LeaderLEVEL @F-L-O-W

Hierarchical Complexity Made Simple

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 non-arbitrary way (differentiating them from simple chains of behavior ensuring a match between the model-designated orders and the real world orders).

It is cross-culturally and cross-species valid.  The reason it applies cross-culturally 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 non-mentalistic 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 @F-L-O-W.

You have got to be kidding me right?



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.

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.”).

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, one-dimensional; 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.

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.

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 Meta-systematic
Integrate systems to construct multi-systems or meta-systems out of disparate systems; compare systems and perspectives in a systematic way (across multiple domains); reflect on systems, that is, is meta-logical, meta-analytic; name properties of systems (e.g., homomorphic, isomorphic, complete, consistent, commensurable).

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 post-modern 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 @F-L-O-W.

You just don’t want to miss this introduction if you are involved in Leadership Development, Coaching or Training.

  – 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 re-listen or if you miss a class.

To get this program and 9 other programs for a "certificate" price, see our 2013 offer here.

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