Further Discussion on Creating an HM Decision Case and Teaching Tool
Throughout the weekend, White Eagles were asked to practice and then to reflect on their experience using and teaching with HMDC’s. This work resulted in a document created by participants titled “What Makes a Good Holistic Management Decision Case”. There was extended conversations that were not captured in this document. The following points were captured from the many sheets of paper hanging on the wall when the workshop was over. Please review these for accuracy, if you were there.
1.
The
“audience” for our HMDC’s are:
·
People
not yet exposed to HM
·
People
with some knowledge of HM but wanting to learn more
·
White
Eagles and our families
·
Colleagues
who don’t have an appreciation of HM
·
People
with shit on their faces
2.
An
HMDC might include:
·
A
simple decision set within a complex scenario
·
A
holisticgoal
·
An
opportunity to practice using Testing Questions
·
An
opportunity to practice using Diagnostic Tools
·
An
opportunity to identify the root cause of a problem
·
Practice
with identifying ecosystems processes
3.
An
HMDC should:
·
Put
the user “inside” the situation
·
Provide
just enough information to make a decision but not “extra” data
·
Demonstrate
the value of a Holisticgoal
·
Lead
the user to practice with HM Testing Questions
·
Include
appropriate Exhibits, but no more than necessary
·
Be
targeted at a specific audience and clearly articulated learning objectives
·
Focus
on social, financial and environmental learning objectives
·
Help
participants identify root causes
4. The objectives of this project are to:
· Develop HMDC’s (including Teaching Notes)
· Improve our own practice of HM
· Demonstrate the value of HM in decision-making
· Introduce HM to new users
· Enhance the learning of HM to current users
5. In teaching an HMDC, it may be helpful to:
· Ask each person to read the case once and then have the case read aloud
· Encourage participants to have fun
· Have enough copies of the Exhibits for all participants
· It is not necessary to read the HMDC before “class”
· Voluntary role play may help understand the case (from the inside)
· In role play, it may be helpful to assign and describe specific roles to participants
·
6. Some other learnings:
· Missing or incorrect information distracts from the intended learning
· Target a specific HMDC (and learning objectives) to a specific audience
· It is useful to consider both rational and emotional aspects of decision-case learning
· HMDC’s are likely to be different than “traditional” Decision Cases, as they are developed and used considering holistic principles
· Teaching Notes might include specific questions to guide participants toward the learning objectives
· HMDC’s might be most valuable in creating a learning environment in which creative solutions are more important than making a decision (this is different than “traditional” decision cases
· A good title and introduction for the HMDC will help generate interest
· Paradox might create interest and generate creative solutions
·
7. Several questions remained unanswered:
· Should an HMDC “force” a decision?
· How should be have the HMDC’s reviewed to make sure they are effective?
· How does the participants “emotional” relationship to the decision impact their ability to make a decision?
· Does an “emotional” relationship to the case affect learning”
WHAT ELSE?