Energy Map
Cameron Herrick
1 Cameron is Effortless
EXPLORE Cameron performs naturally in this Dynamic.
Energy Map She can move in and out of it with ease.
1st Dynamic
DESCRIPTION:
This Dynamic requires focused effort and
attention inward on ideas, feelings and
concepts. Explore Energy within a person is
creative, independent and fluid.
ORIENTATION:
This Energy asks, "How?"
It is process-oriented.
APPLICATION:
Explore Energy is most useful at the
beginning of projects when new ideas,
creativity and open-mindedness are required.
PERFORMANCE:
The Explore Dynamic is most effective when
Cameron Herrick
Energy Map
This is a chart of how much energy this person
applies in typical situations, from start to finish.
Spending prolonged periods of time outside of a
zone of comfort will drain a person and
ultimately lead to mental and physical stress
and lower results.
What Cameron is like in 1st Dynamic
DESCRIPTION:
Cameron enjoys being in the world of ideas
and possibilities. She has a great deal of
creative energy.
ORIENTATION:
She likes to know how things interrelate as
part of the "bigger picture."
APPLICATION:
She often starts new projects. She searches
for possibilities and connections at opportune
moments.
PERFORMANCE:
She finds performing in a limitless and
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 The Explore Dynamic is most effective when
participants think broadly, considering more
ideas, information, connections and
possibilities.
2 Cameron is Deliberate
EXCITE It takes a bit of effort for Cameron to move through this Dynamic.
Energy Map She completes the required actions but it takes conscious application.
2nd Dynamic
DESCRIPTION:
Activity within the Excite Dynamic is
expressive and outward, sharing and
invigorating the conceptual process from the
Explore Dynamic.
ORIENTATION:
This Energy asks, "Who?"
It is interaction-oriented.
APPLICATION:
Excite Energy provides the impetus for
progress. It generates synergy through
inspiration, influence and persuasion.
PERFORMANCE:
The Excite Dynamic is most effective when
participants generate substantive, active
discourse among stakeholders through both
verbal and non-verbal communication.
3 Cameron is Deliberate
EXAMINE It takes a bit of effort for Cameron to move through this Dynamic.
Energy Map She completes the required actions but it takes conscious application.
3rd Dynamic
DESCRIPTION:
Activity within the Examine Dynamic is
cautious and introspective, extracting realistic
expectations from the energized vision from
the previous Dynamics.
ORIENTATION:
This Energy asks, "Why?"
It is detail- and fact-oriented.
She finds performing in a limitless and
expanding environment invigorating. She is
quite content when she can indulge in the
creative process.
What Cameron is like in 2nd Dynamic
DESCRIPTION:
She generates enthusiasm and excitement
during occasions that call for them.
ORIENTATION:
She is not terribly concerned with "who."
However, she can be rather particular about
with whom she connects and communicates.
APPLICATION:
Cameron has a measured ability to animate
people and her environment. She must apply
some effort to uplift others using motivation,
optimism and humor.
PERFORMANCE:
She requires energy when she has to relate to
people on an ongoing or long-term basis.
What Cameron is like in 3rd Dynamic
DESCRIPTION:
She will make some effort to judge what
possibilities can become realities, based on
facts and time constraints.
ORIENTATION:
She will dive into the weeds of research,
details and fact-finding missions only if the
situation calls for it. Page 2 of 9
 situation calls for it.

APPLICATION: APPLICATION:
Examine Energy provides the procedural She puts enough energy into creating and
strategy and informational tools required for organizing structures, rules and timelines to
successful completion of the project. ensure a solid foundation for action.

PERFORMANCE: PERFORMANCE:
During the Examine Dynamic, participants She must make a conscious effort to focus
focus on avoiding and/or mitigating omissions, on flaws and anticipate problems. Her instinct
mistakes and potential weaknesses. is to consider what will go "right."

4 Cameron is Effortless
EXECUTE Cameron performs naturally in this Dynamic.

Energy Map
She can move in and out of it with ease.

4th Dynamic What Cameron is like in 4th Dynamic

DESCRIPTION:
Execute is the Dynamic of external results,
implementing the plan developed in the
previous Dynamic and producing concrete
action.
DESCRIPTION:
Cameron has no trouble maintaining the
stamina and energy necessary to force action,
accountability, decision-making and task-
completion.

ORIENTATION:
This Energy asks, "What?"
It is goal- and control-oriented.
ORIENTATION:
She likes to have measured control over
situations and people. She has an essential
interest in the pride of (and even the reward for)
accomplishment.

APPLICATION: APPLICATION:
Execute Energy focuses on completing She can focus exclusively on task-completion.
tasks with accountability, authority and She is quite comfortable delegating and/or
delegation. having authority.

PERFORMANCE: PERFORMANCE:
Within the Execute Dynamic, participants She has an essential interest in winning and in
thrive on challenge, competition and reward. being rewarded.

5 This is a universal Dynamic that requires each individual to reflect on the preceding

EVALUATE Cycle and anticipate the next.

Energy Map
DESCRIPTION:
The focus of this Dynamic is both internal and external. Internal focus evaluates feelings of
satisfaction and self-worth. External focus evaluates feelings of success and how one
appears to others.

ORIENTATION:
This Dynamic asks all the open-ended questions - the ones that start with "Who," What,"
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This Dynamic asks all the open-ended questions - the ones that start with "Who," What,"
"Why" and "How."

APPLICATION:
Examine the process just completed according to these criteria: Where were individual and
group strengths put to their best use? Where was productivity at its best, and where was it at
its worst? Where was the work energized, and where did the energy dip? Repeat this advice
for every Dynamic.

PERFORMANCE:
Take a careful look at whether you're free to move on to a new subject or process, or whether
you should repeat what you've been working on. Before any process begins, think about what
you would consider an ideal outcome. When the work is over, compare the results with that
ideal result.

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Learning Report
Cameron Herrick

Cameron's is the most paradoxical of the learning styles, since the desire to achieve results and also to think in a broad-brushed
approach are diametrically opposite. This means that her thinking can be holistic, associative and creative, as well as concise,
categorical and concrete. So, Cameron may bounce back and forth between how she first approaches any learning situation.

She strives to be the best, no matter what the personal costs or how long it takes. This is because Cameron is a high achieving
learner who constantly compares her accomplishments with others. Once she receives an assignment, she will effectively work
it into a high grade, even if she has been procrastinating while thinking about the big, ever-changing picture until the last minute.

Cameron is the ultimate results-driven person who also can be idealistic. However, she is enough of a pragmatic tactician to
know that learning is necessary to accomplish her life's goals, and that knowledge enhances her scope of control and authority.
Cameron finishes a project then moves on to the next one until she has created a string of successes. She doesn't like to look
back too often and doesn't carry unnecessary baggage.

Even though she is a creative, "big picture" type of thinker, in the end, "less is more" with Cameron. Therefore, the best way for
her to memorize and learn information is to keep the associations and categories in a nutshell. In other words, when it comes to
last minute studying, Cameron will want brief, to-the-point outlines or bullets without unnecessary details or facts. The older she
is and the more she is aware of her thought processes, the more she is patient and trusting of them. That's because Cameron
knows her previous results have consistently met her high expectations.

To summarize, Cameron is an independent, creative thinker who is capable of imagining many options. She can focus her
energy in very concise, realistic ways to learn at the highest level of achievement. Cameron just has to keep her goals in the
foreground and trust that her thought processes will take care of the rest.

By the way, most entrepreneurs possess this paradoxical learning style. They find new ways of understanding the world and
then, they put their creative vision into pragmatic, directed action.

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Learning Tips
Cameron Herrick

Let's Be Practical and Successful

She should set attainable objectives for mastering the course material so that she can be successful in class and in her
overall goals.
She should enroll in classes and tracks that are going to enable her to meet her overall objectives quickly and
successfully.

It's Her Choice!

Whenever possible, she should choose teachers who are no-nonsense, pragmatic, and goal oriented.
If she gets a teacher who is not down-to-earth or organized, she should form a study group with like-minded students in
the class in order to share reading and class notes each week.
Suggest that various students in her study group ask specific, practical questions to better organize the group's sharing of
material and assist in studying for tests.

Remind to Stay on Top

She should stay disciplined and not fall behind, particularly when the teacher or a particular presentation seems to
wander.
Not only should she read materials in advance of the class, but she should read beyond what is required in order to have
a place to practically position the material for understanding once it is presented.
She should ask questions and voice comments and answers immediately.

Note This!

Whenever possible, she should take class and reading notes using bullet points.
She should copy and keep all notes so they are direct and simple to understand.
She should leave enough room in the margins so she can add any other important notes.
She should always categorize the notes in a rational and organized manner that enables her to make sense of the
information.

Always Be Chunky

These organized chunks of knowledge are the core categories that she easily can use to memorize; she should use them
to study for upcoming tests.
She should ensure that these bullets assist her in attending to results, consequences, and bottom lines of both the course
and her overall objectives.

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Power and Success Are for Those Who Are Not Afraid to Work for It

She should stay focused on success and the bottom line when others seem to wander.
When offered, she should do all the extra credit work she can. It may be the difference in breaking the class curve at the
end of the course.
She should always remember to make a successful and positive impression immediately. If there is any question about
future work or grades, the successful impression carries over to make results more positive.

Tips for Learning in Virtual Settings

Best practices for online learning fall into four general strategies for success. Each category listed below roughly corresponds
with an Energetic learning style. Whether these strategies just come naturally for a person or if that person has had to work at it,
all of them are good practices, no matter the Energy profile.

Understanding (Explore)
She has a high level of this Energy; she likely adopts these strategies instinctively, without having to consciously think about
them. She may feel "energized" after engaging in this area, even for an extended time.

At the start of each course, she should take the time first to read carefully through the syllabus and other relevant course
documents to understand how the course will work (for example, "What resources will I need? When are the major
assignments due? How many tests will there be?")
Also, she shouldn't overlook the importance of maintaining an open rapport with the facilitator and should ask questions
whenever they arise.
She should consider keeping a notepad or device handy (not just during her scheduled course times) to capture
questions, ideas, or thoughts as they come to mind. She should then check this list during her scheduled course times to
ask questions, add to notes, review materials, etc.

Inspiration (Excite)
She has a lower level of this Energy; she can still use these strategies to her full advantage, but it may require more of a
conscious effort and some planning ahead. She may need a little time to "recharge" afterwards.

She should discover and use the established means of staying connected and interacting with the facilitator and with her
peers for each course.
She should be aware that virtual learning might not provide her with the level of personal interaction on which she
normally relies; she may want to find other means or outlets for this need to interact.
She should consider posting a visual, personal record of her progress near her learning space. For some people, this may
take the form of an inspiration board; for others, it may simply be a list of assignments and grades received.
Staying engaged with her learning is especially important in a virtual environment. What inspires us is closely tied to our
Energy profile; therefore, if she ever needs to "reconnect" to her learning or a specific course, she should look first to the
areas that correspond to her naturally higher Energies.
Explore Energy is inspired by ideas, theories, patterns, and making connections between them.
Excite Energy is inspired by people, communication, and interacting with others.

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 Examine Energy is inspired by facts, logic, precision, and correcting mistakes.
Execute Energy is inspired by action, results, and influencing others.

Organization (Examine)
She has a lower level of this Energy; she can still use these strategies to her full advantage, but it may require more of a
conscious effort and some planning ahead. She may need a little time to "recharge" afterwards.

She should use a calendar to schedule out the course ahead of time; she should map out due dates, study times, and
course check-ins on her calendar and then check this schedule when creating daily checklists.
Depending on her level of tech savvy, she may prefer traditional, pen-and-paper methods or seek out virtual study tools to
help in her learning; regardless of the tools, she should use the methods that best compliment her unique Energy pattern
for scheduling, note taking and review, paper writing, test taking, etc. For example, people with higher Explore Energy
may create a multi-colored mind map to organize their notes, while people with higher Examine Energy may prefer to use
an outline structure for the same purpose.
She should create a study space that fits her style and learning preferences. She should use this space consistently for
course check-ins, to review notes, and to complete assignments. She should only use this space for studying to stay
focused and cut down on potential distractions.

Time Management (Execute)

She has a high level of this Energy; she likely adopts these strategies instinctively, without having to consciously think about
them. She may feel "energized" after engaging in this area, even for an extended time.

She should set SMART goals and use daily checklists to help her stay on task.
She should consider scheduling small rewards to correspond with short-term goals; these rewards can help her to stay
motivated and moving forward.
She should use strategies to maintain focus and avoid distractions during scheduled study times. For example, stay
focused on her current task for 25 minutes, then take a 5-minute break before coming back for another 25 minute session.

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Working Style Graph
Cameron Herrick

How To Use Your Working Style Graph

A Recipe For Your Learning

The learning graph is your unique "Learning Recipe." It shows you the amount of ingredients and the type of ingredients you
need to learn most effectively. Look at your graph and notice where the largest areas are. These indicate the working styles that
you use often and find easy to digest. Smaller areas mean that you can learn in that style but it takes some effort. If your graph
has a stressed area it indicates a learning style that you might find difficult to use.

Find A Teacher Twin

Have you ever had a teacher that you really admired and respected? Did you find the learning experience exciting and the
lessons stuck with you well past the classroom period? Chances are this teacher had a learning graph very much like yours.
Why not find teachers, mentors and tutors that teach and communicate in a way similar to you so you can accelerate your
learning experience?

Create Dynamic Learning Teams

If you are working on a project with two or more people, you can make a successful team by choosing members who have
different learning styles than you have. Try to get each learning style represented on your team. With this recipe you can be
assured that this team will produce an excellent product on time with success and satisfaction.

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