Deane NeubauerSenior Advisor, East-West CenterBangkok September 13-24, 2010

Top-down decision making Rigid roles Assembly line production One size fits all—for products and for work

roles Large inventories and vertical integration

Reduced inventories Rapid product turns New shop floor production models Team production Shop floor feedback Management theories that derive from this, e.g.

Peters Management by Walking Around

Derived from IT companies Primacy of “the idea” Google model of open communication The company as a learning community When information is valued, the source of the

information is de-statused; the leader is a member of the learning community

Implications of Re-statusing: Focus emphasis on outcomes rather than

statuses Reward outcomes Change incentive structure to promote

positive change

Generation Models: The silent generation The veteran generation The baby boomer generation The X’ers Millennial kids

Howard Gardner: Linguistic intelligence (“word smart”) Logical-mathematical intelligence

(“number/reasoning smart”) Spatial intelligence (“picture smart”) Bodily-Kinestetic intelligence (“body smart” Musical intelligence (“music smart”) Interpersonal intelligence (“people smart” Intrapersonal intelligence (“self smart” Naturalistic intelligence (“nature smart”)

Body/Kinesthetic intelligence Interpersonal intelligence Logical mathematical intelligence Musical/rhythmic intelligence Verbal/Linguistic intelligence Visual/Spatial intelligence

Diverging (feeling and watching – Concrete Experience + Reflective Observation, CE+RO) able to look at things from different perspectives-

sensitive. prefer to watch rather than do, tending to gather

information and use imagination to solve problems. best at viewing concrete situations from several

different viewpoints. perform better in situations that require ideas-

generation, for example, brainstorming. have broad cultural interests like to gather information, interested in people, tend to

be imaginative and emotional, and strong in the arts prefer to work in groups, to listen with an open mind

and to receive personal feedback.

Learning preference a concise, logical approach. Ideas and concepts important than people. Require good clear explanation rather than practical

opportunity. Excel at understanding wide-ranging information and

organizing in clear logical format. Less focused on people and more interested in ideas and

abstract concepts. More attracted to logically sound theories than

approaches based on practical value. Effective in information and science careers. In formal learning situations prefer readings, lectures,

exploring analytical models, and having time to think things through.

Problem-solvers--will use learning to find solutions to practical issues.

Prefer technical tasks, less concerned with people and interpersonal aspects.

Best at finding practical uses for ideas and theories. Can solve problems and make decisions by finding

solutions to questions and problems. Attracted to technical tasks and problems rather than

social or interpersonal issues. Enables specialist and technology abilities. Like to experiment with new ideas, to simulate, and to

work with practical applications.

Style 'hands-on', relies on intuition rather than logic. Use other people's analysis-prefer to take a practical,

experiential approach. Attracted to new challenges and experiences, and to

carrying out plans. Commonly act on 'gut' instinct rather than logical analysis. Tend to rely on others for information rather than carry out

own analysis. Prevalent and useful in roles requiring action and initiative. Prefer to work in teams to complete tasks. Set targets and actively work in the field trying different

ways to achieve an objective.Kolb. D. A. and Fry, R. (1975) 'Toward an applied theory of

experiential learning;, in C. Cooper (ed.) Theories of Group Process, London: John Wiley.

People learn at different rates and in different ways How people learn affects how they operate within the

organization Shift from stipulation (telling how) to inquiry (asking how) The importance of listening and acknowledgment From fixity to flexibility Team complementarities Tolerance for and rewarding ambiguity Creating a culture of inclusion

In small groups work with this situation:You are a member of the organization you

currently represent. You are returning from abroad where you have just received an advanced degree. You are full of new ideas about higher education and wish to see them introduced into your organization. And accepted! How would you go about attempting to introduce a new idea such that it might be accepted and implemented?