1. Research Note 3.6 discusses cognitive styles (creativity, conformity to rule and group, and attention to detail). We don't have access to a measure that can determine which of those we fall into, but based on self reflection (and any personality quizzes you've taken) and the HBR article (found in the Read section), which style do you think you fall into? Have you noticed teams at your job (or at school...that evil group work thing ;-) succeeding or failing based on the mix of cognitive styles? Explain.

 

- My cognitive way of learning is Analytical perspective.

HBR article ( Harvard Business Review) http://hbr.org/2012/03/to-drive-creativity-add-some-conformity/ar/1

http://www.education.com/reference/article/cognitive-styles-children/

When you’re building an innovation team, it’s a given that you need creative people. But they’re not enough. Our research shows that groups with a variety of cognitive types produce higher levels of innovation. And getting the right balance of types is key.

We studied 41 radical-innovation teams in R&D and manufacturing units of a large defense contractor. The groups had varying proportions of three types of people—extremely creative, detail oriented, and highly conformist—along with more-general thinkers, typically the largest component. Our most surprising finding: Conformists, though they may be useless at generating breakthrough ideas, dramatically increase a team’s radical innovations.

Few managers spend much time thinking about cognitive styles or their influence on groups. Moreover, in an effort to meet strict timetables, companies such as Intel and Toyota have started placing quality and reliability engineers—detail-oriented types, to be sure—on innovation teams. They should beware of overdoing it: Large numbers of detail-oriented people can suppress creativity in their eagerness for precision. It’s important to ensure that the other cognitive styles are properly represented, too.

Cognitive style theorists stress that school tasks can contribute to learning disabilities when they require students to use problem-solving strategies that they find unnatural. A person's cognitive style (his or her preferred way of looking at and interacting with the world) tends to remain stable throughout life and is influenced by such factors as personality, heredity, and brain injury.

Recall Jonah, the hyperactive first grader. His teacher asks him to find an educational game to play quietly while she works with a reading group. He flits from game to game, never finishes any of them, and he gains little from the experience. His classmate Juli, given the same instructions, chooses one game and plays it over and over, intrigued by its details and trying to get a better score each time. Time is up long before she even thinks about trying a different game. When the teacher asks these two children to tell the reading group which games are available, Jonah's hand flies into the air because he's tried them all. But when she asks them to demonstrate a game, Juli is the one ready with an answer.

Is one child a better learner? In general, our society favors Juli's reflective approach. She's more task oriented, takes more time to arrive at solutions, and likes to analyze and memorize details. School tasks are more compatible with Juli's disposition than Jonah's. But Jonah's impulsive style has benefits too. When the teacher asks the children to find her pen in the classroom, Jonah's ability to scan the environment rapidly works well. Ask Jonah to find the movie theater listings in the newspaper, and he locates them quicker than Juli, who methodically goes through each page one at a time.

 

 

 

 

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