This document proposes a 2-hour workshop on using drama to teach executives about handling conflicts. It will introduce a conceptual framework distinguishing "action heroes" from "drama heroes" and focus on dilemmas executives face when validating strategic conceptions. Participants will analyze a drama depicting a validation conflict and discuss interpretations. The workshop aims to help executives and coaches beyond traditional analytic tools by addressing chaotic realities through catharsis and realizing "this could happen to me."
The document discusses strategic thinking and innovation. It presents different perspectives from a CEO, CIO, CKO and CHO on topics like strategic planning, smart strategies, innovative organizations, and creating the right atmosphere for strategic thinking. It also discusses concepts like sensemaking, the "Third Eye of the (New) Alchemists", and "Black Swan" in the context of developing new concepts to support innovation. The document advocates for original innovations that think differently and see reality through new windows or paradigms.
This document introduces four types of "knowledge restaurants" that represent different models of knowledge sharing in the proposed "f-era". The types are: 1) "buffet"-type knowledge sharing where knowledge is openly accessible to all, 2) "à la carte"-type where individuals can access specific knowledge items, 3) "recommended by the chef"-type where certain knowledge is promoted, and 4) "coffee-room"-type knowledge sharing through informal discussion. The document discusses how paradigms are shifting from discipline-based to problem-domain based and proposes replacing the "building" metaphor for knowledge with a "web" metaphor due to the ephemeral nature of modern knowledge.
This document outlines the process of designing a postgraduate curriculum for a new management school called the Strategic Partner School in Hungary. The authors developed an approach for curriculum design that aims to provide knowledge beyond what students learned in their undergraduate degrees. They observed that postgraduate programs in Central and Eastern Europe often just abbreviated undergraduate curriculums and did not substantially expand students' knowledge. The authors introduce concepts like a "quasi-algorithmic" and "quasi-heuristic" process to describe their nonlinear approach to curriculum design, which considers many stakeholders and steps that are not fully explained by rules.
This document proposes a 2-hour workshop on using drama to teach executives about handling conflicts. It will introduce a conceptual framework distinguishing "action heroes" from "drama heroes" and focus on dilemmas executives face when validating strategic conceptions. Participants will analyze a drama depicting a validation conflict and discuss interpretations. The workshop aims to help executives and coaches beyond traditional analytic tools by addressing chaotic realities through catharsis and realizing "this could happen to me."
The document discusses strategic thinking and innovation. It presents different perspectives from a CEO, CIO, CKO and CHO on topics like strategic planning, smart strategies, innovative organizations, and creating the right atmosphere for strategic thinking. It also discusses concepts like sensemaking, the "Third Eye of the (New) Alchemists", and "Black Swan" in the context of developing new concepts to support innovation. The document advocates for original innovations that think differently and see reality through new windows or paradigms.
This document introduces four types of "knowledge restaurants" that represent different models of knowledge sharing in the proposed "f-era". The types are: 1) "buffet"-type knowledge sharing where knowledge is openly accessible to all, 2) "à la carte"-type where individuals can access specific knowledge items, 3) "recommended by the chef"-type where certain knowledge is promoted, and 4) "coffee-room"-type knowledge sharing through informal discussion. The document discusses how paradigms are shifting from discipline-based to problem-domain based and proposes replacing the "building" metaphor for knowledge with a "web" metaphor due to the ephemeral nature of modern knowledge.
This document outlines the process of designing a postgraduate curriculum for a new management school called the Strategic Partner School in Hungary. The authors developed an approach for curriculum design that aims to provide knowledge beyond what students learned in their undergraduate degrees. They observed that postgraduate programs in Central and Eastern Europe often just abbreviated undergraduate curriculums and did not substantially expand students' knowledge. The authors introduce concepts like a "quasi-algorithmic" and "quasi-heuristic" process to describe their nonlinear approach to curriculum design, which considers many stakeholders and steps that are not fully explained by rules.
Azoktól, akik valamiben igazán profik, ne várjunk elkötelezettséget egy munkahely iránt. Ők a munkájuk iránt elkötelezettek, dolgozzanak bárhol. Valamicskét hűségesek a munkahelyhez is, ha a szakmai profizmus azt megengedi, és nem csak megfizetik, hanem meg is becsülik őket
The document discusses in-company radionice for 2013. It will provide training to employees to develop their skills and knowledge. The workshops will cover various topics like leadership, project management, marketing strategies and new technologies to help modernize business practices and improve productivity.
The document discusses knowledge platforms as places for increasing business professionals' knowledge. It focuses on three aspects: 1) the technical knowledge tools available on the platform, seen as a hybrid cloud offering constantly evolving "beta" tools; 2) the human users ("beta-learners") coming from different backgrounds and moving between communities; and 3) the mashup content created by blending different sources and tools in unexpected ways, following an aesthetics of "non-reading." The role of the e-coach is emphasized in curating appropriate tools, guiding users, and creating customized mashup content.
The document discusses the need for a new type of "In-Cloud Knowledge platform" to bridge the gap between universities and corporations. It proposes that business professionals want to update their knowledge by applying concepts in new contexts with a coach's help, rather than through traditional corporate training. An effective bridge would allow universities to introduce new concepts and corporations to validate them in practice. The platform would use problem-based learning by starting with real organizational problems rather than artificial case studies. It would support complementarity between academic and applied knowledge through collaboration between practitioners, corporate universities and traditional universities.
The document shows an organizational chart with 5 roles: CEO, CHO, CKO, CIO and Fcoach. Reporting directly to the CEO are the CHO, CKO and CIO. The Fcoach reports to the CIO.
Throughout the process of f-learning, the coachee-executives can ask their strategic partners (CEO, CKO, CHO, CIO) to share new knowledge with regards to the new concepts and to compare them to the available experience.
The document discusses several topics including:
1. The dilemma high-tech companies face when trying to target both average consumers and more tech-savvy "netocrats".
2. How marketing needs to design products from the start to go viral rather than just making products interesting after the fact.
3. The importance of certain people who have the ability to spread information widely and influence others, known as "virus carriers" or "central bowling pins".
Azoktól, akik valamiben igazán profik, ne várjunk elkötelezettséget egy munkahely iránt. Ők a munkájuk iránt elkötelezettek, dolgozzanak bárhol. Valamicskét hűségesek a munkahelyhez is, ha a szakmai profizmus azt megengedi, és nem csak megfizetik, hanem meg is becsülik őket
The document discusses in-company radionice for 2013. It will provide training to employees to develop their skills and knowledge. The workshops will cover various topics like leadership, project management, marketing strategies and new technologies to help modernize business practices and improve productivity.
The document discusses knowledge platforms as places for increasing business professionals' knowledge. It focuses on three aspects: 1) the technical knowledge tools available on the platform, seen as a hybrid cloud offering constantly evolving "beta" tools; 2) the human users ("beta-learners") coming from different backgrounds and moving between communities; and 3) the mashup content created by blending different sources and tools in unexpected ways, following an aesthetics of "non-reading." The role of the e-coach is emphasized in curating appropriate tools, guiding users, and creating customized mashup content.
The document discusses the need for a new type of "In-Cloud Knowledge platform" to bridge the gap between universities and corporations. It proposes that business professionals want to update their knowledge by applying concepts in new contexts with a coach's help, rather than through traditional corporate training. An effective bridge would allow universities to introduce new concepts and corporations to validate them in practice. The platform would use problem-based learning by starting with real organizational problems rather than artificial case studies. It would support complementarity between academic and applied knowledge through collaboration between practitioners, corporate universities and traditional universities.
The document shows an organizational chart with 5 roles: CEO, CHO, CKO, CIO and Fcoach. Reporting directly to the CEO are the CHO, CKO and CIO. The Fcoach reports to the CIO.
Throughout the process of f-learning, the coachee-executives can ask their strategic partners (CEO, CKO, CHO, CIO) to share new knowledge with regards to the new concepts and to compare them to the available experience.
The document discusses several topics including:
1. The dilemma high-tech companies face when trying to target both average consumers and more tech-savvy "netocrats".
2. How marketing needs to design products from the start to go viral rather than just making products interesting after the fact.
3. The importance of certain people who have the ability to spread information widely and influence others, known as "virus carriers" or "central bowling pins".
1. 2011.09.21.
PRIHVATI RAZLIČITE NAPRAVI INOVATIVNI NEMOJ ČEKATI
SANJAJ VELIKE SNOVE
UREĐENOSTI AMBIJENT PAMETNU STRATEGIJU
(CEO)
(CKO) (CHR) (CIO)
RISKANTNO VS. MJERLJIVO VS. ZAMJENJIVI VS.
nova paradigma ORIGINAL VS. IMITACIJA
NEZAMISLIVO NEMJERLJIVO NEZAMJENJIVI
VRHUNSKE TEHNOLOGIJE
ODGOVORNOST VS. INTERPRETACIJA VS. KONZUMIDIOT VS.
novi kontekst VS. VRHUNSKI
INTELEKTUALNO POŠTENJE ČINJENICE NETOKRAT
NAGOVJEŠTAJI
MAHNITE JURNJAVE VS. PRE-FILTER VS. POST-
novo validiranje NADA VS. MOGUĆNOST COOL VS. NOSTALGIČAR
HITNOST FILTER
MASE VS. PARALELNE
novi identitet GLOBALNO VS. LOKALNO LOJALAN VS. IZOPĆEN RESURS VS. ČOVJEK
KULTURE
Nakon šest piva mislimo da smo
Frank Sinatra
ili Frederick Taylor
1
2. 2011.09.21.
STOKMAN (nemirno hodajući goredole) Kad u svoju stvar ne bih bio
tako uvjeren!... Ali ja sam tako čvrsto ubjeđen da imam pravo.
KIL (njišući lisnicu) Ako i dalje ostanete tako suludi, onda ovo ne vredi
mnogo. (Strpa lisnicu u džep)
STOKMAN: Ta, do vraga, valjda će nauka znati pronaći kakvo
protivno sredstvo - kakvu predohranu.
KIL: A, mislite onako nešto što ubija životinjice?
STOKMAN: Da, što ubija, ili ih bar čini neškodljivim.
Idem do kraja svijeta da bih vratio bogovima
2
3. 2011.09.21.
Da je puran imao malo profinjeniji stav prema kontinuitetu…
Nevjerojatno nije i nemoguće
Googleov švicarski nož (čakija) odbacuje core-business i
konkurentsku borbu u crvenom oceanu
3
4. 2011.09.21.
Gdje će slušati one “besplatne pjesme”?
Koristi kažiprst umjesto tipki
Danas ste imali nesreću da umjesto njih slušate mene
4
