We are interested in “performance“.  We wonder why some groups and individuals are so much more creative, innovative, efficient and productive than others.   Why are some teams winners, while others languish at the bottom of the league? Why are some employees “stars” while others need to move on?

We think sustained and enhanced performance is a complex art. We have looked at lots of models to help individuals and teams improve their performance, and we have looked at strategies that are applied to improved performance, such as coaching, mentoring and buddying. None of these seem to work for the long term. They may give an initial boost but then the effect wears off, and we are back to square one.

In our work in education, we have observed, teachers, students, teaching teams and managers. We have been most interested in the high performers and what they do differently from others. We have noticed they take a holistic approach to both their personal and professional lives. We notice they manage relationships and communication with great care, and that they carefully nurture and support their communities. These “performers” are always knowledgeable, skillful, and have resource bases which support their continued development. However, the one thing that really sets these performers apart is their professionalism, and integrity. They have passions and interests and they pursue them with openness, integrity and fairness.

We looked for a long time before finding a model that everyone can use to improve their performance. We were particularly keen that the model can be used by young adults who are in education, training or commencing worklife. Back in 1986 Larry Daloz, wrote about the role of education with young adults.

“The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledgling artists as for greying accountants” (Daloz, 1986).
We agree, and so when we found Fink’s Taxonomy, which was devoted to significant learning, we knew we were on to something. We have modified it, to enable anyone to be a self managing professional in anything they want to engage in. We want people to be able to improve their performance in just about anything! So, take time to look at our approach, and follow us as we respond to the world around us, our teachers, colleagues, students, teams, and clients.


Six Dimensions

Please feel free to contact us.  Contact Diana Ayling or Dr Edward Flagg for further information.



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