Our Methods
All
of our seminars, programs and organizational learning work incorporate practices
and methodologies that integrate the principles of adult learning. These include but are not limited to the
following:
 Learning is a process
The learner must be actively involved in the
learning experience
Each learner is responsible for his or her
own learning
Adults learn by doing and want to be
involved
Problems and examples must be realistic and
relevant to the learners
Adults relate their learning to what they
already know
An informal environment works best
A safe, participative learning environment
accelerates learning
Learning flourishes in a win-win,
nonjudgmental environment
The teacher’s role is to create an
environment in which exploration can take place
We recognize
that people learn in different ways and there are preferred learning styles
and methods. We strive to provide a multitude of teaching methods in our
seminars and courses.
Methods used for discovery include experiential learning exercises,
where each person participating is an active creator of their own
learning. It is important that there
be shared leadership in the learning process and in creating a receptive
space for learning. Other methods
would include:
 the
use of film
literature
poetry
body
work
music
art
Sustained learning occurs over time and through personal
experience. Learning that ultimately
creates culture change takes time and effort.
Through this type of learning experience organizations can evolve
naturally through self-determined motivation.
 We use Newfield Network’s Ontological
Coaching practices and methodology for assisting individuals to find their
callings and step into their full human capacity.
We use Myers Briggs Type Indicator (MBTI) as
an in-depth tool with individuals for personal, group and organizational
mastery, as well as to help gain an appreciation for difference.
We use David Kolb's learning style
assessment materials as a means of understanding how learning happens and what
places in the cycle come more naturally to us. The Johari Window is a basic model used to
understand what we know and what we don’t know. The principles of qualitative methods and
the ethnographic approach as also included.
David Cooperrider's work on appreciative
inquiry is used to establish and draw from the positive work of our
participants/clients and to build from there.
We use much of Fernando Flores's work on
language to help our clients appreciate how much of our life is built in
language and how we can use language to generate a more fulfilling,
meaningful life.
We work with Jungian psychology and Carol
Pearson’s work with archetypes to look at organizations through the
archetypical lens. This reflective
view of learning is useful when trying to shift individual and group cultural
behaviors. Learning to regularly look
at our shadow, with assistance from others, can significantly improve the
triple bottom line.
We also work with Clare Graves’ theory of
spiral dynamics and the Meme. Using
this model as another lens creates an alternative way to interpret what is
happening today, set desired outcomes and see what shifts seem appropriate to
move forward. In this work, we also
use Ken Wilber’s levels of consciousness and his four-quadrant model.
Other methodologies include Complexity
Science, Ecology of Commerce, Biomimicry, Neuro-Linguistic Programming (NLP),
Large Systems Change/Future Search, Scenario Planning, Open Space, and
Dialogue.
There
are two general skills we think are very important. The first is to instill an understanding of
double and triple-loop learning which is critical in expanding our
observation skills. The second is the ability to create an environment where
learning can flourish.
We believe that
collaboration and participation are vital ingredients in the evolution of
successful programs. Therefore, we
always work with our clients and whenever possible the program participants
to develop the program that is "right" for them.
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