Test-Learning at the Speed of Change

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Learning at the Speed of Change | MHA Custom SolutionsMHA Products|We Recommend . . .

Learning at the Speed of Change

What Learning Looks Like in OrganizationsHow Organizations Learn How To Learn

You Have to Let Go ofKnowing |Where Do You Start?What's Your Return on Investment?

Be Careful! Individuals, Teams, and Organizations Learn Differently

What Learning Looks Like in OrganizationsLearning in organizations is a juggling act. If you want the whole
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organization to learn, you have to focus yourenergy on three aspects of learning at the sametime:individual learning, team learning, andorganizational learning. When all three of these

aspects are operating optimally, you get high-performance behaviours and results occurring atall levels of the organization. This looks andsounds easy to do, but it's no small feat. Thegood news it can be done if you know how tolearn at the speed of change.

How Organizations Learn How To Learn

Think of individual learning, teamlearning, and organizational

learning as a juggler would thinkabout juggling three balls. Theprofessional juggler's job is tokeep all three balls in the air atthe same time and to make it lookeasy to do. That's what theaudience expects. Let's say thatyou want to learn to juggle aswell as the professional juggler.You can't learn to juggle bystarting with three balls at the

same time. To learn to juggle,you start with one ball. Whenyou're good at juggling one ball,you add the second ball. Then,when you're good at juggling two

balls, you add the third. And then you practice, practice, practice.

What's interesting about learning to juggle is that you can learn tojuggle one ball easily. Adding the second ball is tricky, but still fairlyeasy for you to grasp. It's that third ball that's hard to add. Adding thethird ball requires something different from you. The key to adding the

third ball is to let go ofwhat you think you knowabout juggling, and tosimply let the ball figure out what to do. I know what you're thinking:How can a ball figure out what to do? Well, it only feels like the ball isfiguring out what to do, when, in fact, it's yourunconscious mind thatis in charge. When you're trying to add the third ball, you have to letgo of what you know (your conscious mind), and let your unconsciousmind take over. You have to stop thinking about how to add the third
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ball.

You Have To Let Go ofKnowing

Let me explain. When you signyour name, your unconsciousmind tells your hand to do thesigning. How do you know that?It's because you don't think aboutsigning your name; you just do it.Now, try to sign your name whilethinkingabout how to do it.Because you've engaged yourconscious mind, you discover thatyou can't sign your name easily; in

fact, you've lost your signature.This is the same with organizational learning. I'll bet that in yourorganization, people analyze everything, in order to know what to do.What have we done before? Has it worked? Why did it work? If itworked before, it should work now. Humans have an insatiable desireto know. Unfortunately, that only produces half the equation for highperformance. To achieve high performance, people in theorganization need to analyze ... but then, they need to let go of whatthey know. It's like letting go of the third ball. Unfortunately, you can'tstart organizational learning by letting go of the third ball. You have tostart at a place that's more concrete and easy for people to grasp.

Where Do You Start?The best place for any organization to start learning to juggle is towork with the first ball individual learning. It's the easiest place to start,and it builds motivation for learning. Then, if you want measurableresults that affect the organization's performance, you add the secondball team learning. Why? Because even though high-performingindividuals are an asset to any organization, high-performing teamsare collectively more intelligent than any high-performing individual.It's teams that affect the level of organizational performance. Then, ifyou have the courage to let go of what you know, you add the third

ball organizational learning. Yes, letting go of what you know requirescourage to experiment, to invest in the long term, and to learn.
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What's Your Return onInvestment (ROI)?If you decide to develop high-performing individuals through

individual learning, your Returnon Investment (ROI) is low tomedium.

If you decide to develop high-performing individuals andteams, through team learning,your ROI is medium to high.Your ROI increases to high tovery high if you decide to sharethe individual and team learning

across organizationalboundaries. That's when yourorganization starts to learn asa whole. The results oforganizational learning areoutstanding. These results caninclude increased revenuegeneration and cost-savings,increased employee moraleand productivity, andincreased competitive

advantage. The price for theseoutstanding results is courageand persistence.

Be Careful! Individuals,Teams, andOrganizations LearnDifferently

It's tempting to assume that individuals, teams, and organizationslearn in the same way. Wrong! Complexity increases exponentiallywhen you start putting individuals together into teams andorganizations. The most common learning strategies work only forindividuals. When used with teams and organizations, these individuallearning strategies fail miserably. Then, it's easy to say that teams andorganizations can't learn, when, in fact, they can given the appropriatelearning strategies. That's why you need to be intimately involved inthe design of any kind oflearning intervention, and you need to workwith consultants who know the different strategies for individual, team,
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and organizational learning.

If you want to experience the individual learning process for yourself,go to the experience found in this website called Try Us Out.

MHA Custom Solutions

An MHA Custom Solution Is...|Consultation ServiceProcess Facilitation Service | Presentations and Short Sessions

High-Performance Programs

An MHA Custom Solution Is . . .The best way for us to meet your needs is to meet you where you'reat. That's why a custom solution is usually the best option, solutionsthat work within your situation so that you get the most from yourinvestment.

Custom solutions are our specialty. Over the years, we've worked withour customers to develop these custom solutions. We can build astrategy that fits your needs. And if we can't meet your needs, we'll tell

you up front. The best way to find out if we can meet your needs is tocontact us.

Consultation Service

What Do We Mean by Consultation? | Consulting for ResultsWhat's Your Investment Requirement?

What Do We Mean by Consultation?If you need to talk about your situation, because you're not clear aboutwhat needs to be done, or what can be done, you can call us to meet

and discuss your situation in depth. We call this meeting aconsultation.

We're also consulting when we first meet with you and spend timegetting to know you, your needs, and your situation. In either case, wecan help you to analyze your situation and to select a solution thatbest meets your needs. Most of the time, if you're looking for alearning intervention, we offer you an MHA custom solution.
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Consulting for ResultsWe work in partnership with you:

1. To identify your specific needs

2. To develop solutions, a process, and/or actions toaddress your needs3. To assess the viability of the solutions, process,

and/or actions to address your needs4. To make recommendations for the solutions,

process, and/or actions that best fit your situation5. To develop a proposal for implementing a

solution, process, and/or actions to meet yourneed

What's Your Investment Requirement?

Depending on the complexity of your need, our consultations rangefrom a one-hour meeting to a number of meetings over severalmonths. Therefore, your investment level is low to medium. Contactus for more information.

Process Facilitation Service

What Is Process Facilitation? | Facilitating for ResultsFor Example... | What's Your Investment Requirement?

What Is a Process Facilitation?You need to solve a problem and/or to get a task or set of tasks done.You don't have time to learn how to do this; you have only enoughtime to do the task at hand. That's when you need a process facilitatorto guide you through the process. As process facilitators, we designand facilitate a process that helps you to get your work done, at thespeed of change.

Facilitating for ResultsWe work in partnership with you through a consultation to identify yourneeds, and to develop a strategy that meets your needs. If processfacilitation meets your needs, we work with you:

1. To identify your specific needs2. To design a process that meets your need3. To develop participant materials4. To develop a schedule for the process that meets

participants' schedules5. To facilitate the process through to actions that
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participants can implement6. To document participant input and findings, and

to prepare a final report7. To evaluate the effectiveness of the process, both

for participants and for meeting the need

8. To identify the next steps

For Example . . .Marilyn Herasymowych and Sergio De Paoli worked with a cross-functional team in Chevron Canada Resources. Marilyn met with thecustomer for several months to discuss the need from the customer'sperspective.

The need: The team's work was not clearly understoodby all of the team members. As well, the team needed toidentify ways to work more effectively.

The process: Based on systems thinking, the teamexamined the current system in which they wereoperating, described a future system that would producea higher level of performance, and determined an actionplan to create the future system. Marilyn facilitated threemeetings, and produced a summary document at theend of each meeting. Sergio was the process observer,asking questions that enhanced team members'capabilities to see the system more clearly.

The process for all three meetings was highly structuredto make sure that each team member's perspective washeard and considered. The meetings produced theseoutcomes:

A clear understanding of the current situation andthe future situation that the team wanted to create

An understanding of which actions were possible

A realistic action plan for addressing next steps

A summary document of all of the input from the

meetings

The schedule: The teams met for three half-days,during which they solved the problem using a decision-support system called Solving Complex Problems UsingSystems Thinking.

What's Your Investment Requirement?Depending on the complexity of your need, process facilitation can
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range from one half-day to many days. Therefore, your investmentlevel is low to medium. Contact us for more information.

Presentations andShort Sessions

Creating Results that WorkFor Example... | What's Your Investment Requirement? |Topics and Modules

Creating Results that WorkWhat happens if you can invest only one or two days in a learningintervention? We won't tell you that this will give you a high return onyour investment. What we can do is to design those days in such away as to get the greatest return on your investment that is possible ina limited time.

We work in partnership with you through a consultation to identify yourneeds, and to develop a strategy that meets your needs. If specificskills and capabilities development meets your needs, we work withyou:

1. To identify your specific needs2. To meet with the participants to customize the modules into a

short-term session3. To design a process that meets your need4. To develop participant materials that can be used in the

workplace5. To develop a schedule for the process that meets participants'

schedules6. To facilitate the process through to action that participants can

implement7. To evaluate effectiveness of the process, both for participants

and for meeting the need8. To identify next steps

For Example...Marilyn Herasymowych worked with a cross-functional team inWorkers' Compensation Board.

Marilyn met with the customer for several months to discuss the needfrom the customer's perspective.
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The need: Theproject team hadbeen recentlyformed, and

membersrepresented severaldifferent functionsand departments.The team needed tofind more effectiveways tocommunicate witheach other, as wellas with peopleexternal to the team.

The process: Marilyn designed an eight-month programthat focused on effective communication. She met withthe team once a month for eight months. Every twomonths, she delivered a two-day module on effectivecommunication, based on a whole learning and wholebrain approach. For example, in the second module, theteam gained an understanding of their individual thinkingstyles, and how these styles affect how they hear others,and how others hear them. In alternate months, Marilynmet with the team to monitor the learning that was

occurring in the workplace. After the program was over,she met with the customer to evaluate progress.

Participant materials: Marilyn used two inventories tohelp the team to develop an operating language todescribe behaviour and to give constructive feedback:Learning Styles Questionnaire and Herrmann BrainDominance Instrument. She also designed acomprehensive participant manual, which includedtheory and tools, that participants could use in theworkplace.

The schedule: The team met once a month for eightmonths. Marilyn adjusted the schedule to make sure thatall members were able to attend each session.

Evaluation: The team members met every two monthsto monitor and evaluate their progress in becoming moreeffective in communicating with each other and with
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others external to the team.

Next steps: Three months after the last session in theprogram, Marilyn met with the customer, who observed

that the team was communicating more effectively. Itwas clear that the team had decided to continue thelearning process. In future, team members want toimprove their skills in conducting focus groups. They aretaking public training courses provided by a consultingfirm that specializes in conducting effective focusgroups. This team has demonstrated its commitment tolearning at the speed of change.

What's Your Investment Requirement?Depending on the complexity of your need, these modules can be

customized in several formats. Use the table below for comparisons oftime commitment and results.

Presentation

Length

Options

Investment

Level

Indicator

Learning

Skills

Approach

Indicator

Transformation

Level Indicator

One- to two-hour

Presentation

LowSenseMaking

IncreasedAwareness

Half-day

PresentationLow

Sense

Making

New Points of

View

One-day

SessionMedium

Skills and

Sense

Making

New Points of

View

Two- to three-

day Courseor Workshop Medium

Skills and

SenseMaking

Transformations of

Point of View

Four- to six-day

Course,

Workshop, orProgram

High

Skills,

Disposition,

and SenseMaking

Transformations of

Point of View
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Long-term

Program(one to two

years)

Very High

Skills,

Disposition,and Sense

Making

Transformations ofHabits of Mind

Learning Skills Approach IndicatorSkills are the ability to use techniques, tools and strategies to carryout thinking and learning in your day-to-day work.

Disposition is the way in which you commit to thinking in your day-to-day work. For example, you can be disposes to being open-minded,or to seeking out evidence to analyze a situation.

Sense Making is the way in which you understand what anexperience means to you personally in your day-to-day work. It is

through sense making that you're able to remember and use yourexperiences.

Extra! Extra!

According to Yoram Harpaz and Gideon Vennor,

there are three approaches to thinking and learning:skills, disposition,and understanding We have

changed the term understanding to sense making,

based onthe work of Karl Weick. Yoram Harpazand Gideon Vennor work at the Branco Weiss

Institute for the Development of Thinking,Jerusalem, Israel. These learning approaches arethe way that they describe thinking and learning.

Marilyn Herasymowych attended their presentation

at the 1999 International Thinking Conference

held in Edmonton, Alberta, Canada.

Transformation Level IndicatorIncreased Awareness: It doesn't take much time to increaseawareness. For example, you've taken a course on genderdifferences, and you gain an increased awareness that there may be

gender differences that are valid and scientifically based.

New Points of View: It takes a little more effort and time to develop anew point of view. For example, you've taken a course on genderdifferences, and your awareness is heightened. Now, when you talkwith other people from the course, you discover that they, too, agreethat gender differences are valid and scientifically based. You'restarting to change or transform your poin of view. But you still don't
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change your actions based on this new information. What's changedis your openness to hearing and considering more information aboutgender differences.

Transformations of Point of View: It takes much more time totransform a point of view. For example, you've taken a course ongender differences, your awareness is heightened, and you're open tohearing and considering more information about gender differences.

At home, you start to apply some of the techniques that you'velearned. Surprise! Your actions are producing outstanding resultswith your spouse. This stuff works with your spouse. However, you'vetransformed only a point of view, not a habit of mind. This means thatyou think differently about how you approach your spouse, but youdon't change your approach to others of the opposite gender.

Transformations of Habits of Mind: Transforming a habit of mind isprofound change. This kind of transformation requires that you callinto question your assumptions and beliefs. Profound changehappens when you generalize your learning across an entire group.For example, you've taken a course on gender differences, yourawareness is heightened, you're open to hearing and consideringmore information about gender differences, and you've applied yourlearning with your spouse and witnessed outstanding results. Totransform your habit of mind, you need to change your beliefs aboutgender, not just about your spouse. When you do that, you haveexperienced a profound change, or a transformation of habit of mind.

You can never again think about gender and act towards people ofthe opposite gender in the same way that you did before.

Extra! Extra!

According to Jack Mezirow, there are four levels

of transformation. Jack Mezirow is a ProfessorEmeritus of Adult and Continuing Education,

Columbia University, New York. Marilyn

Herasymowych and Henry Senko attended hispresentation at the 1999 International Thinking

Conference, held in Edmonton, Alberta, Canada.

Topics and Modules Index:

Brain Research

Change

Coaching and Mentoring Modules

Communication


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Consulting and Training Skills

Diversity

Leadership

Learning and Learning Organizations

Strategic Alignment and Planning

Stress Thinking and Problem Solving

Brain Research Topics and Modules

Cognitive Science

Food and Mood

Mental Dynamics

Think and Thrive

Change Topics and Modules

Dealing with resistance to change

Defining change, what it takes to implementchange, and learning interventions

Managing the stress that accompanies change

Managing the risk involved in change Managing transitions and developing exit

strategies

Coaching and Mentoring Topics and Modules

Coaching an individual Coaching a team

Mentoring

Peer coaching

Communication Topics and Modules

Effective communication techniques

Providing effective feedback

Managing conflict

Managing emotions Managing emotionally charged situations

Consulting and Training Topics and Modules

Consulting for organizational learning and change

Designing effective instruction

Process facilitation techniques
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Train-the-trainer

Diversity Topics and Modules

Corporate culture Gender Diversity

Learning styles

Personality styles

Thinking styles

Three cultures of an organization

Working in teams

Working in cross-functional teams

Working across departments

Leadership Topics and Modules

Leadership Through Learning

No Guts, No Glory! The Essence of Leadership

Shared Leadership and Collective Intelligence

Leadership in Action

Learning and Learning Organizations Topics and Modules

Action learning

Action science

Appreciative inquiry Complexity and chaos and their impact on

change Global organizational learning theory and practice

Individual learning

The New Sciences and the Learning Organization

Team learning

Problem Solving Topics and Modules

Action learning

Action research Appreciative inquiry

Critical thinking

Strategic thinking

Systems thinking

Whole-Brain problem solving
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Strategic Alignment and Planning Topics and Modules

Creating a vision

Creating a purpose

Creating guiding principles (core values) Strategic alignment

Operational planning

Work planning

Individual work and performance planning

Stress Topics and Modules

Creating your future

Taking control

Thriving in times of stress

High-Performance ProgramsCreating High-Performance Capabilities

Creating Outstanding Results | For Example . . .What's Your Investment Requirement?

What It Takes To Produce Outstanding Results

Creating High-Performance CapabilitiesWe define high-performance capabilities as those thinking andlearning capabilities that transfer across many situations within anorganization. We're talking about the difference between the

performance capabilities of a Ferrari and those of a VolkswagonBeetle. Both are good cars, but the Ferrari out-performs theVolkswagon Beetle. Individuals and teams that display high-performance capabilities continuously learn at the speed of change,because they know how to mine every success and failure for itslearning potential. Their learning serves them in same way as a pitteam on a raceway, which supports the race car not only staying inthe race, but winning the race.

Creating Outstanding ResultsIf you want to create outstanding results, we work with you:

1. To identify your needs2. To meet with each team to present the high-performance

concept, to identify a starting point for each team, and to setexpectations for measurable outcomes

3. To discuss and determine the commitment and investmentlevel required for such a program

4. To design the first part of the program
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5. To develop participant materials that can be used in theworkplace

6. To develop a schedule for the process that meets participants'work schedules

7. To facilitate the process through to action that participants can

implement8. To evaluate effectiveness of the process for participants, formeeting the need, and for producing measurable outcomes

9. To identify the next steps for developing high performance

For Example . . .For the oil industry, 1998 was a year to forget. The year started withpromise: a stable environment with respectable oil prices. The yearended with layoffs and downsizing; a common reaction to collapsingoil prices. When external environments shift in uncertain ways, mostteams in most companies do their best by lowering their business

goals and expectations. This is their attempt to ride out the storm.This was not the case for Chevron Canada Resources. In 1998, oneteam leader and the five cross-functional teams that he supervised didnot lower their business goals. Instead, these teams increasedproductivity and met their original business goals that were set in theprevious year. What did these teams do to create such significantbottom-line results? The short answer: these teams learned how tolearn, both as individuals and as teams, and to share their learningwith the rest of the company. They learned at the speed of change tomeet the challenge of uncertain times.

In 1997, Marilyn Herasymowych and Henry Senko met with a teammember who initiated the program, and the team leader, whosupported the learning intervention, to plan how to producemeasurable results.

The need: The teams were struggling with communication issues thataffected how decisions were being made, and how the team producedresults. The team leader sensed that the problem extended to theteam's lack of ability to plan work that was aligned to the businessgoals.


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The process: The first cycle of theprogram lasted ten days over sixmonths for all five teams. Westarted the first cycle by focusing on

helping the teams to learn how toproduce work plans that werealigned with the business goals.Three teams continued into thesecond cycle, in which the teamsfocused on developing skills andcapabilities in effectivecommunication and honestfeedback. Currently, one team iscontinuing with the third cycle, inwhich teams learn how to solve

complex problems using systemsthinking.

The schedule: We began with a pilot program for two teams. Sixmonths later, the other teams joined into the program. During theprogram, we saw the teams once a month. Every second month, weintroduced new ways of thinking and new tools. On alternate monthswe spent a day monitoring progress and evaluating the results of thelearning.

What's Your Investment Requirement?

If you want to produce outstanding results, you need to invest for thelong term. This means investing in a learning intervention that will lastat least one year. Your payoff is outstanding measurable results thatoutstrip the competition's ability to keep up with your organization.However, this decision is a difficult one to make, so we suggest thatyou try out a shorter-term program to see what kind of results you canget in six months. This would give you a fair idea of what it would taketo go the distance. Then, you can decide if a long-term investment isworth the price.

What It Takes To Produce Outstanding Results

We think that the following quote best describes what it takes toproduce outstanding results:

"Remember, the Mercedes ride doesn't come

cheap. If you want that driving experience, you

will have to pay for it. The same is true for high-performance teamwork in your organizations. It is
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probably not advisable to consider high-

performance team design as a cost-savingmeasure. It is relatively expensive to design for

teams, and it is also expensive to provide the

ongoing development they will surely need. TomCummings (quoted by Edward Lawler in the book

From the Ground Up, 1996), describes high-

performance self-managing work teams as 'theFerraris of work design. Why? Quite simply, they

are expensive to build (training costs are high;

reward and information systems need to be

changed to support them) and they often have highoperating costs (they require time to meet, and

replacing members can be complex).' But Ferraris

will outperform just about anything else on the

highway."Robert C. Ginnett, "The Essentials of Leading a High-Performing Team " in Leadership in Action, Vol. 18, No. 6,1999

For further information, contact us.

Towards High Performance Programs

Leadership Through Learning (LTL) | Towards High-Performing TeamsLeadership in Action

Leadership Through Learning (LTL)

What Is Leadership Through Learning (LTL)? | Program OutcomesHow Long Is the LTL Program?

What is the LTL Course Schedule | Is This Program for You?

What Is Leadership Through Learning (LTL)?In the LTL program, you gain an understanding of how to be an expertlearner. You bring your work issues to each session, and apply thethinking and learning skills and capabilities to deal with these issues.

If your organization conducts this program, both individual andorganizational learning occurs.

This isn't a training program. It's a learning lab, a place in which youlearn to do your work using different thinking and learning processes.You don't take time off work to attend this program, because you'redoing your work during the program. You're probably working harderthan you do at work to solve complex problems that are real and
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difficult. The reward for your hard work is that you discover solutionsthat you can implement the next day in the workplace.

"In sports and in the performing arts, two settingswhere teams consistently enhance theircapabilities, players move regularly between a

practice field and the real game, between

rehearsal and performance. It is impossible toimagine a basketball team learning without

rehearsal and performance. Yet, that is exactly

what we expect to occur in our organizations. We

expect people to learn when the costs of failure arehigh, when personal threat is great, when there is

no opportunity to replay an important decision,

and when there is no way to simplify complexityand shorten time delays so as to better understand

the consequences of actions. Is it any wonder that

learning in organizations is rare?"Peter Senge et al., The Fifth Discipline Fieldbook, 1994

Program OutcomesAs a result of this program, participants:

Gain an understanding of the essence of leadership and thediverse leadership perspectives required to lead within

organizations Increase their awareness of their capacity to lead through

learning in ways that enhance the organization's ability tosucceed

Gain an understanding of the effect of organizational culture

and sub-culture on change efforts Apply their understanding to real-work projects that will

produce sustainable change in their organizations

How Long Is the LTL Program?The LTL program consists of four courses, which run for two years,

over four semesters. You can customize the program to run for four tosix days each semester. In the four-day format, there is less time forpractice. The extra two days add more practice, which results in aricher learning lab experience. It's your choice! Everyone involved inthe program select projects to analyze and examine in the course.These projects tie directly to daily work. In the time between sessionsand between courses, learners continue to apply and implementactions, based on what they have learned in the workplace.
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What Is the LTL Course Schedule?Each LTL course is scheduled over two to three months. For example,in the fall semester, a course can be scheduled for three days inOctober and three days in November. There are four courses, one in

each semester:

Course 1: Towards High-Performing Individuals

Course 2: Towards High-Performing Teams Course 3: Towards High-Performing Organizations

Course 4: Riding the Wave of Complexity, Change, and Chaos

Course 1: Towards High-Performing IndividualsIn this six-day course, you examine the theories and practices oftransformational learning from the learner's perspective. You areimmersed in a learning-lab environment, in which you explore what it

means to be a high-performing individual. Participants provide all ofthe case examples for study. You apply practices and strategies thatincrease your ability to be an expert learner, and to support others tobecome expert learners. Throughout the course, you analyze yourlearning, and that of others, from an individual perspective.

Course 2: Towards High-Performing TeamsIn this six-day course, you examine the theories and practices oftransformational learning through team learning, from both individualand team perspectives. You are immersed in a learning-labenvironment, in which you explore what it means to experience team

learning in action. Participants provide case examples for study. Youdiscover practices and strategies that enhance both the individual'sand team's capacity to learn at the speed of change, in order toproduce outstanding results. You examine learning infrastructures thatsupport and promote team learning, and that build high-performingteams. Throughout the course, you analyze individual and teamlearning from both individual and team perspectives.

Course 3: Towards High-Performing OrganizationsIn this six-day course, you examine the theories and practices oforganizational learning, by focusing on the learning technologies of

action science, organizational culture, and cognitive science. Youexamine the reasons why individuals, teams, and organizations fail tolearn and to manage change. Participants provide case examples forstudy. You discover strategies that enhance the individual's, theteam's, and the organization's capacity to learn at the speed ofchange, in order to become a high-performing organization. Youtransfer your understanding of transformational learning from theindividual and team perspectives to the organization's perspective.
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Course 4: Riding the Wave ofComplexity, Change, and ChaosIn this six-day course, youexperience and examine the

dynamics that occur with thecreation of a learning crucible. Youanalyze this learning crucible toexamine and understand the effectof learning in the real world oforganizations. You examine thetheories and practices oftransformational learning from theperspectives of complexity, change,and chaos research, and systemstheory. Participants provide case

examples for study. You areimmersed in a learning-lab environment, in which you explore how todeal with cognitive superload, the problem of information access in acomplex environment.

Is This Program for You?You are a person who believes that you can make a difference in yourorganization, but you don't know quite how to do it. You believe inyour organization and its people, and you see potential for changethat would improve the organization's capabilities. You are probablystruggling to make headway in your organization, and you may be

finding it difficult to convince others to listen to your ideas. Thisprogram is for those who wish to become leaders who learn at thespeed of change, and who want to help others to do the same.

"The greatest leader (who may be a little person)

is seen as a servant first because that is what he is

deep down inside. Leadership is bestowed on theperson who is, by nature, a true servant.

Leadership is something given or assumed, that

could be taken away."Robert K. Greenleaf, Life's Choices and Markers,

Reflections on Leadership, edited by Larry C. Spears, 1995

Towards High-Performing Teams

Program Description | Program Outcomes | Program DesignIs This Program for You?

Program Description
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Your team wants to solve real problems in real time, and to learn to bemore effective. This program is designed to give your team and itsmembers the opportunity to explore and to build the foundation for a

learning organization within a safe, long-term practice field. Usingcurrent thinking and learning processes, this program creates anenvironment in which your team can learn at the speed of change.

Program OutcomesAs a result of this program, team members:

Gain an understanding of how they operate individually, and as

a team, in a variety of situations that require them to makedecisions, to take actions, and to provide leadership

Gain an understanding of techniques and strategies that

enhance the individual's and the team's capacity to learn, inorder to make informed decisions and to take informed actions

Practice these techniques and strategies, in order to develop

an understanding of which techniques and strategies best fit avariety of workplace situations in which the individuals andteams must make decisions and take actions

Solve real team problems in real time by applying the individualand team learning to the workplace, in order to enhance thetransfer of skills to the workplace

Program Design

Every two months, we introduce teams to a new thinking and learningprocess that applies directly to the problems and/or opportunities thatthe team is facing currently. In alternate months, we meet with theteams to help them to monitor their progress in applying their learningto the workplace. The program occurs in cycles, with each cyclelasting several months. Each cycle of the learning interventionfocuses on a specific concept in team development, such as workplanning or effective communication.

Is This Program for You?You belong to or supervise a team that wishes to become high

performing and to produce outstanding results. The team leader iscompletely committed to supporting the team by being involved in thedesign of the program, and by attending as many sessions aspossible. You are willing to test whether or not this type of program fitsyour needs by conducting one cycle of the program, which lasts aboutsix to eight months.


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Leadership in Action

Program Description | What It Action Learning? | Program OutcomesProgram Schedule | Is This Program for You?

Program DescriptionNo one individual has sole responsibility for organizational problemstoday. Unfortunately, all of us are caught in the tidal waves that theseproblems create in our organizations. If you're working in anorganization, you're probably getting tired of drowning under theweight of all of these problems that seem too complex to solve. Youneed action learning, because action learning helps you to build asurfboard that is capable of riding the highest of tidal waves.

Reg Revans developed action learning as a way to educate managersto deal effectively with organizational change. Revans believes that

organizations and individuals can't flourish unless their rate of learningis equal to, or greater than, the rate of change that they areexperiencing. According to Revans, we're currently experiencing arate of change that is outstripping our ability to learn. This means thatwe need more effective ways of learning in order to match andsurpass the rate of change. Revans' answer lies in action learning.

What Is Action Learning?Action learning is a process of inquiry. It begins by bringing together agroup of people who are interested in solving complex problems. Thisgroup is called an action learning set. During the action learning set

meetings, the members attempt to help the problem owner tounderstand his or her problem in more depth. They do this by askingfresh questions; questions that help the problem owner to come tonew insights about the problem.

Program OutcomesAs a result of this program, you:

Gain an understanding of how you operate individually when

solving problems, making commitments, and taking action Gain an understanding of techniques and strategies that

enhance your capacity to learn, in order to make informeddecisions and to take informed actions

Practice these techniques and strategies, in order to developan understanding of which techniques and strategies best fit avariety of workplace situations, in which you must makedecisions and take actions

Solve real problems in real time by applying your learning to

the workplace, in order to enhance your transfer of skills to the
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workplace Develop a leadership capability that allows you to learn at the

speed of change

Leadership in Action Program ScheduleThe first two sessions introduce you to the action learning concept,and the skills required to conduct effective action learning setexperiences.

The following is an outline of your first year in the program:

Session 1: You take a three-hour session that introduces youto the action learning concept. One hour is needed to introducethe action learning concept; two hours are needed todemonstrate how action learning works. At the end of this

session, you make a decision to attend Session 2. Session 2: You spend two days focusing on individual learning,

practicing action learning, and starting your work project. Youpractice action learning by solving real problems in real time.This session can be split into two one-day sessions. At the endof this session, you decide whether or not you'll commit to theone-year action learning program.

Ongoing Sessions: Once a month, you meet with your action

learning set for a three-hour session to conduct action learning. Quarterly Sessions: Once every three months, you attend a

half-day or one-day technique session, in which you learn new

techniques for enhancing the action learning process, and youhave the opportunity to discuss learnings from your previousexperience.

Is This Program for You?You're a person who wants to solve complex problems that you can'tseem to solve. You're tired of dealing with these problems, and of notsolving them for good. You're willing to commit the time required toget the most out of this program. You're interested in working withother people within your organization who are struggling with theirown complex problems.
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MHA Products

Assessment Instruments | How-To Manuals | PublicationsWe Recommend...

Assessment Instruments

Learning Style Questionnaire (LSQ)Herrmann Brain Dominance Instrument (HBDI)Myers-Briggs Type Indicator (MBTI)Strategic Alignment Instrument (SAI)Team Learning Survey (TLS)

Learning Style Questionnaire (LSQ)LSQ Description | Why This Instrument and Not Another?

How To Use and Apply the LSQ

LSQ DescriptionHow you learn determines how much you pay attention to information,how well you make sense of that information, what kinds of decisionsand plans you make, and what kinds of actions you take. Each humanbeing has a learning-orientation profile that indicates which of thesefour ways of learning is the preferred and non-preferred way to learn.Most people have preferences for two to three learning styles, andhave at least one style that they would call their weakness.

To understand preferred and non-preferred learning style moredeeply, try the activity in Try Us Out

Why This Instrument and Not Another?Peter Honey andAlan Mumford, who work in England, haveresearched the field of learning styles extensively. Based on DavidKolb's work in learning styles, as well as their own practice inorganizations, Honey and Mumford developed a user-friendlyinstrument based on how people behave at work. It's one of the bestlearning-style assessment instruments that we have found to date.

We've had the best results with this instrument in teams, becauseteam members gain a deeper understanding of each other byunderstanding how others learn. This instrument works very wellwhen used with the HBDI and the MBTI.

How To Use and Apply the LSQ

Custom Course | Public Course | Individual Interpretation
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Team Learning Orientation ProfileTrainers, Teachers, Facilitators, Instructors

Custom CourseWe design a customized course that is either a half-day, one day, or

two days in length. Contact us for more information.

1. Half-Day:General information on learning styles only; no LSQis administered

2. Day One: Deeper understanding of the LSQ, with individual and

team interpretations of the LSQ results

3. Day Two: Team profiles and application to work situation

Public Course

We conduct public sessions on learning styles once a year at theUniversity of Alberta.

Individual Interpretation

You can have an individual interpretation that lasts about two hours. Ifwe can arrange it, you can do it in person. For those of you who arefurther away, you can have an on-line individual interpretation of yourlearning style profile. In all cases, you have access to a qualifiedinterpreter. Contact us for more information.

Team Learning Orientation Profile

We design a customized course for teams that is at least two days inlength.

1. Day One: General learning style information, and individualinterpretations of the LSQ results

2. Day Two: Team profile interpretation, and application of theteam's understanding of team and individual profiles to solvinga work problem

Contact us for more information.

Trainers, Teachers, Facilitators, InstructorsWe design customized programs to meet the specific needs of

trainers, teachers, facilitators, and instructors. We add instructionaldesign to a general understanding of the LSQ. You learn how to makelessons and training more effective in enhancing thinking andlearning. We also have a design manual that explains our method indetail. The manual is full of tools and techniques for designing whole-brain learning experiences. Contact us for more information.

For those of you who want to take a course, we conduct public
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sessions on learning styles once a year at the University of Alberta.Check it out.

Herrmann Brain Dominance Instrument (HBDI)

HBDI Description | Why This Instrument and Not Another?

How To Use and Apply the HBDI

HBDI DescriptionHow you think determines how you communicate with others, solveproblems, and make decisions. Each human being has a thinking-orientation profile that indicates which way of thinking is the preferredand non-preferred way to think. In this assessment instrument, peoplerange from having one strong preference to having strength in all fourstyles of thinking.

To understand preferred and non-preferred learning style more

deeply, try the activity in Try Us Out.

Why This Instrument and Not Another?Ned Herrmann, who works in the United States, has researched thefield of thinking profiles extensively for the past 25 years. His wholebrain model is based on how the human brain is physiologicallyconstructed. This is the best thinking-style assessment instrument thatwe have found to date. We've had the best results with this instrumentin teams, because team members gain a deeper understanding ofeach other by understanding how people think and communicate. Thisinstrument works very well when used with the LSQ and the MBTI.

How To Use and Apply the HBDI

Custom Course | Individual InterpretationTeam Thinking Style Profile | Trainers, Teachers, Facilitators, Instructors

Custom CourseWe design a customized course that is either a half-day, one day, or
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two days in length. Contact us for more information.

1. Half-Day: General information on the whole-brain thinking only;no HBDI administered

2. Day One: Deeper understanding of the HBDI, and individualand group interpretations of the HBDI results

3. Day Two: Whole-brain communication and application to worksituation

Individual InterpretationYou can have an individual interpretation that lasts about two hours. Ifwe can arrange it, you can do it in person. For those of you who are

further away, you can have an on-line individual interpretation of yourthinking style profile. In all cases, you have access to a qualifiedinterpreter.

Contact us for more information

Team Thinking Style ProfileWe design a customized course for teams that is at least two days inlength.

1. Day One: General whole-brain thinking information, and

individual interpretations of the HBDI2. Day Two: Team profile interpretation, and application of theteam's understanding of the team and individual profiles tosolving a work problem


Trainers, Teachers, Facilitators, InstructorsWe design customized programs to meet specific needs of trainers,teachers, facilitators, and instructors. We add instructional design to ageneral understanding of the HBDI. You learn how to make lessonsand training more effective in enhancing thinking and learning. Wealso have a design manual that explains our method in detail. Themanual is full of tools and techniques fordesigning whole-brainlearning experiences. Contact us for more information.
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Myers-Briggs Type Indicator (MBTI)

MBTI Description | Why This Instrument and Not Another?How To Use and Apply the MBTI

MBTI DescriptionHuman beings are highly complex. The more you can understand how this

complexity arises, the more effective you can be in working with others.Each humanbeing has a personality profile that indicates the preferred andnon-preferred way of being. The MBTI identifies 16 personality types, with a

deeper analysis of 20 sub-scales within each of the types.

To understand preferred and non-preferred learning style more deeply, try theactivity in Try Us Out.

Why This Instrument and Not Another?

Isabel Myers and her mother, Katherine Briggs, developed an instrument that

helps people to select occupations and working environments that fit theirpersonalities. This is a psychological instrument that is the best one we have

found for understanding people in a holistic way. The MBTI is one of the

most researched instruments in the world. It's also the best instrument forunderstanding yourself and others under stress, and knowing how to deal

with stress effectively. The MBTI has three aspects, each requiring at least a

day to learn:

1. Your general personality type, or the four-letter code that you receive(e.g., INFP)

2. Your type dynamics, and how the letters that don't show up in your

code affect you under stress (e.g., INFP personality types havestrength in their dominant F, feelings, and their auxiliary N, intuition;

INFP personality types have a stress response in their inferior T,

thinking, and a return to equilibrium through their tertiary S, sensing)3. Your sub-scale analysis, which shows you how unique you are from

others who have the same four-letter code (e.g., There are five

subscales to each of the polar pairs. For example, there are five

subscales for the polarity between introversion and extroversion.
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These subscales explain how someone can be an extrovert in some

situations, yet an introvert in others.)

How To Use and Apply the MBTI

Custom Course | Individual InterpretationTeam Personality Profile | Trainers, Teachers, Facilitators, Instructors

Custom Course

We design a customized course that is either one day, two days, or three daysin length. We recommend that customers select a two-day course on MBTI,

because it is a rich instrument that can easily be misunderstood in a one-day

course. We prefer not to deliver one-day courses on MBTI. Contact us formore information.

1. Day One: General personality type information, and individual and

team interpretations of MBTI results

2. Day Two: Understanding your stress response, and what to do whenit occurs in yourself and others

3. Day Three: Deeper analysis of the 20 sub-scales found in the profile

code, and the impact of that on how you process information, payattention to information, make decisions, and take action

Individual Interpretation

You can have an individual interpretation that lasts about two hours. If wecan arrange it, you can do it in person. For those of you who are further

away, you can have an on-line individual interpretation of your personality

profile. In all cases, you have access to a qualified interpreter. Contact us formore information.

Team Personality Profile

We design a customized course for teams that is at least four days in length.

We use the MBTI only with teams who are mature in their understanding ofthinking, learning, and effective communication.

1. Day One: General personality type information, and individualand team interpretations of the MBTI results

2. Day Two: Understanding the each team member's stressresponse, and what to do when it occurs

3. Day Three: Deeper analysis of the 20 sub-scales found inprofile code and the impact of that on how each team memberprocesses information, pays attention to information, makesdecisions, and takes action

4. Day Four: Team dynamics and the personality profiles inaction; a discussion of power and politics, and how that affects
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each of the team members


Trainers, Teachers, Facilitators, InstructorsWe design customized programs to meet specific needs of trainers,teachers, facilitators, and instructors. We add instructional design to ageneral understanding of the MBTI, linking it to learning styles (LSQ)and thinking styles (HBDI). We focus on how to make lessons andtraining more effective in enhancing thinking and learning. We alsohave a design manual that explains our method in detail. The manualis full of tools and techniques for designing whole-brain learningexperiences, although MBTI is not specifically mentioned in thismanual. Contact us for more information.

Strategic Alignment Instrument (SAI)

SAI Description | Why This Instrument and Not Another?How To Use and Apply the SAI

SAI DescriptionDoes your organization have a defined strategy that is aligned with itscustomers, culture, and leadership profile? Does each department inyour organization have a defined strategy that is aligned with theorganization's overall strategy? Are teams within your organizationdoing work that is aligned strategically with the rest of theorganization? If your answers to these questions are yes, then yourorganization may very well be high-performing. If your answers to

these questions are no, then your organization is performing at amediocre level at best. If the goal of your organization is to secure along-term competitive advantage in its chosen industry or arena, itneeds to be strategically aligned.

Why This Instrument and Not Another?Dr. Norman Chorn, who works in Australia, has developed the SAI asa tool for analyzing the degree of strategic alignment that is present
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within an organization. The tool analyzes the alignment among fourcrucial elements:

Customer

Strategy Culture

Leadership

There is an instrument for each element. Although you can use eachinstrument separately, we've found the four instruments to be mostuseful when used together to provide the whole picture. Theinstruments are tools that you can use to have a conversation abouthow the four elements are viewed by the different parts of theorganization. We at MHA Institute have used the SAI to develop this

website, specifically the Members' Services section. The SAI gave usa clear alignment strategy that linked us to our customers in a waythat met our customers' needs. The SAI is an effective tool that wehave found for helping organizations to have respectful conversationsabout difficult issues.

How To Use and Apply the SAIYou can use this instrument at the senior management, middlemanagement, or team level. Its your choice! We design a customizedsession that lasts a minimum of five days. We spend one day perinstrument, for a total of four days; on the fifth day, we analyze the

results of the four instruments, and help the team to develop astrategic direction. The best part of the fifth day is analyzing whatthese results mean for the organization. You can add an extra day ortwo for action planning, depending on your needs. Although werecommend a shorter time frame, it is possible to spread out thesefive days over a period of five to eight weeks. Contact us for moreinformation.

Team Learning Survey (TLS)

TLS Description | Why This Instrument and Not Another?How To Use and Apply the TLS

TLS DescriptionTeam effectiveness is based on how well a team learns. The TLShelps your team to discover whether or not it is operating as alearning group. The TLS measures team members' perceptions of theteam's engagement in learning. The TLS also helps the team toanalyze the conditions that are either supporting or hindering the
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team's ability to learn at the speed of change. We've used the TLSwith many teams to measure progress in learning, and to fosterconversations about the team's learning process. The TLS has aspecial section devoted to how well the team's learning is being

transferred to the rest of the organization.

Why This Instrument and Not Another?Dr. Kathleen Dechant and Victoria Marsick, who work in the UnitedStates, have researched the field of team learning extensively. Basedon David Kolb's work on the experiential learning cycles, as well astheir own practice in organizations, Dechant and Marsick developed auser-friendly instrument based on how teams behave at work whenthey are learning. It is the only instrument of its kind that we havefound to date.

How To Use and Apply the TLSWe always incorporate this instrument into the work we do withteams. We use this instrument as part ofa long-term program calledTowards High-Performing Teams. We find that the TLS helps teamsto measure their progress in learning at the speed of change. Contactus for more information.

How-To Manuals

Create a Legacy: Create the Future that You WantDesigning Whole Brain Learning ExperiencesLearning Style Questionnaire (LSQ) InterpretationBookletLearning at the Speed of ChangeSolving Complex Problems Using Systems Thinking

Create a Legacy: Create the Future that You Want (Coming Fall 2000)Cognitive science is the study of why we think the way that we do,and how that thinking affects our decisions. Cognitive science hasshown that what you think is what you create. If you think you'll fail,
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then you'll create failure. If you think you'll succeed, then you'll createsuccess. It's a little more complex that this, but this is the basis uponwhich we have designed Create a Legacy: Designing and Creatingthe Future that You Want. You can do this process on your own byfollowing the instructions laid out in the manual, or you can take a

course from us. We have a session that accompanies this manual.Contact us for more information on the session.

There are four sections in the manual:

1. Clarifying Our Vision2. Defining Our Purpose3. Analyzing Our Current Reality4. Selecting Strategic Priorities

There are two editions of Create a Legacy: Designing and Creatingthe Future that You Want:1. Organizational Legacy: for boards, organizations, and teams2. Personal Legacy: for individuals who wish to design and create

their own future

Contact us if you want to be notified when this product will beavailable for sale.

Designing Whole Brain Learning Experiences(Coming Fall 2000)

Every organization wants people who can think and learn broadly,deeply, and quickly to meet emerging change with confidence. That'swhy it's so important to integrate thinking and learning into everythingthat an individual does in an organization, including training eventsand programs.

We designed this manual to help you to use whole thinking andlearning in the design of any learning experience, including shortcourses and long-term programs. In this manual, you'll findinformation on the underlying philosophy, the whole thinking andlearning system, and the design system. You'll also find a section that

has generic templates that you can apply to your specific situation.There are six sections in the manual:

Section 1: Whole-Brain Learning SystemSection 2: The Design SystemSection 3: Design PatternsSection 4: Design StrategiesSection 5: Design Templates


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Section 6: Appendices and References

Sections 3, 5, and 5 are the sections that you'll find the most useful,because it contains:

Six general patterns for designing whole-brain learning thathelp you to introduce, review, and practice new concepts

Six strategies for specific learning areas for managing learning,including strategies for small groups, homework, learninggroups, appreciative inquiry, action learning, and review

12 templates for specific thinking and learning development,

including whole-brain thinking, critical thinking, parallel thinking,and creative thinking.

Contact us if you wish to be notified when this product will beavailable for sale.

Learning Style Questionnaire (LSQ) Interpretation Booklet(Coming Fall 2000)How you solve problems, make decisions, take actions, and work withothers is an indicator of how you learn. Each individual has a learningstyle profile that is a combination of four learning orientations. Youcan use this manual to analyze your learning style profile, and todetermine how to enhance your capacity for whole learning. You canalso have an individual interpretation of your learning style profile.Contact us for more information.

InfoMine Vol. 5, No. 3 May-June 1998Becoming an Expert Learner Part 3A: Paying Attentionto Your Cognitive Biases and Shortcuts

InfoMine Vol. 5, No. 4 July-August 1998Becoming an Expert Learner Part 3B: Paying Attentionto Your Team's Cognitive Biases and Shortcuts

Learning at the Speed of Change(Coming Spring 2000)You're a person who wants to solve complex problems that you can't

seem to solve. You're tired of dealing with these problems, and of notsolving them for good. You're willing to commit the time required toget the most out of this program. You're interested in working withother people within your organization who are struggling with theirown complex problems.

One answer for your situation is action learning. Action learning is aprocess of inquiry. It begins by bringing together a group of people
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who are interested in solving complex problems. This group is calledan action learning set. During the action learning set meetings, themembers attempt to help the problem owner to understand his or herproblem in more depth. They do this by asking fresh questions;

questions that help the problem owner to come to new insights aboutthe problem.

This manual shows you how to set up and facilitate an action-learningset experience. We also conduct customized action learning setexperiences, and train internal consultants to do action learning


Solving Complex Problems Using Systems Thinking

(Coming Spring 2000)The concept of systems thinking requires you to change from thinkingin mechanistic ways to thinking in systemic ways about organizationsand learning. To Peter Senge, systems thinking is not just the fifthdiscipline, it is the most important discipline. Each of his three bookshas the phrase The Fifth Discipline embedded in the titles, and ineach of these books, Senge talks first about systems thinking. Why?Because you need to be able to think systemically in order toappreciate the interrelatedness of the other four disciplines.

Systems thinking is one of the most powerful theories and tools for

being effective in times of uncertainty and increasing complexity. It isthe only way for you to address complex problems in a way thatcreates the results that you desire. This manual outlines a simplifiedprocess for using systems thinking in your day-to-day work. We alsoconduct a process consultation session, and a course for learninghow to do systems thinking.


Publications

InfoMineEvery two months, MHA produces InfoMine, a complimentarynewsletter on practical applications of theories and research inthinking and learning processes. Whenever you see InfoMinementioned in this website, that means that there is more in-depthinformation about the topic being discussed. InfoMine newsletters
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have been published since 1994.

You can view the most recent issue of InfoMine and the most recentseries. You can also view back issues ofInfoMine.

We Recommend...

Other Consultants and Their Work | Conferences

Other Consultants and Their Work

Creativity: Jan Henderson, Fool Moon ProductionsCustomer Sales and Service: Nancy Kindler, Full CourseStrategies Inc.Human Resource Systems and Management Development:Esther Wilcox Hudson, Capability Connections

(Note: All of the descriptions in this section are written by theconsultants featured. MHA Institute Inc. had no input into the content

or style of these descriptions. We recommend these consultantsbecause they are aligned with our philosophy of thinking andlearning.)

Creativity:Jan Henderson, Fool Moon ProductionsJan Henderson is one of Canada's leading teachers of creativity andinnovation. For the past 28 years, she has presented professionaldevelopment, personal development, and performance workshops forcolleges, businesses, and theatres across the country. Drawing onher wealth of experience as a teacher, writer, director, singer, actress,

and clown, Jan creates rich and safe learning environments forparticipants to discover and use their inner creative resources.

A founding member of the internationally acclaimed Small ChangeTheatre, Jan teaches drama, clown, and mask courses at theUniversity of Alberta, and offers workshops through her company,Fool Moon Productions. She gives courses in Healing ThroughHumour and the Expressive Arts at Edmonton's Cross Cancer
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Institute, and is the creativity consultant for a Toronto company,Heroic Hearts, facilitating Breakthrough Thinking and Innovationseminars for corporations such as Bayer Pharmaceutical and Kodak.

All of Jan's work is centered around the study of the creative process,and the personalized techniques that allow that process to be appliedto any human endeavour from business to the arts.

Fool Moon ProductionsHigh-performance companies around the world have realized thatcreativity and innovation are essential, not only to survive, but to thrivein an uncertain and volatile economic climate. An organization'sgreatest resource for finding innovative solutions to its corporatechallenges lies in the inherent creative abilities of its people.

Jan Henderson, through her company Fool Moon Productions,designs and delivers experiential workshops based on the premisethat creativity is not a rare talent bestowed upon the artistic few, butan inherent ability that can be developed and transferred to theworkplace. Fool Moon Productions offers courses in breakthroughthinking for creativity and innovation in th

Documents

Test-Learning at the Speed of Change