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  Creating Results that Work

We design training and development in such a way as to get the greatest return on your investment that is possible.  We work in partnership with you through a consultation to identify your needs, and to develop a strategy that meets your needs.

If specific skills and capabilities development is required, we work with you:

  1. To identify your specific needs
  2. To meet with the participants to customize the modules into a short-term session
  3. To design a process that meets your need
  4. To develop participant materials that can be used in the workplace
  5. To develop a schedule for the process that meets participants' schedules
  6. To facilitate the process through to action that participants can implement
  7. To evaluate effectiveness of the process, both for participants and for meeting the need
  8. To identify next steps
  For Example...

Marilyn Herasymowych worked with a cross-functional team in Workers' Compensation Board.

Marilyn met with the customer for several months to discuss the need from the customer's perspective.

The need: The project team had been recently formed, and members represented several different functions and departments. The team needed to find more effective ways to communicate with each other, as well as with people external to the team.

The process: Marilyn designed an eight-month program that focused on effective communication. She met with the team once a month for eight months. Every two months, she delivered a two-day module on effective communication, based on a whole learning and whole brain approach. For example, in the second module, the team gained an understanding of their individual thinking styles, and how these styles affect how they hear others, and how others hear them. In alternate months, Marilyn met 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 to help the team to develop an operating language to describe behaviour and to give constructive feedback: Learning Styles Questionnaire and Herrmann Brain Dominance Instrument®. She also designed a comprehensive participant manual, which included theory and tools, that participants could use in the workplace.

The schedule: The team met once a month for eight months. Marilyn adjusted the schedule to make sure that all members were able to attend each session.

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

Next steps: Three months after the last session in the program, Marilyn met with the customer, who observed that the team was communicating more effectively. It was clear that the team had decided to continue the learning process. In future, team members want to improve their skills in conducting focus groups. They are taking public training courses provided by a consulting firm that specializes in conducting effective focus groups. This team has demonstrated its commitment to learning 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 of time commitment and results.


Presentation Length Options Investment Level Indicator Learning Skills Approach Indicator Transformation Level Indicator
One- to two-hour Presentation Low Sense Making Increased Awareness
Half-day Presentation Low Sense Making New Points of View
One-day Session Medium Skills and Sense Making New Points of View
Two- to three-day Course
or Workshop
Medium Skills and Sense Making Transformations of Point of View
Four- to six-day Course,
Workshop, or Program
High Skills, Disposition,
and Sense Making
Transformations of Point of View
Long-term Program
(one to two years)
Very High Skills, Disposition,
and Sense Making
Transformations of Habits of Mind
  Learning Skills Approach Indicator

Skills are the ability to use techniques, tools and strategies to carry out 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 an experience means to you personally in your day-to-day work. It is through sense making that you're able to remember and use your experiences.

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 Harpaz and Gideon Vennor work at the Branco Weiss Institute for the Development of Thinking, Jerusalem, Israel. These learning approaches are the 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 Indicator

Increased Awareness: It doesn't take much time to increase awareness. For example, you've taken a course on gender differences, 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 a new point of view. For example, you've taken a course on gender differences, and your awareness is heightened. Now, when you talk with other people from the course, you discover that they, too, agree that gender differences are valid and scientifically based. You're starting to change or transform your poin of view. But you still don't change your actions based on this new information. What's changed is your openness to hearing and considering more information about gender differences.

Transformations of Point of View: It takes much more time to transform a point of view. For example, you've taken a course on gender differences, your awareness is heightened, and you're open to hearing and considering more information about gender differences. At home, you start to apply some of the techniques that you've learned. Surprise! Your actions are producing outstanding results with your spouse. This stuff works with your spouse. However, you've transformed only a point of view, not a habit of mind. This means that you think differently about how you approach your spouse, but you don't change your approach to others of the opposite gender.

Transformations of Habits of Mind: Transforming a habit of mind is profound change. This kind of transformation requires that you call into question your assumptions and beliefs. Profound change happens when you generalize your learning across an entire group. For example, you've taken a course on gender differences, your awareness is heightened, you're open to hearing and considering more information about gender differences, and you've applied your learning with your spouse and witnessed outstanding results. To transform your habit of mind, you need to change your beliefs about gender, not just about your spouse. When you do that, you have experienced a profound change, or a transformation of habit of mind. You can never again think about gender and act towards people of the 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 Professor Emeritus of Adult and Continuing Education, Columbia University, New York. Marilyn Herasymowych and Henry Senko attended his presentation at the 1999 International Thinking Conference, held in Edmonton, Alberta, Canada.


  Topics and Modules Index
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 implement change, and learning interventions
  • Managing the stress that accompanies change
  • Managing the risk involved in change
  • Managing transitions and developing exit strategies
  • The Courage To Change: Dealing with Resistance To Change
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
  • 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
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
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