Chartier Toolkit - forLeadershipandLearning
Chartier Toolkit - forLeadershipandLearning
Chartier Toolkit - forLeadershipandLearning
2002 / TH IR D EDI TI ON
As Champion of the National Managers' environment that values personal initiative, innova-
Community, I am proud to present the third tion, team playing, learning and trust. I particularly
edition of Tools for Leadership and Learning. want to thank the author of Tools for Leadership
and Learning, Bob Chartier, for so generously
This publication represents various tools and sharing his knowledge and skills so that we can
practices that are being used by managers and pass this work on to public servants across Canada.
practitioners throughout the public service. They
help us to build our capacity to understand and The fact that we are printing a third edition, demon-
master the changing roles that come with a strates that it has been a really valuable resource
knowledge-based economy and society. They for public service renewal over the past few years.
provide us with some practical and easy to use We are pleased to present you with some of the
methods for engaging others in dialogue and tried and true tools of the earlier editions as well
building a learning organization culture. as some exciting new tools to help you to be the
best manager the public service has to offer!
To me, the most exciting thing about this publica-
tion is how it illustrates that the public service is Michael G. Nurse
an organization in which we learn from each other, Associate Deputy Minister
sharing tools and techniques to build a work Public Works and Government Services Canada
Author’s Acknowledgements 4
This toolkit was originally inspired by DIAND This small toolkit was meant as a stimulus and as
Deputy Minister Scott Serson's early and continued a basic guide. It cannot capture all the details, the
vision to build a leadership and learning culture. technical requirements and the follow-through
This support has continued with subsequent Deputy necessary to make these suggestions work. Please
Ministers, including the new Deputy Minister consult the new Blueprints Field Guide for details
Alain Jolicoeur and Assistant Deputy Ministers on planning, design and facilitation. For more in-
Carolyn Davis and Gordon Shanks. depth learning and understanding, resource refer-
ences are provided at the end of the toolkit.
The support of the National Managers’ Community
under the leadership of Michael Nurse and Adèle Finally, I would like to dedicate the spirit of this
Colby has led to the publishing of this third edition publication to the memory of Bill Alexander, an
of Tools for Leadership and Learning. early Canadian pioneer in the study of learning
organizations and a fine public servant.
I am delighted that the book we created will now
be available across the public service, and I hope Bob Chartier
you will find it helpful. The National Managers’ Community Council
www.managers-gestionnaires.gc.ca
Introduction 5
To change the way people think about something, Tools for Leadership and Learning is divided into
it is sometimes best to start by changing the way seven sections. Each answers a specific learning
people act. We are on the road to making the pub- organization challenge by presenting tools that
lic service a learning organization. We have begun enable leaders to tap the team's collective wisdom
to build a consensus for a partnership that is based and to share decision-making.
on leadership and learning. In this partnership,
accountability is shared between managers and all The seven sections are:
other employees. Such a dynamic environment Shared Vision and Values
requires input from people at all levels and in all Personal Mastery
types of jobs when there are decisions to be made Systems Thinking
and where new ideas are needed. This book pro- Mental Models
vides some of the tools that will enable every part Team Learning
of the public service, its partners, clients, and the The Learning Vessel
Canadian public we all serve, to benefit from the The Art of Conversation
learning, experience and creativity of all its
employees.
INTRODUCTION 6
The tools described under each section can be What is the leadership edge?
as simple as a 12-minute, one-on-one meeting
between supervisor and employee, and as in-depth Why are leadership and learning important?
as a three-day consultation with clients, partners, All of us in the public service are knowledge
and members of the Canadian public. Most can be workers. This means that, instead of coal, diesel
done simply and cost-effectively by any work fuel and wood, it is information and learning
unit. that we use to get the job done. Instead of widg-
ets, cars and canned food, it is information and
Each tool is described in simple detail that knowledge that we produce. We are not alone in
answers the following questions: this. It is not land, labour or capital that makes
What is it? Ottawa high-tech companies competitive. It is
Why should I use it? the amount of new knowledge they produce
How can this tool help? every day. Our public service is no different.
How does it work?
What resources do I need?
INTRODUCTION 7
Without effective learning, there can be no new the collective goals set for this country. We do this
knowledge. by working to realize a mission, not to enforce a
policy. We measure our success in outcomes such
ABOUT THIS BOOK... as results and graduates, instead of inputs such as
This book is meant to stimulate your creativity. It people in classrooms. We seek not only to solve
should help you to initiate activities that will pro- problems, but to prevent them.
mote leadership and learning in your group. Use it
as a springboard to create your own leadership We know we do not have all the answers. Through
tools. shared leadership, we gain the insight of many
people, each of whom may have part of the
To make the most of our learning, public servants answers we seek.
at all levels must share leadership responsibilities.
As government adjusts to current economic and The goals of this toolkit are to enable you and
social realities, public service employees are being your colleagues to build knowledge every day
called upon to work at steering, not rowing, the and to share the challenges, triumphs and vision
boat. Our role is to enable Canadians to achieve of leadership. With these tools and your experi-
ence, we can build a public service that is even
better. The tools are in your hands.
8
By far, the biggest struggle of the learning organization is to get the vision and values of the organ-
ization off the wall and into the hearts and minds of the people. If traditional organizations tend to
be overly led by policy, then learning organizations look to be primarily led by shared vision and val-
ues. Shared vision is quite simply your reason for existence. We have become experts at crafting the
one or two paragraph, highly word-smithed, motherhood style mission statements backed up with
lists of very high quality values. Some are done with passion and commitment, some for compliance.
The real challenge is not in the drafting of vision and values but in making them real in terms of
accountability, passion and relevance in the mailroom and every other corner of the organization.
Some good tools to help get vision and values off the wall include:
• THE TEAM’S 30-MINUTE MISSION STATEMENT
• THE TEAM CHARTER – COMMUNITY CHARTER
• THE FUTURE SEARCH
• COMMUNITIES OF PRACTICE
• THE VALUES AUDIT
• APPRECIATIVE INQUIRY
The Team's 30-minute Mission statement SHARED VISION AND VALUES 11
“MOST ORGANIZA- the personal statements, reach a consensus on the the book The Instant Manager by Cy Charney. It
TIONAL MISSION best ideas from each, and create a team mission suggests a clear, focused and accurate approach to
STATEMENTS ARE statement for the group. developing a team mission statement, using his
NOTHING MORE THAN version of the following template.
A BUNCH OF LOVELY Following up
PR PLATITUDES Every staff member should sign the mission state- WHAT IS THE LEADERSHIP EDGE?
FRAMED ON A WALL. ment. Post it in a prominent location in the work- Some mission statements use vague wording and
HOWEVER, A MISSION place and review it every year as you develop your seem to be "one-size-fits-all" statements that do
STATEMENT HAS THE Team Charter to see if it is still relevant in light of not relate to the real work that people do. That is
POTENTIAL OF BEING A the changes that affect your group and work teams. why many employees wonder what their group’s
LIVING CONSTITUTION mission statement has to do with them. By linking
– SOMETHING THAT IS WHAT RESOURCES DO I NEED?
the team’s mission statement to each employee’s
BASED ON TIMELESS Meeting room, mission statement templates, flip daily work and by involving everyone in develop-
PRINCIPLES.” charts, and a facilitator. If you can use a facilita- ing the team’s mission, this process ensures that
STEPHEN COVEY tor, it is more likely that all members of your team the wording and impact of your team’s mission
will participate actively, which will limit the time statement is meaningful.
needed for the process. You might want to consult
SHARED VISION AND VALUES 13
“ LEADERSHIP AND WHAT IS IT? To give your team or community a set of concrete
LEARNING ARE INDIS- improvement goals against which they can meas-
A one or two day meeting to set your group’s
PENSABLE TO EACH ure real progress.
course for the year. It is not your work plan, it
OTHER.”
is how you will work together.
JOHN F. KENNEDY
HOW CAN THIS TOOL HELP?
WHY SHOULD I USE IT? This tool, originally developed by Sandy
It is a team agreement. Thomson of the Department of Indian Affairs and
Northern Development’s BC Region, enables
To involve all staff in setting achievable values, every member of your team to see the "big pic-
standards and protocols for your group. ture" and suggest ways to apply it to everyday
work. It is the vital link between your team vision,
To build team spirit and enthusiasm for the the organization vision and the daily work of get-
group’s goals. ting things done.
SHARED VISION AND VALUES 15
“IN LIFE, ALWAYS TELL Following up one that bases its actions on principles and team-
YOURSELF THAT THINGS Some teams like to laminate the resulting docu- work. The Team Charter is a tool that makes the
ARE FINE AS THEY ARE, ment and post it by the copy machine where it team responsible for coming to grips with the
BUT WOULD BE EVEN reminds people of their individual commitment group’s business lines, workplace principles and
BETTER IF THEY WERE
to the team. strategic goals.
DIFFERENT.”
MARILYN FERGUSON,
AMERICAN FUTURIST
Communities of Practice SHARED VISION AND VALUES 19
“NEVER DOUBT THAT • The first step is to identify potential communi- • Communities of practice must use new tools
A SMALL GROUP OF ties and to recognize the strategic value in bring- themselves (e.g. Open Space, Workout) in order
THOUGHTFUL COMMIT- ing a community together. Communities organ- to keep alert and fresh. The community also
TED CITIZENS CAN ize, thrive and succeed through leadership, yet becomes the base for an emerging knowledge
CHANGE THE WORLD.
because they are informal they usually lack bank.
INDEED, IT’S THE organizational legitimacy.
ONLY THING THAT WHAT RESOURCES DO I NEED?
EVER HAS.” • Communities of practice need management’s Management support, IT support and strong
MARGARET MEAD financial and time support to survive. facilitative leadership.
• Communities of practice can meet physically or WHAT IS THE LEADERSHIP EDGE?
virtually or both. Communities of practice give leaders access to a
• Communities of practice need to be grown, they broader base of knowledge for problem solving,
cannot happen overnight. As they grow, they self knowledge generation, continuous learning and
evaluate and determine whether to carry on or recruitment of new people and ideas.
fold and regenerate in another form.
The Values Audit SHARED VISION AND VALUES 21
HOW CAN THIS TOOL HELP? • If you have the Charter then you want to recom-
This tool helps you and your staff see the reality mend your first Values Audit sometime in the
of your efforts to be values led. By way of this first year of the Charter. You will need a half-
annual audit you are able to have a conversation day at minimum, a full day if possible.
with your team members around your strengths • Don’t hesitate to do it in the workplace. Your
and weaknesses on values. memory and consciousness about values issues
will be stronger there.
SHARED VISION AND VALUES 22
“THINKING IS WORK.” • Put the large list of your values up on a wall. WHAT RESOURCES DO I NEED?
ROY THOMSON, Start with the positive hits. Brainstorm as many Strong facilitation and flip charts.
NEWSPAPER situations as possible where individuals or the
PUBLISHER team lived up to or demonstrated positive exam- WHAT IS THE LEADERSHIP EDGE?
ples of those values. This tool reassures your people and those above
you that you are not just in compliance with val-
• Now the tough part. Brainstorm situations where
ues based management but that you are in fact
we did not live up to those values or fell short.
giving it high priority and that you are struggling
This calls for skilled facilitation, as you want to
together at the team level to ensure that your
keep it situational not personal.
workplace culture is driven by the values that
• The final part is to open the conversation up have now come down off the wall.
around improvement. How can we avoid the
negatives, build on the positives and identify
other values that have surfaced in the audit that
we should add to the Charter.
Appreciative Inquiry SHARED VISION AND VALUES 23
“EVERYONE HAS A HOW CAN THIS TOOL HELP? organization in search of "good news" stories:
STORY TO TELL.” what are the positive experiences people have
Appreciate Inquiry creates an environment where
BARRY BROADFOOT, rank is set aside, dialogue happens, and the future had in relation to this issue in this organization?
CANADIAN ORAL is built on the best from the past. It creates a
From the stories gathered in the interviews,
HISTORIAN. momentum of positive energy across the whole
themes emerge and they become the inspiration
organization.
for the Dream phase where we determine "what
HOW DOES IT WORK? might be" based on the best of the past experiences.
AI methodology consists of four phases, the Four In the Design phase we ask the question “what is
"D's": Discovery, Dream, Design and Delivery. the ideal?” We do this by using mental imagery
techniques and drawing our dream on paper. As a
In the Discovery phase we get clarity on the issue
group, you discuss your dream picture and decide
at hand and determine, after careful consideration,
how to put it in writing in the form of a "provoca-
what are the questions that will guide our inquiry.
tive proposition.”
Teams of interviewers spread out into the
SHARED VISION AND VALUES 25
The Delivery phase entails finding innovative WHAT IS THE LEADERSHIP EDGE?
ways to create the Preferred Future described in Develop your ability as a leader to identify the
the provocative propositions. Any strategic and positive core of your team, your division or your
operational planning methodology can be used as organization. Once this positive core is identified,
long as the AI principles are followed: i.e. inclu- it becomes the foundation for supporting your
sion of all levels of people in the organization at mission, achieving your objectives and goals and
all critical stages of the process and a positive creating innovative strategies to move forward.
mindset (rather than a negative "we will fix this
problem" mindset).
The second core discipline in learning organization practice is how well we build capacity for each
employee to pursue and develop personal mastery. Mastery can be best understood in that old fash-
ioned sense of continuous learning of skill and craft. We produced master carpenters and master
teachers. Couple that sense of mastery with the search for personal vision and its alignment with
the workplace vision and you now have employees in pursuit of personal mastery. Without it you
have hard working competent employees stuck in basic compliance and job description purgatory.
A commitment to personal mastery ensures that people are motivated by more than fear, promotion
and money. Most would prefer continuous learning, doing high quality work and being recognized
as people.
WHAT IS IT? and the ADM asking the Director General, who
A fast, to-the-point management briefing by the asks the Director, who asks the Policy Officer,
person who knows the most about the subject in who sends the information back up the line... the
question. Policy Officer (or whoever is the expert) could
prepare a short briefing note and meet with the
WHY SHOULD I USE IT? Deputy for a 12-minute Briefing. Ask for one if
• To avoid preparing long, detailed briefing notes you have questions that need factual or technical
on minor points. responses, or other quick responses.
• To avoid involving a lot of extra people when
answering a straightforward question.
HOW DOES IT WORK?
Planning
HOW CAN THIS TOOL HELP? Think about offering a 12-minute Briefing when-
When a senior executive needs information about ever a question from someone further up the sys-
points in a discussion paper, a 12-minute Briefing tem can be answered simply and quickly by a
from the person who is the expert on that subject person in the know. Technical and factual ques-
can cut down on the need for memos and addi- tions can be handled well in 12 minutes, so can
tional briefing notes. Instead of the Deputy a request for background information about a
Minister asking the ADM for more information, process, or the views of one of your partners.
PERSONAL MASTERY 28
“WHAT THIS COUNTRY Give the person doing the 12-minute Briefing an turned into major events where they will be asked
NEEDS IS NOT MORE opportunity to do a "dry run" of the briefing with about subjects out-side their areas of expertise.
LEADERSHIP, IT IS his or her supervisor. This can give all concerned
MORE PARTNERSHIP, reassurance that the message is clear, succinct and Following up
MORE PARTICIPATION
accurate. Once you and some of your colleagues have done
BY THE PEOPLE IN THE 12-minute Briefings, it will become part of your
DECISIONS THAT Doing workplace culture. You will save time and energy
AFFECT THEIR LIVES.” The person who will be doing the briefing needs on meetings and briefing notes.
GEORGE WOODCOCK, to focus on key points and limit background infor-
CANADIAN AUTHOR & mation to five minutes, so that the person who WHAT RESOURCES DO I NEED?
SOCIAL COMMENTATOR requested the briefing can ask questions. The To give a 12-minute Briefing, you need a short
whole process should take no longer than 12 min- briefing note and some preparation time.
utes. If 12-minute Briefings turn into major meet-
ings, people will be reluctant to participate. Senior WHAT IS THE LEADERSHIP EDGE?
managers may feel that they should do them instead The 12-minute Briefing makes senior managers
of delegating them to more junior employees. more approachable. It can also offer them insight
Officers may be concerned that the briefings have into what is happening at the front-line level.
The 12-minute Interview PERSONAL MASTERY 29
“THERE ARE TWO your needs. For example, you may decide to Doing
WAYS OF EXERTING obtain feedback from all team members through Determine the scope of the evaluation by assess-
ONE’S STRENGTH: a phone poll, or through an E-mail questionnaire. ing with whom you want to consult and what stan-
ONE IS PUSHING dards you want to measure. Make a list of people
Take time to learn about this process with your who could contribute to the process. Then, with
DOWN, THE OTHER
IS PULLING UP.”
team. Look for a Benchmark practice from other their input, link each individual’s evaluation to her
departments. Have a Workout on how your group or his deliverables and improvements achieved,
BOOKER T. can apply the Benchmark and modify it to suit
WASHINGTON and to any Service Standards set for your team.
your needs. Get everyone comfortable and Link individual performance to team performance
involved from the start. Get some training on goals. Speak plainly.
effective feedback techniques to use with col-
leagues and clients. The team should create the Following up
measurement criteria. Ensure that you link each individual’s perform-
ance to the strategic, deliverable goals in your
Team Charter.
PERSONAL MASTERY 33
The third important discipline in building a learning organization is the ability to manage and prac-
tice Systems Thinking. Systems Thinking is fundamentally a shift from seeing organizations and
problems as a series of pieces in a puzzle, to seeing the whole puzzle at once. We have to learn how
to stop fixing the crisis driven problems and start to fix the system that invariability caused the
problem in the first place. Systems Thinking requires us to go deeper into a problem to find the root
cause. It requires a new world of communication across silos, throughout the organization. Systems
Thinking insists that all elements of our business be consulted and participate in our business
improvement.
Some good tools to help us practice Systems Thinking in our workplace might include:
• THE OPEN SPACE CONFERENCE
• THE COURTYARD CAFÉ
• PARTICIPATORY RESEARCH
• AFTER ACTION REVIEW
• THE FIVE WHYS
• THE PROCESS MAP
The Open Space Conference SYSTEMS THINKING 35
“I HAVE DISCOVERED which dialogue group they want to join. After the If they cannot do this, there must be a commit-
IN 20 YEARS OF MOV- participants break up into dialogue groups, each ment to review the recommendations and get back
ING AROUND A BALL group decides which of the issues identified for to participants with an action plan.
PARK THAT THE that time slot it will address, and comes up with
KNOWLEDGE OF THE
five solutions to the issue they have selected. WHAT RESOURCES DO I NEED?
GAME IS USUALLY IN A planning committee, a facilitator, a large room
Have one member of each group record the
INVERSE PROPORTION
group’s suggestions. You might also use note-tak- for the plenary, and flip charts. You will need
TO THE PRICE OF THE
ers to capture these ideas electronically. After the about one half day for the process, although
SEATS.”
dialogues, invite everyone back to the main room the time may be extended if you want more
BILL VEEK, OWNER, for the closing plenary. conversation.
CHICAGO WHITE SOX
Following up WHAT IS THE LEADERSHIP EDGE?
Capture recommendations electronically as the Because there are no leaders in the room, you tap
day progresses so that you can give people a com- the leadership potential of everyone present while
plete draft document at the end of the session. you build a collective, consensus-based agenda.
This is the opportunity for the leadership to com-
mit to actions based on the suggestions received.
The Courtyard Café SYSTEMS THINKING 37
WHAT IS IT? • Six to eight cafés are laid out in a fan shape
It is a large group conversation and systems tool. from a center courtyard in the middle of the
room. Small portable fences delineate the cafés.
WHY SHOULD I USE IT?
• Each café is named after an issue. E.g. the
To put a large group of people into conversation
Learning Café, the Workload Café, etc.
around a half dozen major themes.
• Go crazy with the café motif. E.g. umbrellas,
HOW CAN THIS TOOL HELP?
table flowers, candles, large plants, etc.
Gathers visionary and action based intelligence
from a large group in an informal environment. • Equal number of tables per café with flip chart
paper on each table. Each café has a waiter/
HOW DOES IT WORK? recorder assigned to keep track of the written
Planning material.
• It should work for 100 to 1200 people if the
space is big enough.
SYSTEMS THINKING 38
“WANT TO LEAD Doing courtyard that are completely away from the
WITH PURPOSE? café conversations. Encourage this.
SERVE WITH YOUR • Needs at least two and one half hours. People
WHOLE HEART.” choose a café to start. Around the café tables • After you finish the café part, put all participants
they converse around vision and values of the into a circle in the courtyard with an inner “fish-
JOE EASTMAN
issue writing a draft on the table paper. After bowl” circle of the waiters and hosts and one
15 minutes play some jazz and people move to chair for an audience participant.
other cafés adding their views into the mix.
• Have a Talk Show conversation with all about
• After the first hour, put more paper on the table, what they found in each of the cafés.
repeat the same movement process and provide
new instructions to build a number of actions Following up
around the issues. As with any large group session, follow up
depends on front-end expectations. Is this a
• Coming in and out of the cafés, people pass dialogue session, a strategic planning session
through the courtyard, which is a neutral zone. or a problem solving session. Follow up will
Participants may get into conversations in the be appropriate to each.
SYSTEMS THINKING 39
“IF I HAD TO LIVE MY WHAT IS IT? HOW CAN THIS TOOL HELP?
LIFE OVER AGAIN, I’D
An assessment conducted during or after a project AAR focuses directly on the tasks and goals, but
DARE TO MAKE MORE
or major activity that allows the employees and is not a critique, and does not judge success or
MISTAKES NEXT TIME.”
leaders to determine what happened and why. It failure. It encourages employees to identify les-
NADINE STAIR compares intended behaviours and results with sons learned. It creates an environment where
actual behaviours and results, identifying what to rank is set aside, dialogue happens, and the
sustain and what to improve the next time around. process improves through active learning.
were taken, how they reacted to them, when the WHAT IS THE LEADERSHIP EDGE?
actions were initiated, exchange lessons learned, AAR creates an atmosphere of mutual trust, allowing
what happened from their own point of view, and participants to speak freely. Innovation behaviour
relate these actions to the final outcomes. becomes the norm. Problem solving is pragmatic
and employees are not pre-occupied with status or
WHAT RESOURCES DO I NEED?
second-guessing what the leader will think. It
All the players, a meeting room, all available data becomes active learning, allowing you to make
(memos, telephone transcripts, minutes of meet- corrections as you go.
ings) and a facilitator.
The Five Whys SYSTEMS THINKING 44
• Why? Well, Human Resources has been unsuc- WHAT RESOURCES DO I NEED?
cessful recruiting in our hospital. Strong facilitation and time.
• Why? It appears the new training requirements WHAT IS THE LEADERSHIP EDGE?
in our provincial training center has affected the
This tool reassures people above you that you
number of new students.
have not just put a band-aid on a problem with a
• Why not recruit from abroad? Turns out there are quick fix but you have, in fact, gone deeper and
some Immigration constraints. even if the changes are beyond your reach, there
is now a more systems understanding of what we
• You get back into the root causes. need to get to the bottom of things.
The Process Map SYSTEMS THINKING 46
“PEOPLE ARE BASICAL- WHAT IS IT? What if the problem with your monthly reporting
LY WORTHY AND YOU system is that it was designed by and for head-
A "map" that you create to show all the steps
CANNOT UNDERSTAND quarters staff and does not relate well to work
involved in a process that you want to improve.
A SYSTEM UNTIL YOU done in the regions? This tool will let you see
TRY TO CHANGE IT.” WHY SHOULD I USE IT? the problems so that you can solve them.
NATIONAL TRAINING To review, re-design or improve any process in
LABORATORIES, your group, such as the audit, ministerial docket,
HOW DOES IT WORK?
1947-62 or computer help-line processes. Planning
Contact everyone involved in the process, includ-
To gain a clearer understanding of how things ing people from outside your group, and invite
work and ensure that any proposed improvements them to join a Workout to build the Process Map.
take into account every process and every person
involved. Doing
Plot each major step of the process along the top
HOW CAN THIS TOOL HELP? of an eight-metre-wide sheet of brown wrapping
This tool brings together people and information paper. Along the left edge of the paper, list the
that do not usually have opportunities to connect. people involved in all aspects of the process.
SYSTEMS THINKING 47
Along the bottom edge of the paper, mark the time WHAT RESOURCES DO I NEED?
line of the process. Use yellow self-adhesive notes The time of the people who are involved in the
to chart every detail of each step and the time process and who know it best, an eight-metre-
each action takes. Use red self-adhesive notes to wide sheet of brown wrapping paper, yellow and
flag dead zones, but take care not to be critical of red self-adhesive notes, markers, and a meeting
participants’ work. Take note of anything that room.
restricts the effective flow of the work; these are
prime areas for process improvements. WHAT IS THE LEADERSHIP EDGE?
You will be able to implement process improve-
Following up
ments that have been designed by the people who
After the session, send the proposed solutions to
know the system best. If the process has been
the decision makers for a “yes,” “no,” or “needs
done in a positive and constructive way, you will
more work” response. Implement the solutions
have the buy-in of your own staff and support for
that can be done immediately. Let participants
the changes from people working in other areas
know what progress is being made on implement-
of the group and outside of it.
ing or adjusting the solutions that could not be
introduced right away.
MENTAL MODELS 48
Learning organizations have to be able to identify and smash mental models. The fourth core discipline,
Mental models, are those assumptions, beliefs and attitudes that have been embedded in the workplace
for years and often go unchallenged because they lie so deep in the heart of the organization. They live
below the waterline and are hard to see and get at. They could also be a big factor in the frustration
around many large change efforts. Even the best-planned change management process can hit the
wall when it bumps up against organizational and personal mental models. Mental models are also
huge barriers for innovation. “We tried that before or our policies will never allow it.” If an organi-
zation needs to learn it also needs to unlearn. Smashing mental models gets the unlearning done in
order to create space for the new learning
Some good tools for breaking down mental models could include:
• COACHING • THE WIN-WIN TOOL
• THE TALK SHOW (THE ALTERNATE • THE PRESS CONFERENCE
PANEL DISCUSSION) • PLAIN LANGUAGE
• THE L.I.D. TEMPLATE FOR MEETINGS
Coaching MENTAL MODELS 49
“KNOWLEDGE SPEAKS Like with other leadership competencies you need your declarations impact actions around you.
BUT WISDOM LISTENS.” to learn the language of coaching, test your skills Use a learning journal for this.
JIMI HENDRIX in action and be dedicated to practice. Because
you can’t see yourself in action it is best to work • Do the same observation about people around
with another committed learner or even with a you and also note this in your learning journal.
professional coach to achieve more advanced
• What do you learn about yourself and others
levels of proficiency in coaching.
from this observation and what different actions
Doing will you take based on this observation. You
Most of us have learned to be action-action-action may want to share this learning with another
oriented. You need to become action-reflection- committed learner for accelerated learning on
action oriented to develop this leadership compe- this competency.
tency. For example:
Following up
• Start observing your actions in language: how At the same time there are other ways for you to
you make requests and promises, how you make learn the language of coaching and how you can
and use assessments and assertions and how continue to develop this leadership competency.
MENTAL MODELS 51
“DON’T LOSE YOUR WHAT IS IT? HOW CAN THIS TOOL HELP?
HEAD TO GAIN A
A format that could be useful for regular manage- It offers a framework for new discipline around
MINUTE. YOU NEED
ment meetings or the annual retreat. LID implies ‘deck’ management and meeting design. It can
YOUR HEAD, YOUR
the session will be 1/3 learning, 1/3 information ensure that knowledge in the room gets engaged
BRAINS ARE IN IT.”
and 1/3 dialogue. through dialogue. It also insists on time for new
BURMA SHAVE learning, essential for accelerated leadership.
ROADSIDE WHY SHOULD I USE IT?
ADVERTISEMENT, In a word, balance. Too often management meet- HOW DOES IT WORK?
1925-1963 ings tilt too far in one area – for example the Planning
‘information dump’. Many meeting audits show The discipline of the three equal parts ensures
senior managers spending up to 80% of meeting that planning is a broad participatory process,
time listening to presentations, with little time left not driven solely by individual agendas.
for real dialogue and sometimes even less for new
learning.
MENTAL MODELS 55
The groups switch rooms to see what the other WHAT RESOURCES DO I NEED?
side thinks they need. With a different colour A facilitator, two hours or less time for all con-
marker they edit, add and modify the other group’s cerned, two meeting rooms, two flip charts, and
outline. Each group then uses the materials pre- coloured markers.
pared by both groups to present their new under-
standing to each other. WHAT IS THE LEADERSHIP EDGE?
This is a quick and easy approach to finding out
Following up
what each side in a situation needs to reach con-
With a clearer understanding of the views of the
sensus. The approach shows respect for the other
other side, the groups are ready to begin delibera-
point of view and a willingness to put your team
tions with no uncertain agendas or interests.
in a position where it has to consider the other
Consider posting the flip chart notes in the
side’s view as well as its own.
workplace to keep everyone on track.
The Press Conference MENTAL MODELS 58
A table spokesperson asks the question, and the WHAT IS THE LEADERSHIP EDGE?
table as a group is responsible for listening intent- This tool makes the audience more responsible for
ly to the presenter’s response and keeps a good set seeking the right information, defining the focus,
of journalist notes. These notes could then become and subsequent learning. Guests also increase
your round of proceedings. their leadership quotient by moving away from
flat, prepared text into dialogue and depth on
Following up
a subject.
Each table files a small report that when linked
with other tables’ reports creates an account that
represents – more fully than a speech – the full
extent of the guest’s knowledge of the issue.
Continue to build a jargon free workplace that will WHAT RESOURCES DO I NEED?
then influence the work products such as letters, A good training course, a set of guidelines and
forms, notices, instructions, policy statements and the will to change.
safety manuals.
WHAT IS THE LEADERSHIP EDGE?
Following up:
Much better communication with those with
Use outside editorial help to give feedback on
whom you work and those for whom you serve.
product readability. Invite client response through
surveys to get feedback on readability. Build a
culture of writing improvement.
TEAM LEARNING 62
One of the most basic mental models is that most learning is centered on the individual. We went to
school as individuals, we generally take courses, seminars or attend conferences on our own. This
works fine for us personally but it is not as effective when we begin to require new learning in a team
based environment. It is frustrating to go to a seminar, learn something new and come back to a team
that does not understand the new knowledge you have learned. Applying the fifith discipline, Team
Learning, learning organizations try to find ways to build continuous learning into teams in order to
maximize knowledge management and promote faster learning.
“THE PRESENT PREOC- While sessions should be no longer than 90 min- WHAT RESOURCES DO I NEED?
CUPATIONS WITH BODY utes, the group sets the session length and the fre- The Learning Team should have a budget so that
BUILDING AND CHAR- quency of get-togethers. The Learning Team must individual members and the group as a whole can
ACTER MOULDING ARE meet regularly and consistently. Like all effective access conventional training and other learning
USELESS AND MAY
workplace activity, the Learning Team must be supports. They will also need a place to meet.
EVEN BE DANGEROUS
supportive, flexible and fun. Members can also
SO LONG AS WE NEG-
serve as coaches to one another in the workplace. WHAT IS THE LEADERSHIP EDGE?
LECT AND STARVE THE
MIND.” Learning should be a strategic tool, not just a
Following up
means of acquiring skills. Faster, more focused
HILDA NEATBY Learning Teams assess their own value and their
learning can boost the quality of your group’s
will to keep moving ahead.
work.
The Stand-up TEAM LEARNING 65
“IF WE DON’T SPEAK Record all ideas on a flip chart. Don’t go over for a Workout, a problem-solving session. In other
TO EACH OTHER,WE 15 minutes, but if no one is contributing, end the words, raise only those items that concern the
RISK NOT UNDER- Stand-up early. Do not let a Blue Sky session turn whole group.
STANDING EACH into a regular Stand-up session. Be sure to keep
OTHER.” Doing
track of ideas and follow up. When you imple-
CLAUDE CHARRON ment a Blue Sky idea, let people know! Better to say nothing than to talk about something
of no concern to the group. Don’t outline your
Planning own day’s work.
Meet regularly. A daily session is a great habit to
establish, but you should meet your own group’s Keep it simple, optimistic, focused and fun.
requirements. There is no chairperson and no Talkers learn to listen; listeners get to talk.
agenda. You don’t even need to book a board-
Following up
room, just meet in a central location where every-
Use the information you get during the Stand-up
one has room to stand. If you have a major issue
to help a colleague that day. Make the Stand-up
to resolve, don’t bring it up at the Stand-up, call
part of your everyday workplace culture.
TEAM LEARNING 67
“OUR PRESENT PROB- WHAT IS IT? feel she or he can ask for help. This tool gives
LEMS CANNOT BE everyone in your group the power to say, "I need
A problem-solving session that brings together
SOLVED AT THE LEVEL help with this."
experts on a specific subject from inside and from
OF THINKING AT
outside the group.
WHICH THEY WERE HOW DOES IT WORK?
CREATED.”
WHY SHOULD I USE IT? Planning
ALBERT EINSTEIN To involve the people who have to implement and Let everyone know that they can call a Workout
develop solutions. and make sure that your leadership supports the
process. Choose a workable number of partici-
To get fast decisions on critical issues. pants for their knowledge and skills rather than
because of their status or location. Make sure that
HOW CAN THIS TOOL HELP? you all agree to work on only that one issue. Hold
Too often, problems are not resolved because the the Workout in your workplace so that it will be
right people are not around to deal with them, or seen as a part of the everyday culture, not a spe-
because the person who has the problem does not cial event. Send participants a reading package in
advance of the Workout.
TEAM LEARNING 69
• There are six rounds of one-on-one interviews: WHAT IS THE LEADERSHIP EDGE?
Sequence: (1-2, 3-4) (2-3, 4-1) (2-4, 3-1) (3-2, This tool gets people working at speed with focus
1-4) (4-2, 1-3) (2-1, 4-3) and full participation. It is a must in most Workout
situations.
• The second component is the editing stage:
one’s go to flip chart #1 and compare notes,
two’s go to flipchart #2, and so on.
“WHAT LEARNING IS: WHAT IS IT? page, talking about core business and core values
YOU SUDDENLY UNDER- A learning/team building session that grounds in a team building setting, with a focus on
STAND SOMETHING improving skills such as presentation, problem
employees in the values, ethics, business lines,
YOU’VE UNDERSTOOD solving, negotiation and communication.
objectives, processes, relationships and tools in
ALL YOUR LIFE, BUT IN
A NEW WAY.”
their particular public sector workplace.
HOW DOES IT WORK?
DORIS LESING WHY SHOULD I USE IT? Planning
Two reasons: first, to improve existing employee Use internal resources and a learning consultant
orientation programs; second, when organizations to build your curriculum based on corporate
have had or will have massive change, e.g., down- messages and needs. Make space for adequate
sizing, reorganization, etc. feedback to improve each session.
must be shared. If you have picked the right person WHAT IS THE LEADERSHIP EDGE?
as the Brainsqueezer, he or she will have an You retain strategic advantage by capturing and
impact on the team as the new holder of long-term, transferring long-term intelligence into the new
specialized knowledge. wave of staff. You also show respect for depart-
mental knowledge and the need to keep it on-site.
Following up
The impact of using the Brainsqueezer tool is to
send a clear message to staff that knowledge
acquisition is an important part of the job and that
you support the process of transferring knowledge.
To build a framework for organizational learning you need three basics: you need some Guiding
Principles such as ideas from learning organization theory; you need methods and tools such as sug-
gested in this guide; and you need what Senge calls “innovations in infrastructure”. For example, the
space inside an organization can reflect the Dilbert World or be a model for collaborative learning.
Infrastructure is not just bricks and mortar; it is also the policies, reward systems, strategic planning
process and other structures that determine your workplace culture. Without a systemic commitment to
improvement these structural elements can continue to thwart change. Without participatory, learning-
based structural reform, people will remain disconnected, uninspired and stuck in the status quo.
“I AM CONVINCED For example, if you know that a group at Industry WHAT RESOURCES DO I NEED?
THAT, IF THE RATE Canada is getting results that you want to achieve, The Benchmarking team will require time. They
OF CHANGE INSIDE you might ask to meet with the supervisor and one may also need funds for travel and research
AN ORGANIZATION IS or two officers in the group. After an initial meet- expenses.
LESS THAN THE RATE
ing, some people in your group might meet one-
OF CHANGE OUTSIDE,
on-one with their counterparts in the other depart- WHAT IS THE LEADERSHIP EDGE?
THE END IS IN SIGHT.”
ment. You might ask for access to policies, guide- Leaders who do Benchmarking are seen to be
JACK WELCH, CEO, lines, forms or other tools that the group uses committed to learning, to managing change, and
GENERAL ELECTRIC, in its planning or its day-to-day work. You can to front-line participation in the learning process.
1993 then determine how much of Industry Canada’s
approach you can “steal” and where you need to
adjust these approaches to adapt them to your own
environment and your particular challenges.
Following up
Apply what you learn to your workplace.
The Daily News THE LEARNING VESSEL 79
“NO EXECUTIVE nition. It might also include a daily joke or car- WHAT RESOURCES DO I NEED?
HAS EVER SUFFERED toon and perhaps even staff classifieds and You need an E-mail system with a group function.
BECAUSE HIS SUBORDI- notices. You will also need a volunteer who enjoys writing
NATES WERE STRONG
and who can take an hour in the morning to col-
AND EFFECTIVE.” The key is to have people in your group let your
lect materials.
PETER DRUCKER group communicator know about news and
events. The person who writes the Daily News WHAT IS THE LEADERSHIP EDGE?
should not have to do research.
Leaders can be regular contributors to the Daily
Following up News. You can use it to promote dialogue on
The Daily News has to be published regularly, so issues and to invite feedback. Make sure that
that people will expect it and miss it if it is not everyone knows that you read it daily.
there. Keep it simple, relevant and fresh.
The Survey THE LEARNING VESSEL 81
WHAT IS IT? you won’t just think that you are meeting people’s
A process of involving the people you serve in needs, you will know that is the case.
setting a standard target for the quality and quanti-
HOW DOES IT WORK?
ty of your group’s services and products.
Planning
WHY SHOULD I USE IT? Choose a workable number of participants, includ-
To begin or strengthen a dialogue with your ing your clients and partners, for their knowledge
partners that will lead to improvements in your and skills rather than because of their status or
products or services and increase your partners’ location. Involve employees from each key area
satisfaction. of your group.
“BE A LEADER YOUR- employees can strive? Once you have identified WHAT RESOURCES DO I NEED?
SELF, THOUGH YOU a standard, check staff members’ ability to deliver. Time, a meeting room, access to some of your
ONLY LEAD YOURSELF, Look at constraints and opportunities, determine partners and clients, a facilitator, and the support
FOR EVERY LEADER how performance can be measured, such as through of your managers.
STARTS BY FIRST
a client Survey, and determine whether the neces-
LEADING HIMSELF.”
sary activities and changes are affordable. WHAT IS THE LEADERSHIP EDGE?
NORMAN BETHUNE The process of developing Service Standards can
After setting the standards, measure the extent
give you and your staff a greater understanding of
to which your group is already meeting them,
your work processes. It can also increase individu-
perhaps through another client Survey.
als’ pride in performance while it increases client
Following up satisfaction. All of this can and should lead to
Communicate the new standards to staff and improved morale.
clients in plain language. Give staff any additional
training they may need to meet the new standards.
Recognize and reward progress.
The Learning Centre THE LEARNING VESSEL 85
“THE PURSUIT OF meetings and for the work of Learning Teams. WHAT RESOURCES DO I NEED?
LEARNING IS REALLY It can become a place where Workouts can take Space (try to convert a third of your existing
THE PURSUIT OF FINE place and where Learning Teams feel they can board-room into a Learning Centre), whatever
LIVING.” get real work done, unlike the atmosphere in material you can afford, and the commitment of
J. ROBY KIDD some boardrooms. one or two people part-time to make sure that it
changes and grows.
Following up
If you use the Learning Centre and support your WHAT IS THE LEADERSHIP EDGE?
staff’s use of it, it will be vibrant; if left alone, it
A commitment of time and money to a Learning
will surely become the first thing to be cut if
Centre demonstrates your respect for learning and
budgets are reduced.
knowledge.
The Focus Group THE LEARNING VESSEL 87
“WEAVING A NET IS Focus Group session under three hours. Provide you know what percentage of the whole group
BETTER THAN PRAYING refreshments. Do a pre-test: test out the questions of clients, for example, would object to a policy
FOR FISH.” that you plan to ask with one or two colleagues. change. But they can tell you if some of your
ANCIENT CHINESE clients would object so strongly that the change
Doing may not be worthwhile.
PROVERB
Your skilled facilitator can bring a number of
intelligence gathering tools to the process. The WHAT RESOURCES DO I NEED?
Interview Matrix works really well in this context. Focus Groups can be expensive if there is travel
involved or if you have to pay the participants.
Following up
You will need refreshments and a meeting room.
Use the results of your Focus Group to fine-tune
It may be preferable to select one outside your
the changes you have planned or, if you receive a
work site. A professional facilitator will involve
strongly negative reaction, consider a whole new
consultant fees.
approach. Focus Groups are not designed to let
THE LEARNING VESSEL 89
If the previous six disciplines form the core of learning organization practice, then the art of conversation,
the seventh discipline, could be the glue or even the soul holding it all together. Conversation is the prac-
tice of deep, reflective listening, speaking when moved, suspending ones assumptions and building shared
meaning in conversation rather than argument. Conversation is not discussion, debate, persuading or get-
ting “buy-in”. Conversation is the entry point and the building block of organizational thinking and action.
Today’s organization strives for improved communication. Generally this has led to more managed
communication with its emphasis on key messages, press releases and word smithing. The new hero of
the managed communication world is the passionless, bulleted PowerPoint. Conversation, however,
brings us back to the risk of thinking together, the creativity of the workout process and the passion of
the leaders’ story.
“THERE IS NOTHING B. Train a small group of auditors and have them Following up
SO USELESS AS DOING available to audit meetings. Build audits into man- Be ready with new tools to help people that see
EFFICIENTLY THAT agement contracts to ensure use of auditors. Train the Meeting Audit as a call for improvement.
WHICH SHOULD NOT them in observation (stopwatch, recording and
BE DONE AT ALL.”
diplomatic reporting). WHAT RESOURCES DO I NEED?
UNKNOWN Management support, audit team and follow-up
Doing support.
Market the new audit process well. Make sure its
spirit focuses on improvement and good will, not WHAT IS THE LEADERSHIP EDGE?
strict compliance. The Meeting Audit is a valuable tool to measure
how successful you are at changing meeting
format.
Facilitated Conference Call THE ART OF CONVERSTION 93
“A LOT OF PEOPLE simple. Work for consensus. A technical twist WHAT IS THE LEADERSHIP EDGE?
SPEND TIME TALKING could be to have a scribe with PowerPoint charts Too often we use old behaviour with new technol-
TO THE ANIMALS BUT (as flip charts) e-mailing instantly to participants. ogy. A forward thinking leader uses new processes
NOT THAT MANY PEO-
as well as new technology. Facilitation and tech-
PLE LISTEN. THAT’S Following up
THE REAL PROBLEM.”
nology make a fine working partnership.
After consensus, get decision points, action plans
WINNIE THE POOH and follow-up leadership. Agree on decision,
record and distribute.
HOW CAN THIS TOOL HELP? • Resolve that from now on, no presentation of
yours will be totally electronic.
Audio-visual aids started out as tools to help make
complex points simpler, e.g., charts, graphs, and • With every subsequent presentation, lower the
other learning assist shortcuts. But text projected content of audio-visual aids.
on a wall can be as boring as watching paint dry.
Instead of putting the speaker into a presentation, • Learn to challenge your presentation style and
the ‘deck’ approach allows us to hand off the design all the time.
THE ART OF CONVERSTION 96
“THE TRUTH IS MORE • Don’t be afraid to make speaking errors. Most WHAT RESOURCES DO I NEED?
IMPORTANT THAN people do not expect or enjoy perfection. Mentors, teachers, good books and learning
FACTS.”
groups such as Toastmasters.
• Trust yourself and be true to yourself and your
FRANK LLOYD
stories. WHAT IS THE LEADERSHIP EDGE?
WRIGHT
• Seek continuing critiques from audience and People will start to listen to you, your ideas and
peers. your organization’s mission. A big plus: you will
also begin to enjoy this part of your work.
• Enrol in a storytelling course and archive your
best stories.
“DO NOT WANT FOR • Support requirements are negotiated and put into WHAT RESOURCES DO I NEED?
LEADERS, DO IT the Accountability Agreement. To achieve suc- Use the flip chart. One side states what you
ALONE, PERSON TO cess I will need... do...the other what are your results. A good time
PERSON.”
to do Accountability Agreements would be at the
• Goals are measurable and time based.
MOTHER TERESA same time you are doing Team Charter work.
• Consequences are those positive rewards and
WHAT IS THE LEADERSHIP EDGE?
recognition for success. Punishment or negative
consequences are not part of an Accountability Because every employee does an agreement, it
Agreement. becomes the best opportunity for alignment in the
organization. They take the assumptions and make
• Renewal. Accountability Agreements, in order to them real around promises, expectations, results
be effective and part of the long-term culture and consequences.
must be renewed annually.
Dialogue THE ART OF CONVERSTION 99
“SUPPOSE WE WERE that require looking at complex and perhaps value all participants and a free flowing conversation is
ABLE TO SHARE MEAN- laden issues. It is not suited in situations when encouraged. There is no intended outcome, how-
INGS FREELY WITHOUT immediate solutions are required or actions need ever, insights frequently emerge on their own.
A COMPULSIVE URGE to be taken.
TO IMPOSE OUR VIEW WHAT RESOURCES DO I NEED?
OR TO CONFORM TO HOW DOES IT WORK? Participants, a moderator (trained or experienced
THOSE OF OTHERS AND
When a dialogue is convened, it is usually moder- in dialogue moderation), a meeting room (prefer-
WITHOUT DISTORTION
ated, either by a member of the team or a third ably without tables)
AND SELF-DECEPTION.
WOULD THIS NOT party. Participants sit in a closed circle of chairs.
It is recommended that this be done without WHAT IS THE LEADERSHIP EDGE?
CONSTITUTE A REAL
REVOLUTION IN tables. It is believed that the spatial environment Through dialogue, conditions are created that lead
CULTURE?“ will have an impact on the quality of the conver- to honesty, deep listening and inquiry. These condi-
sation. All participants are asked to commit to tions lend themselves to creativity and innovation.
DAVID BOHM,
embodying the four core practices of dialogue.
CHANGING
CONSCIOUSNESS 1992 There is no set agenda (other than perhaps time
constraints). The issue for dialogue is known to
Interest-based Negotiations THE ART OF CONVERSTION 101
“I’VE WORKED ALL MY each party would analyze and understand each WHAT IS THE LEADERSHIP EDGE?
LIFE AND WITH ALL other's interests, fears, and concerns prior to sit- Interest-based Negotiation creates and maintains
KINDS OF PEOPLE. ting down at the negotiation table. Secondly, the an atmosphere of dialogue building, brainstorming,
COME WITH ME AND parties would enter into the dialogue phase that and the creation of mutual gains. Furthermore, this
I’LL WORK WITH YOU focuses on the creation of options and value to approach facilities the creation of strategic partner-
TOO.” resolve the issues to be negotiated. Finally, the ship opportunities, clear communications, and
parties would then discuss the distribution of mutual trust.
WILLY GEORGE
value through the tabling of offers.
ON LEARNING ORGANIZATIONS Senge, Peter et al. The Fifth Discipline Canadian Centre for Management
Argyris, Chris. Savoir pour agir : surmon- Fieldbook. New York: Doubleday, 1994. Development, Deputy Ministers’
ter les obstacles à l'apprentissage organi- Committee on Learning and Development,
Isaacs, William, Dialogue and the Art of A Public Service Learning Organization:
sationnel. Paris: InterÉditions, 1995.
Thinking Together (New York: Currency from Coast to Coast to Coast – Directions
Chawala, Sarita and John Renensch, eds. 1999). for the Future, 2000.
Learning Organizations: Developing
Stone, Douglas, Bruce Patton, Sheila Garvin, David A., Learning in Action:
Cultures for Tomorrow's Workplace.
Heen, and Roger Fisher, Difficult A Guide to Putting the Learning
Portland, OR: Productivity Press,1995.
Conversations: How to Discuss What Organization to Work (Boston: Harvard
Senge, Peter. La cinquième discipline. Matters Most (New York: Penguin, 2000) School Press, 2000)
Paris: First, 1991.
Argyris, Chris, Flawed Advice and the
Senge, Peter. The Fifth Discipline. New Management Trap: How Managers Can
York: Doubleday, 1990. Know When They’re Getting Good Advice
and When They’re Not (New York; Oxford
University Press, 2000).
BOOKS AND REFERENCES 105
ON CHANGE Kleiner, Art. The Age of Heretics. New Change. San Francisco, CA: Jossey-Bass
Seng, Peter et al. The Dance of Change: York: Doubleday Publishing, 1996. Publishers, 1997.
Doubleday, 1999
Osbourne, David and Ted Gaebler. Huynen, Thierry and M. Huynen-Janssens.
Blanchard, Ken and Terry Waghorn. Reinventing Government. New York: Les styles de leadership et leur efficacité.
Mission Possible: Becoming a World Plume Publishing, 1992. Paris: EAP, 1989.
Class Organization While There's Still
Gladwell, Malcolm. The Tipping Point: Romagni, Patrick et al. 10 outils : clé du
Time. McGraw-Hill Ryerson,
Little Brown and Co., 2000 management. Paris: Les Presses du man-
Limited,1999.
agement, 1996.
ON PRACTICAL HELP
Grouard, Benoit and Francis Meston.
Bunker, Barbara Benedict and Billie T. Weisbord, Marvin R. Productive
L'entreprise en changement : conduire
Alban. Large Group Interventions – Workplaces: Organizing and Managing for
et réussir le changement. Paris: Dunod,
Engaging the Whole System for Rapid Dignity, Meaning and Community. San
1995.
Francisco, CA: Jossey-Bass Publishers,
1991.
BOOKS AND REFERENCES 106