For the manager of the future it is vitally important to know what goes on in people's heads, how they think, what makes them succeed or fail and how they need to be treated to allow them to grow and develop their full potential.
Equally important is information about how managers communicate with their employees and how those interact with each other, may it be in team building, daily communication or in working groups. Results in the social elements of the WSA reveal how people work together and learn best: either alone, in a pair, in peer groups or with a team, and it will become obvious how they respond to authority (whether they need supervision or not and how they accept a leader). Working in teams has become a big issue in every organisation - there is obviously a lot of "team building" going on but how people truly function in a team and why teams often don't succeed is in many cases still a mystery. Only by really understanding human diversity and people's working styles will it be possible to eliminate trial and error when it comes to putting together 'true' teams which are more than just working groups.
As people are the greatest asset of any organisation, we need to know what makes them tick, what keeps them going and what switches them off. We need better knowledge at this micro level of human performance, about biological needs and resulting personal behaviour. Unless companies know what styles of learning and working their employees have, they will continue to invest money in expensive training programmes that have little or no effect and hardly generate the desired outcomes.
Do chief executives, managers, human resource officers, supervisors or trainers know what styles the people in their organisations have and how to accommodate style needs on a daily basis?
With our Personal Assessment Software we have - maybe for the first time - a tool that goes far beyond psychological and cognitive features of a person, giving profound and detailed insight into biological needs (like for sound, light, temperature, work area, mobility, intake, time of day and sensory modalities), and how human brains function when it comes to thinking, problem solving and absorbing new and difficult information.
After trialling creative, accelerated learning techniques and using brain-based teaching methods in our training programmes for many years, the development of the 'Diversity Concept' for training, working and learning followed naturally.