Overview –
wiki
The Model of Hierarchical Complexity (MHC), which has been
presented as a formal theory, is a framework for scoring how
complex a behavior is. Developed by
Michael Lamport Commons, it quantifies the order of
hierarchical complexity of a task based on mathematical
principles of how the information is organized, and of
information science. Its forerunner was the
General Stage Model. It is a model in
mathematical psychology.
Behaviors that may be scored include those of individual
humans or their social groupings (for example: organizations,
governments, societies), animals, or machines. It enables
scoring the hierarchical complexity of task accomplishment in
any domain. It is based on the very simple notions that higher
order task actions are:
a) defined in terms the next lower ones
(creating hierarchy),
b) they organize those actions
c) in a
nonarbitrary way (differentiating them from simple chains of
behavior ensuring a match between the modeldesignated orders
and the real world orders).
It is
crossculturally and crossspecies valid. The reason it
applies crossculturally is that the scoring is based on the
mathematical complexity of the hierarchical organization of
information. Scoring does not depend upon the content of the
information (e.g., what is done, said, written, or analyzed)
but upon how the information is organized.
The MHC is a nonmentalistic model of
developmental stages. It specifies 15 orders of
hierarchical complexity and their corresponding
stages. It is different from previous proposals about
developmental stage applied to humans. Instead of attributing
behavioral changes across a person’s age to the development of
mental structures or
schema, this model posits that task sequences of task
behaviors form hierarchies that become increasingly complex.
Because less complex tasks must be completed and practiced
before more complex tasks can be acquired, this accounts for
the developmental changes seen. For example, in individual
person’s performance of complex tasks. (For example, a person
cannot perform
arithmetic until the numeral representations of numbers
are learned. A person cannot operationally multiply the sums
of numbers until addition is learned). Furthermore, previous
theories of stage have confounded the stimulus and response in
assessing stage by simply scoring responses and ignoring the
task or stimulus.
The model of hierarchical complexity separates the task or
stimulus from the performance. The participant’s performance
on a task of a given complexity represents the stage of
developmental complexity.
What I am attempting to do for Leadership Complexity:
Discover options to simplify a complex system of tasking based on
a mathematically consistent model of hierarchical complexity in
a leadership framework designed to promote more efficient,
effective, and sustainable leadership @FLOW.
You have got to be kidding me right?
Source:
INTRODUCTION TO THE MODEL OF HIERARCHICAL COMPLEXITY.
LeaderLevels™
LL1: 8 Concrete
Carry out full arithmetic, form cliques, plan deals. Do long
division, follow complex social rules, take and coordinate
perspective of other and self. Use variables of
interrelations, social events, what happened among others,
reasonable deals.
Task:
There are behaviors that order the simple arithmetic behaviors
when multiplying a sum by a number. Such distributive
behaviors require the simple arithmetic behavior as a
prerequisite, not just a precursor. 5(1+3)=5(1)+5(3)=5+15=20
LL2: 9 Abstract
Discriminate variables such as stereotypes; use logical
quantiﬁcation; form variables out of ﬁnite classes based on an
abstract feature. Make and quantify propositions; use variable
time, place, act, actor, state, type; uses quantiﬁers (all,
none, some); make categorical assertions (e.g., “We all
die.”).
Task:
All the forms of ﬁve in the ﬁve rows in the example are
equivalent in value, x=5.
LL3: 10 Formal
Argue using empirical or logical evidence; logic is linear,
onedimensional; use Boolean logic’s connectives (not, and,
or, if, if and only if); solve problems with one unknown using
algebra, logic, and empiricism; form relationships out of
variables; use terms such as if . . . then, thus, therefore,
because; favor correct scientiﬁc solutions.
Task:
The general left hand distributive relation is
x∗(y+z)=(x∗y)+(x∗z)
LL4: 11 Systematic
Construct multivariate systems and matrices, coordinate more
than one variable as input; situate events and ideas in a
larger context, that is, considers relationships in contexts;
form or conceive systems out of relations: legal, societal,
corporate, economic, national.
Task:
The right hand distribution law is not true for numbers but is
true for proportions and sets. x+(y∗z)=(x∗y)+(x∗z);
x∪(y∩z)=(x∩y)∪(x∩z) Symbols:∪=union (total
elements);∩=intersection (elements in common)
LL5: 12 Metasystematic
Integrate systems to construct multisystems or metasystems out
of disparate systems; compare systems and perspectives in a
systematic way (across multiple domains); reﬂect on systems,
that is, is metalogical, metaanalytic; name properties of
systems (e.g., homomorphic, isomorphic, complete, consistent,
commensurable).
Task:
The system of propositional logic and elementary set theory
are isomorphic. x & (y or z)=(x & y) or (x & z) Logic;
x∩(y∪z)=(x∩y)∪ (x∩z) Sets T(False)⇔ φ Empty set; T(True)⇔
Universal set Symbols: &=and;⇔=is equivalent to;
T=Transformation of
Join Mike for an overview of how the system of hierarchical complexity provides a proven base for understanding postmodern leadership development and how Leadership Skill Theory is advancing in the direction of sizing leaders to role based on the complexity of the tasks required.
BEGIN to understand why most job descriptions are failing leaders because of their composites of reasonability which extends beyond the capability of the leader and how matching leaders to levels is going to be a profound way to reinvigorate learning, growth and innovation, while increasing productivity dramatically.
LEARN how HR is going to be reinvented, and how training is going to be reconfigured in a postmodern approach @FLOW.
You just don’t want to miss this introduction if you are involved in Leadership Development, Coaching or Training.
Discover:
– how reasoning levels work
– how leaders develop decision making skill over time
– what different levels mean and how to recognize them
– how to work with people at a different level than you
– how to recognize that all problems can be reduced to accelerating complexity
– where to apply this system
– who to get help from when you get in over your own head
– where research is today and how fast it’s moving to help us understand our
own ability to develop reasoning skill
You may register for this program beginning now and until June 10, 2013, for a fee of $197, and $297 afterwards.
Class begins June 17 and continues each evening that week.
NOTE: All classes will be recorded for you
incase you want to relisten or if you miss a class.
To get
this program and 9 other programs for a "certificate" price, see our 2013 offer here.
