, P.J.” et al. It determines values for Personal Effectiveness Indicators and by doing the questions each indicator is assigned a value for what is described as one of the Big Five Locators. These results are then scaled between ranges of 35 to 65, with a midpoint value being 50. For Emotional Stability Jeremy was around the Midpoint leaning slightly to the lower range and Megan was at the lower range, this indicates they are both more secure, unflappable, rational, unresponsive and guilt free than the opposite. Jeremy was again Midpoint in Extroversion, with Megan being at the higher end, indicating assertiveness, sociable, warm, optimistic and talkative characteristics. Both team members had similar traits in the lower range to Openness to Experience (determining them practical, efficient and conservative) and in Conscientiousness being almost even in values around the midpoint meaning balanced between spontaneous and impulsive compared to dependable, organized and disciplined. The team’s main difference was in the Agreeableness category with Megan scoring a higher value and Jeremy scoring a lower value. This indicates that Jeremy is more skeptical, questioning, tough, aggressive and possess a higher self interest than Megan whose traits are trusting, humble, altruistic, a team player, conflict averse and frank.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 14 Results and Analyses of the Team in the Big Five Locator

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 15 5. Interpersonal Skills in Organisations This test is a self monitoring ability questionnaire extracted from De Janasz et al. based on an article by R.D.Lennox and R.N.Wolfe “Revision of the Self-monitoring Scale” in the Journal of Personality and Psychology by the American Psychological association. The test uses questions to indicate how high or low a person self monitored their work and activities. The results of the test are scaled with the lowest value being a 0 and the highest possible value being 65. A score of 53 or higher indicated a high self-monitorer.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 16 Results and Analyses of the Team in Interpersonal Skills in Originations This is an indication that Jeremy and Megan are similarly matched in their ability to monitor their own work and activities, and that this is of a moderate capacity.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 17 6. Kolb Learning Styles Inventory test This is a self-description test entitled “Kolb Learning Styles Test” (n.d), based on experiential learning theory designed to measure strengths and weaknesses as a learner. The Kolb Learning Styles Inventory (n.d.) interpretation of your scores on the learning inventory test states that the: “The Learning Strategy Inventory measures your relative emphasis on the four learning modes by asking you to rank order a series of four words that describe these different abilities. For example, one set of four words is feeling, watching, thinking, doing, which reflects CE, RO, AC, and AE, respectively. The inventory yields six scores: CE, RO, AC, and AE plus two combination scores that indicate the extent to which you emphasise abstractness over concreteness (AC-CE) and the extent to which you emphasise active experimentation over reflection (AE-RO).”

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 18 Results and Analyses of the Team in the Kolb Learning Styles Inventory Test

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 19 Results and Analyses of the Team in the Kolb Learning Styles Inventory Test cont Both Megan and Jeremy had their highest scores in the area of Abstract Conceptualisation (AC) which :   “...indicates an analytical, conceptual approach to learning that relies heavily on logical thinking and rational evaluation. High AC individuals tend to be oriented more towards things and symbols and less towards other people. They learn best in authority-directed, impersonal learning situations that emphasise theory and systematic analysis. They are frustrated by and benefit little from unstructured “discovery” learning approaches like exercises and simulations.” (“Kolb Learning Styles Inventory”, n.d.)

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 20 7. The Insight Game From the Robards Counselling & Consulting Website This test uses the sorting a deck of two-sided playing cards onto a colourful solitaire game board decorated with letters representing the four pairs of preference and attitude choices to discover your personality type . By playing the game, reading the cards, selecting the preferred side and stacking them face-up on the appropriate letters, the candidate will be provided with a result that will indicate their preferences in the areas of Extraversion / Introversion, Sensing / Intuition, Thinking / Feeling and Perception / Judging. http://insightgame.org/game.php

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 21 Results and Analyses of the Team in the Insight Game The results of this exercise taken from The Insight Game [n.d.] website for both team members were that they were of the ESTJ type. Being of this type, the test then deems Megan and Jeremy to have the following characteristics: “Assertive, practical, rational, loyal, opinionated and decisive, the ESTJ is an organized, take-charge person who brings others into line by assigning tasks and roles, giving clear-cut instructions, following up regularly to check progress and giving formal recognition to those who do as they’ve been told. The ESTJ usually prefers to enforce existing policies, rather than to innovate, revise or otherwise introduce unnecessary change into any system. Traditional and conservative, the ESTJ tends to apply a military model to most life situations, preferring linear channels of communication and command and eliminating any disorganization or confusion. In business, education, administration, law enforcement or the military, this type is evident as the outgoing, no-nonsense leader, gratified by the precision of smoothly functioning organizations and the power and control that come with being in charge. While others may charge that this type is sometimes short on feelings and finesse, ESTJs will tell you they express their caring by looking after others’ welfare in unemotional ways.” (“The Insight Game”, n.d.)

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 22 Possible workplace scenarios and teams interpreted approach to them cont Planning the Project and determining the initial requirements: In this stage of the project the team will be required to work together to determine what the stages of the project will be defined as and which stages will have to be completed first. Megan and Jeremy will work well in these circumstances because they have similar types of cognitive processing as discussed in the results in ‘Hemispheric Dominance Test’. They will both prefer to prepare and plan the time frame in sequential order, verbally and try to be reality based. They will also both work well, given verbal instructions meaning no requirement to provide multiple sets of instructions in different formats to achieve quality results. By preparing the information and planning the project visually both team members will also respond well based on the results in the ‘Learning Styles Indicator’ test. In terms of making decisions they will complement each other and be able to cover different areas as shown in results of the ‘Business Edge Website Activity’ as Megan is more of a ‘Behind-the-Scenes’ personality and Jeremy , a being ‘In-Charge’ and ‘Get-things Going’ interactive person so when Megan is weak in goal setting she may actively listen to Jeremy while his interaction style of taking charge and getting things going kicks in to motivate the team to action. The issues that may arise between the team members will most likely, be due to their approach being too similar, regarding how they plan and like to organize the time frame of the project as it may not assist other project workers in understanding the order of events if those workers have different learning styles to Jeremy and Megan. Additionally if Jeremy takes charge too much and Megan takes a more submissive role due to her agreeableness shown in the ‘Big Five Locator’ test and her ‘Behind-the-Scenes’ interaction style then her beneficial input and contributions that will benefit the project may be lost when it could have added valuable input to the planning stage.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 23 Possible workplace scenarios and teams interpreted approach to them cont Working separately on parts/components of the project and then bringing them together: There will be requirements of the team to co-ordinate separate components and then bring them together and then to ensure they fit and combine physically and in the right time frames. The example here is that one member coordinates the platform base and legs structure, the other member, the platform itself and then ensure the timing is correct and equipment available to bring the two together and weld the top structure to the base. Megan and Jeremy had results that were similar in regards to ‘Hemispheric Dominance’ or Cognitive processing and ‘Learning styles’ tests; because of this their ideas and structuring will be similar to each other which will assist in the time coordination and physical cohesion of results and ideas during these stages. They are both moderate self monitorers, however in results in the ‘The Insight Game’ (n.d.) it indicates they are both: “…take-charge person who brings others into line by assigning tasks and roles, giving clear-cut instructions, following up regularly to check progress..” This indicates they will adequately be able to maintain progress and check their own work off, when not being supervised or directly held accountable by the other team member, and still talk and check up with each other regularly. This should mean the separate components are finished within similar time frames, with similar if any delays and of a similar nature to allow effective combination of components. Again the only issue may be they are too similar and would not be able to offset or foresee potential issues outside of their usual thought processes, interaction and learning’s where a different view point or perspective on the team could have been beneficial.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 24 Possible workplace scenarios and teams interpreted approach to them cont Working together jointly at the same time and location on components of the projects: Some parts of the project will be done by the members working together, in these circumstances based again on results in the ‘Hemispheric Dominance’ and ‘Learning Styles Indicator’ tests. Jeremy and Megan work best and learn efficiently in very similar situations and scenarios. By developing and structuring how the information is presented in a visual, written, linear and logical format, which they had a similar liking to and creating a quiet solitary environment to work in, both team member’s will work at their most efficient levels. Additionally how they talk and present ideas to vendors, manufacturers and the project managers will be along a similar design so it will be easy to assist and relate to each other. The only disadvantage or con of the team would be that they may not have a different view point or think to present ideas and information to people, vendors or project managers, who themselves are of a different learning style or characteristics to Megan and Jeremy which could be an issue if not identified and properly addressed by outside people or managers reviewing the work and presentations. Additionally there may be times when group communication is required and noisy environments are all that is available meaning neither would perform to their optimum level and there is no-one to offset this to ensure they meet the highest standard that is achievable. As long as this is identified and mitigated the best scenario and results can still be obtained.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 25 Possible workplace scenarios and teams interpreted approach to them cont Working in the field or onsite locations in another country or remote environment with minimal additional help or assistance: In this scenario Megan and Jeremy will be required to work in a team with no guidance or assistance. While their similarities in their results in the ‘Hemispheric Dominance’, ‘Learning Styles Indicator’, ‘Kolb Learning Styles Inventory’ and the ‘Insight Game’ tests will assist them, as they will both process information similarly and prefer to learn and interact in a similar way. Jeremy may try to take charge and want to push forward on some situations where Megan would prefer to hold back and take her time due to the results in the ‘Business Edge Activity’, this may cause some conflict or could oppositely assist them, to work in a complimentary way to benefit the team in this scenario, by each member assisting the other with their strengths. The results of ‘The Insight Game’ may offset their differences somewhat, as an ESTJ type person, which both team members are, will prefer to enforce existing polices and eliminate disorganization rather than innovate, revise or introduce unnecessary changes. This may mean they agree more readily not requiring Megan to take more time with her decisions and Jeremy not needing to feel he wants to take charge. If there has been a strong and well discussed planning phase at the project beginning where both team members were allowed and encouraged input then at this stage of the project their difference’s will be overcome by their similarities and they will work effectively. If at some point Jeremy’s more dominant ‘Get-things-going’ and ‘In charge’ interaction style does come into effect, Megan’s group support and listening ability discussed inferred in the results in the ‘Business Edge Website Activity’ may help to balance and assist the team in making decisions.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 26 Rio Tintos applicable company policies Transparency Our commitment, both in principle and practice, is to maximum transparency consistent with good governance and commercial confidentiality Employment We require safe and effective working relationships at all levels around the Group. Whilst respecting different cultures, traditions and employment practices, we share common goals, in particular the elimination of workplace injuries, and are committed to good corporate values and ethical behaviour. Safety Safety is a core value and a major priority; our goal is zero injuries. Occupational health We strive to protect our physical health and well being in the workplace. Sustainable development Rio Tinto businesses, projects, operations and products should contribute constructively to the global transition to sustainable development.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 27 Teams ability to adhere to company policies One of the issues when selecting the working environment, how information is presented and how to motivate this team, that needs to be addressed is to ensure that the team of Megan Wester and Jeremy Walker will be able to work within and adhere to Rio Tintos policies throughout their involvement on this project.: If Rio Tinto’s employment policy is reviewed, the statement “we share common goals” stands out as Megan and Jeremy are of very similar Interaction and Learning types. They do share common goals in how they go about achieving their results and this report shows they would adhere to this part of the policy well and that along with their results given by the ‘Insight Game’ test, their similarities will assist them in achieving high results. Another component of Rio Tintos Policies “...committed to good corporate values and ethical behaviour.” would be satisfied well by the team, as in their results a common theme is that they like structured organisations, adhering to existing policies and behaviour rather than trying something new. They appreciate the value of analytical, rational and structured guidelines so sticking to corporate ethical and business values would sit well with their personalities.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 28 Teams ability to adhere to company policies cont Rio Tinto’s policy on employment is stated as “Employment - We require safe and effective working relationships at all levels around the Group. Whilst respecting different cultures, traditions and employment practices, we share common goals, in particular the elimination of workplace injuries, and are committed to good corporate values and ethical behaviour.” (“The way we work” n.d.). Using the results of the testing expanded on in this presentation it shows if managed effectively Megan and Jeremy will adhere well to the Policies and guidelines of Rio Tinto and achieve the optimum results within these boundaries.

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 29 Reports findings and recommendations This reports recommendation to the HR Manager is that Megan Wester and Jeremy Walker would make a strong and capable team when combined together. They would be able to, and prefer to, work well in similar situations and environments. They would require, between them, only one style of information to be presented to them and one type of working environment to be provided for combined optimum results. A complimenting feature of their difference’s is where Megan is a ‘Behind the Scenes’ personality and slower to make decisions she will actively listen to and supports others, whereas Jeremy prefers to ‘Get-things-going’ and be ‘In charge’ as shown in his Interaction style’s and may consequently make quicker decisions, helping to motivate and drive Megan when it is required and contrastingly, Megan may hold Jeremy back at times when more thought and patience on the decision is required. Complimentary Attributes

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 30 Reports findings and recommendations Megan and Jeremy’s differences could cause some conflict if not identified and correct planning put in place so that information presented and situations suit both their learning, preferred structure/planning and interaction styles. If this is done at the early stages of the project , it would present no issue and mean good cohesion of the team in later stages. The only other major difference that should be identified relates to the interaction style difference is their agreeableness score in the ‘Big Five Locator’ test. Megan is more agreeable than Jeremy and so he may take a more dominant role in some components, not allowing Megan to contribute and input, blocking contributions that could be beneficial and valuable to the project. If this difference is identified and mitigated early by ensuring a good planning and management hierarchy structure as well as a locked project definition. Then by additionally using project control guidelines requiring both parties and management the requirement to individually sign off on tasks then this report can recommend that Jeremy and Megan would make a strong team that would follow similar pathways and goals, requiring minimal difference in information types presented to them and working environments meaning they could achieve optimum results possible in this project. Issues to be wary of

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 31 End of Presentation

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 32 Presentations materials reference list Websites   The way we work, [n.d.] Retrieved January 2008, from Rio Tinto website: http://www.riotinto.com/documents/The_way_we_work.pdf   Jester, C. [n.d.]: “A learning style survey for colleges”. Retrieved September 2009, from website: http://www.metamath.com/multiple/multiple_choice_questions.html   Hemispheric Dominance. [n.d.]. Retrieved September, 2009, from Intelegen Inc website: http://www.web-us.com/brain/braindominance.htm   Hemispheric Dominance. [n.d.]. Retrieved September, 2009, from Intelegen Inc website: http://www.web-us.com/brain/LRBrain.html   BES1100 Interaction Styles. [n.d.] Retrieved September, 2009 from Edith Cowan University website: http://myecu.ecu.edu.au/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_549395_1%26url%3D. Kolb Learning Styles Inventory. [n.d.] Retrieved September 2009 from website: http://www.marcbowles.com/sample_courses/taa/TAA_dip/taa3/Readings/Assessment&Learningguide_KolbLSI.pdf   Kold, D. “Kolb’s Learning Styles Model” [2003-2009] Retrieved September 2009 from businessballs.com by Alan Chapman website: http://www.businessballs.com/kolblearningstyles.htm

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10/23/2009 BES1100 Assessment 4B - Jeremy Walker 33 Presentations Materials reference list The Insight Game [n.d.] Retrieved September, 2009 from Robards Counseling &Consulting, Inc website: http://www.insightgame.org/intro.php   Understanding Berens’ Interaction Styles [2001-2008] Retrieved September 2009 from United Media Group Inc website: http://www.interactionstyles.com/   Text References   De Janasz, S. Wood, G., Gottschalk, L., & Dowd, K. (2007). Interpersonal skills in orginizations. North Ryde, NSW: McGraw-Hill   “The Big Five Locator Test. A Quick Assessment Tool for Consultants and Trainers. By P.J. Howard, P.L. Medina & J.M. Howard from the text William Pfeiffer, J. Leonard Goldstein, D. (1996). The Annual Developing Human Resources. Vol1 John Wiley & Sons, Inc.   Berens, L.V. (2001) Understanding Yourself and Others: An Introduction to Learning Style. Telos Publication Journal References   Lennox, R.D. & Wolfe, R.N. (1984). Revision of the Self monitoring Scale. Journal of Personality and Social Psychology, 1361. Music References Gyroscope (2008). Snakeskin [Recorded by Gyroscope]. On Triple J’s Hottest 100 Volume 15 [CD]. Australia: ABC Music