De-Statusing Leadership: from Fordism to flexible production to networks

1. De-Statusing Leadership: from Fordism to flexible production to networks Deane Neubauer Professor Emeritus, University of Hawaii, Manoa Senior Advisor, East West Center

2. The industrial model of leadership--Fordism • Top-down decision making • Rigid roles • Assembly line production • One size fits all—for products and for work roles • Large inventories and vertical integration

3. Flexible Production • 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

4. The Network Model of Production • 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

5. De-statusing, generation models, and learning diversity • Implications of De-statusing: • Focus emphasis on outcomes rather than statuses • Reward outcomes • Change incentive structure to promote positive change

6. De-statusing, generation theory, learning diversity • Generation Models: • The silent generation • The veteran generation • The baby boomer generation • The X’ers • Millennial kids

7. Differential Intelligence Models • 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”)

8. Multiple Intelligences—David Kolb • Body/Kinesthetic intelligence • Interpersonal intelligence • Logical mathematical intelligence • Musical/rhythmic intelligence • Verbal/Linguistic intelligence • Visual/Spatial intelligence

9. Kolb’s Learning Style Categories: Diverging • Diverging (feeling and watching - 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.

10. Assimilating (watching and thinking--AC/RO) • 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.

11. Converging (doing and thinking - AC/AE) • 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.

12. Accommodating (doing and feeling - CE/AE) • 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.

13. Implications for Organizations and Education • 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