Frik Landman - The Role of Management Development in Value Formation
1. The role of management
development in value
formation
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business learning
August 2012
Barrett Values Centre International Conference
3. So, here we are 2.3 M Years later
Homo Sapiens arises from 1st Modern Man leaves Africa
Homo Habilis
H.Heidelbergensis in Africa (last ofHomo migrations)
2.3-1.44 MYA
Homo Rudolfensis
ca 55 KYA
Big Bang
400 KYA
Our Universe
begins
13.7BYA 2012AD
ca300KYA
500KYA
Homo Neanderthalensis from
H.Heidelbergensis in Africa H. Sapiens Sapiens
(Modern Man)
evolves ability to speak
3
11. POVERTY
• Poverty is not just a financial state.
• Being poor affects life in many ways.
• Non-financial elements of poverty, such as
• life expectancy,
• adult literacy,
• water quality,
• and children that are underweight.
• This implies that the poor in richer territories are
materially better off.
The highest human poverty index scores are in Central Africa, the
lowest are in Japan
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12. So, the Task at Hand is Clear:
It is vitally important to
Africa’s resources need build capacity, especially
to be turned into results new era managers, in
for its people order to achieve results.
We need sustainable
economic growth and
social development in
Africa
13. New Era Managers with Different Ethos
• A different ethos. • Informs our aims e.g.: • Sound governance
• Caring for the whole. • poverty reduction, child and practice :
• A mind-set that will engage maternal mortality, the • ensuring wide participation,
others to build, in a environmental sustainability • insisting on transparency,
society, a set of distinctive of development, the
• responsive to the needs of
empowerment of women or
• ways of living together, others and the environment,
combating the HIV/AIDS
• perform art and pandemic, creation and • abiding by the Rule of Law,
literature together, sharing of wealth, etc. • developing a culture of
• An African identity that will go accountability,
• value systems and
a long way (it is not presented • seeking significant
• beliefs that care for as a panacea) to attract consensus, managing
others and the business, FDI, and effectiveness and efficiency
environment contributing to economic and and staying true to the
social innovation. strategic vision.
These new era Such an An ethos
leaders …….. ethos…. driven…
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14. SD Question for Schools of Management in Africa
People with the Facilitate, Teach, Lea
Best practices and ‘right’ d, Influence, Support
methods skills, knowledge and , Inform, Convince
approach
How should Who Manage
Whom to do What When?
People and their
The work to be Timing in Change,
Worldview and their
done, tasks, objectiv Life Cycles Stages,
Thinking Systems
es, outcomes, decisio and Internal and
within a particular
ns External Conditions
Culture
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15. Graves:
“Briefly, what I am proposing
is that the psychology of the 8. TURQUOISE
GlobalView
30YA ”We experience”
mature human being is an
unfolding, emergent, oscillati 7. YELLOW 50YA
ng, spiraling process marked FlexFlow
”I learn”
150YA
by progressive subordination
6. GREEN
of older, lower-behavior 5. ORANGE
StriveDrive
300YA HumanBond
”We become”
”I improve” 5KYA
systems to newer, higher-
10KYA 4. BLUE
order systems as man’s 3. RED
Power God
50KYA
TruthForce
”We are saved”
”I control”
existential problems change.” 1. BEIGE 100KYA 2. PURPLE
Survival Sense KinSpirits
”I survive” ”We are safe” 15
16. Theoretical framework on human development
Spiral Dynamics® is a bio-psycho-socio-spiritual framework
for understanding the cores of human thinking. Based on
the original work of Dr. Clare W. Graves in emergent deep
value systems, Spiral Dynamics® :
• helps identify the principles of how people change, organize, emerge in
consciousness, make choices, create strategies and communicate.
• It unveils the hidden codes that shape human nature,
• liberate global diversity,
• and drive or slow social and organizational transformation and
elaboration
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17. So it helps us…
By exploring and • HOW people think about things (as
describing the core opposed to “what” they think)
intelligences and deep
values that flow • WHY people make decisions in different
beneath what we ways
believe and do, offering • WHY people respond to different
a profoundly motivators
incisive, dynamic • WHY and HOW values arise and spread
perspective on complex
matters such as: • The nature of CHANGE
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18. Spiral Dynamic Model
8. TURQUOISE
GlobalView
”We experience”
7. YELLOW
FlexFlow
”I learn”
6. GREEN
5. ORANGE
HumanBond
StriveDrive
”We become”
”I improve”
4. BLUE
3. RED
TruthForce
Power God
”We are saved”
”I control”
1. BEIGE 2. PURPLE
Survival Sense KinSpirits
”I survive” ”We are safe” 18
19. VMEME
Beck and Cowan have enhanced the theory by drawing from the promising science of memetics, the study of “memes.”
Coined by English biologist Richard Dawkins in The Selfish Gene (Oxford 1976). A concept similar to “genes,” the biological
code carriers of DNA that would show the same replicating influence culturally. The result was the term “meme” from the
Greek word “mimeme,” imitation.
Memes are
• cultural units of information, “viruses of the mind,”
• cultural “DNA” that self-replicate by means of thought-contagion.
• Using the human mind as a host, memes attach themselves to individuals, organizations, entire cultures, and societies.
• A world view, A valuing system, A belief structure
• An organizing principle
• A way of thinking or a mode of adjustment
• A core intelligence that forms systems and directs human behavior
Beck and Cowan added the term “vMEMEs,” for value-memes representing Value Systems:
A framework for the development of a worldview, a set of priorities, a paradigm, a mind-set, an organizing mental
framework for deep-level thinking at the threshold of no negotiation.
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20. Reality and our Worldview
Our reality : informed by the constructs we have created.
Values, beliefs and experiences are such constructs or hypotheses:
• values are constructs that we hold as important;
• beliefs are constructs that we hold to be true;
• and experiences are constructs about reality.
These hypotheses impact on how we interpret the outer world of nature, things and people, and also on our level of
awareness, which in turn depends on our value priorities.
An evolution of world views:
• Our world view has a deep impact on almost every aspect of our lives (Biological, Psychological, Social, Spiritual)
• When a world view shifts, it can be very challenging
• Old certainties fade or even become obsolete, certain activities lose their meaning and relationships are challenged.
• Without insight it may feel as if life is falling apart or coming to an end.
Challenge
• How can Management development help managers be more effective at operating within their current world view,? How can
1 March 2012 20
we simultaneously facilitate a process to help managers make the transition from one world view to another?
21. Worldview
A worldview is the set of
fundamental beliefs, values and
organising principles operating
mostly as unquestioned and
unexamined assumptions about the
nature of reality.
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22. Summary
v
MEMES COLOR THEME FOCUS THINKING VALUE SYSTEMS--BOTTOM LIFESTYLE
LINES
Level 8 Turquoise Whole View We Holistic Harmony and Holism Lives for
Wisdom
Level 7 Yellow FlexFlow Me Systemic Natural Processes of Order & Lives for
Change Mutuality
Level 6 Green Human Bond We Humanistic Equality and Human Social Bond Lives for
Harmony
Level 5 Orange StriveDrive Me Materialistic Success and Material Gain Lives for
Gain
Level 4 Blue TruthForce We Absolutistic Authority, Stability, "One-Right- Lives for
Way" Later
Level 3 Red PowerGods Me Egocentric Power, Glory, Exploitation, No Lives for
Boundaries Now
Level 2 Purple Kin Spirits We Animistic Myths, Ancestors, Traditions, Lives for
Our People Group
1 March 2012 22
Level 1 Beige Survival Me Automatic Staying Alive, Reactive, Basic Lives for
23.
24. So, back to SD’s Question
How should Who Teach Whom to do What When?
In a the rapidly changing 21st century world
one of the fundamental purposes of
management development ought to be to
render managers fit to deal with unpredictable
changes and challenges
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25. Possible place to start shaping a new ethos: Values
Why?
• Values represent what is important to us.
• Values signify the ideals we hold that give importance and meaning to our
lives
• Values underpin our beliefs, our choices, our engagements, our entire life
• There are challenges e.g. values are not insular. They exist and have
meaning within a network of sets of values. Is the value of ‘Truth’ always
applicable?
• We cannot avoid or exclude the conversation around values and the
formation of values if we want to make progress. It would not be fitting for
Homo Sapiens! If we understand this we are in a better position to
understand and create new, other realities 25
26. Values and skills
To be able to express our
values in our lives, we
need to develop the skills
to behave according to
our values.
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28. Group Discussions
If we view a school for management development as a human institution
embracing humanistic and societal values, and that management is a
creative art and not a deterministic science, let’s consider:
1. The role of business in the 21st century:
a. What should business be for?
b. Is there a value shift needed in business and if so from what to what?
c. The role of schools of management in this formation of values?
So, How (Best practices and methods) should Who (People with the ‘right’ skills, knowledge and
approach) Teach (Facilitate, Teach, Lead, Influence, Support, Inform, Convince) Whom (People and
their Worldview and their Thinking Systems within a particular Culture) to do What (The work to be
done, tasks, objectives, outcomes, decisions) When (Life Cycles Stages, and Internal and External Conditions) ?
1 March 2012 28
29. Group Discussions
Tex Gunning, President of Unilever Bestfoods Asia:
The paradigm that divides the world into the social sector, the private sector, and the governmental sector is not
working. It creates artificial barriers. We are each a constituent of the problem, so we have to combine our
forces, our efforts, and our competencies.
Richard Barret writes: In Building a Values‐Driven Organisation, I showed how cultural capital has become the new
frontier of competitive advantage and performance, and that the culture of an organisation is a reflection of the
values (levels of consciousness) of the leaders. When these two facts are juxtaposed, it becomes obvious that the
values of the leaders are paramount in determining the success of a company.
The values of the leaders determine the culture of the company, and the culture of the company determines its
competitive advantage. I also showed in Building a Values‐ Driven Organisation how vision‐guided, values‐driven
organisations that operate from full spectrum consciousness are the most successful organisations on the planet.
So, How (Best practices and methods) should Who (People with the ‘right’ skills, knowledge and approach) Teach
(Facilitate, Teach, Lead, Influence, Support, Inform, Convince) Whom (People and their Worldview and their
Thinking Systems within a particular Culture) to do What (The work to be
done, tasks, objectives, outcomes, decisions) When (Life Cycles Stages, and Internal and External Conditions) ?
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30. Group Discussions
Richard Barret quoting Michael Jacobs, a professor at the University of North Carolina's
Kenan‐Flagler Business School from Wall Street Journal, in an article entitled How Business
Schools Have Failed Business:
There are three profound failures of sound business practices at the root of the
economic crisis, and none of them have been adequately addressed by our
business schools... Could we have avoided most of the economic problems we now
face if we had a generation of business leaders who were trained in designing
compensation systems that promote long‐term value? And who were educated in
the proper make‐up and responsibilities of boards? And who were enlightened as
to how shareholders can use their proxies to affect accountability? I think we could
have.
So, How (Best practices and methods) should Who (People with the ‘right’ skills, knowledge and
approach) Teach (Facilitate, Teach, Lead, Influence, Support, Inform, Convince) Whom (People
and their Worldview and their Thinking Systems within a particular Culture) to do What (The
work to be done, tasks, objectives, outcomes, decisions) When (Life Cycles Stages, and Internal
and External Conditions) ?
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31. Group Discussions
From 50+20 Agenda: Management Education for the World
The junction in the road
Human beings are transient creatures. We inhabit this planet for an all-too-brief period and rarely appreciate the larger picture, the long-term view. In the not-so-distant
past, our ancestors wandered the Earth in small bands across a bountiful, seemingly endless landscape. The concept of a limited world was largely ignored.
Now things are different. Spectacular technological advances and complex economic systems have allowed us to flourish. Seven billion of us are collectively pressing against
multiple ecological frontiers. Societal and economic turmoil further threaten to destabilize our world. Given our limited resources and our bad habits of expansion and over
consumption, we cannot expect consistent human progress in the future – at least not for all of us.
The time has come to initiate a fundamental change in the way we think and live.
Much of our present-day society currently follows the twin tenets of expansion and consumption. Both these behaviours are largely fed by an economic growth model that
implicitly assumes we inhabit an infinite system. However, as we now know, the system is not infinite but rather a close-knit set of interdependencies; make a mess of one
piece and chances are good we ruin the rest. The current economic model based on unrestricted growth and consumption is obsolete.
We stand at a junction in a road:
• We can either continue playing the developed world’s economic game of musical chairs, hoping that when the music stops we are not the ones left without a seat.
This is a dangerous path, leading to a disrupted world.
• The alternative is to attempt something fundamentally different, namely to develop the well-being of all of us – and indeed of all living things – while respecting
the limits of the planet.
Developing such a new world requires us to find new indicators to measure our progress. In our current paradigm, we often confuse the end with the means. For
example, governments measure their nation’s well-being with their gross domestic product (GDP), while businesses focus on net profits as the key measure of success. Most
of us measure our own happiness in the context of material wealth only, while losing sight of what is truly important. Instead, we must first determine our common goals
and objectives – only then can we derive appropriate measures, the benchmarks that serve as valid indications of our progress towards a world worth living in.
One vital element that will help us achieve these common goals is to ensure that we have leaders equipped to resolve the complex global issues that lie ahead. This
requires, among other things, a fundamental transformation of management education. Currently, management education draws its core logic from the “take, make and throw-away” philosophy of the twentieth century.
So, How (Best practices and methods) should Who (People with the ‘right’ skills, knowledge and approach) Teach
(Facilitate, Teach, Lead, Influence, Support, Inform, Convince) Whom (People and their Worldview and their Thinking Systems
within a particular Culture) to do What (The work to be done, tasks, objectives, outcomes, decisions) When (Life Cycles
Stages, and Internal and External Conditions) ?
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32. In the Hands of Managers with Different Value Set
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33. A Continent where in Practice
There is NO violence against women only deep respect
Malnourishment transformed into the peaceful laughter of children
Jobless youth are productive youth contributing to the economic growth
Communities living Ubuntu, modelling humanness to a world slightly gone mad
Political leaders ethically debating the ways to care for the continent, smoothing the way for business to act
with sustained initiative, everyone diligently focusing on the sustainable growth of The Tree of Life, Africa.
Transformation as journey into the future, demands management/leadership with a particular ethos and this is
a responsibility shared by all members of society.
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Editor's Notes
This wealth map shows which territories have the greatest wealth when Gross Domestic Product (GDP) is compared using currency exchangerates. This indicates international purchasing power - what someone’s money would be worth if they wanted to spend it in another territory
