In his book, Working Together, Olaf Isaacson describes distinct modalities
of learning and shows how respective learning styles correlate to
Meyers-Briggs Type Indicators. A contrasting model but on the same premise
was published by Ned Hermann in The Whole Brain Business Book. It is
"calibrated" with over 25,000 cases.
A person's preferred learning style can be discerned. And regardless of
their preferred style, many people can learn to practice a contrasting
learning style.
It is possible to help people flavor their learning with doses of delightful
intuition as well as rationality. I think Donald Schon describes this well
in Educating the Reflective Practitioner. In doing so, however, we are well
advised to help them understand the heightened necessity of reality checks.
The lack of such checks is the main reason why most management "visions"
are, in fact, hallucinations.
Creativity, being an expression-focused, generative process differs
distinctly from intuition, an internally-focused restructuring process. In
my view the two terms should not be used interchangeably and your usage of
the terms appears to agree.
On Mon, 10 Apr 2000 Cem Tanova wrote RE: Can creativity be developed in the
classroom?
>
> Many practitioners and researchers argue that intuition is becoming more =
> important in management and that management educators should realise =
> this fact and develop programs that not only focus on rationality, but =
> enhance creativity and intuition.=20
>
> In a recent conference I argued that it is important for educators and =
> students alike to learn about different cognitive styles and learn about =
> their own cognitive style, so that they can see their own strengths in =
> processing information and they can see the diversity of information =
> processing styles that others have. During the question and answer =
> period I got a response which argued "we do not need to assume cognitive =
> styles are stable, we can use techniques like those advocated by DeBono =
> to teach students who have analytic/rational cognitive styles to become =
> more intuitive/creative." I attempted to argue that that is not changing =
> the cognitive style but developing a cognitive strategy.=20
>
> I wanted to see how the educators with invaluable experience on this =
> listserv would respond to the question of teaching people to become more =
> creative.
>
> Dr. Cem TANOVA
>
ctanova@management.emu.edu.tr
>
> PS.: Today one of my Executive MBA students informed me that he heard =
> more and more companies are using tools to asses creativity during their =
> selection processes.=20
>
> ------------------------------
>
> Date: Mon, 10 Apr 2000 09:48:48 -0600
> From: "Dr. Gary Lundquist" <
garyl@MARKET-ENGINEERING.COM>
> Subject: Re: Technology Adoption Models
>
> Colleagues,
>
> Michael notes that, "I'm afraid it is Dr. Lundquist who completely misses
> the point I was trying to make."
>
> Ain't it wonderful when minor differences in language and perspective
> illuminate core ideas from different directions, making them more visible.
>
> I should have begun my last commentary with applause for Michael's work.
> Your description of technology insertion was right on. Well stated. I
> agree.
>
> The problem is with the implementation in either case. Management and/or
> administration tools simply are not effective in creating change.
> Technology insertion is change, though just one of a multitude of kinds of
> change that might occur. With every introduction of new technology, you
are
> asking people to learn, adopt, abandon, integrate, and look forward. That
> is change.
>
> Otherwise, insertion of new technology is just installation.
>
> You won't settle for that. You don't want unopened boxes. You want the
> technology used for all of the reasons that an administration believed the
> technology should be used.
>
> So we can expand our understanding of change to include tools, processes,
> organization, leadership, market influences, customer (student)
preferences,
> economic pressures, political actions, and on and on. Whether the change
> seems small or huge, the same fundamental issues always arise.
>
> My approach is this:
> Consider the change to be a "product." Develop a strategic identity
for
> the "product" and choose specific marketing strategies for "selling" the
> "product" to those who must change.
> In particular, define the value of the "product" to those who will
"buy
> into" it, then make sure that value is visible and clearly understood.
> Expect that "market penetration" will take time.
> Figure that "early adopters" will gladly "buy" the "product" and plan
to
> leverage their enthusiasm in communications to "late adopters".
> Consider the change effort to be a process requiring consistent
pressure
> of communications and incentives over time.
> Accept the fact that some percentage of the market simply won't
change.
>
> To lead and manage change, we need to add the tools of strategic, product,
> and tactical marketing to management and administration.
>
> Marketing tools work because they link the change to customer needs.
Needs
> drive every market and every change. The pushers and pullers of the world
> understand their own perspectives of needs. They now must find ways to
make
> those needs visible to others who will adopt a new technology, use a new
> process, or implement a change.
>
> Michael is right. I've changed the issue from technology insertion to
> change management. Yet think about it for a moment, and you'll realize
that
> the issue is the change, and the technology is just a focus for change.
>
> Gary
> ----------------------------
> Dr. Gary Lundquist -- The Scientist-Marketer
> Author of: TECHNOLOGY AND THE AGENTS OF CHANGE
> The power of marketing to change companies and change lives
>
Garyl@market-engineering.com
> Market Engineering International, Inc.
> The Bridge Between Science and Marketing
>
www.market-engineering.com
> 303-840-9929, FAX: 303-841-6636
> 12006 N. Antelope Trail, Parker, CO 80138, USA
>
> ------------------------------
>
> Date: Mon, 10 Apr 2000 12:52:47 -0400
> From: "Lanahan, Ellen D" <
ELanahan@FDIC.GOV>
> Subject: Unsubscribe Service
>
> Ellen Lanahan, Chief
> Specialized Skills Training Unit
> "Providing the skills for outstanding performance."
> 703-516-1051
>
> ------------------------------
>
> Date: Mon, 10 Apr 2000 12:53:49 -0400
> From: "Lanahan, Ellen D" <
ELanahan@FDIC.GOV>
> Subject: Unsubscribe
>
> Unsubsscribe:
elanahan@fdic.gov
>
> Ellen Lanahan, Chief
> Specialized Skills Training Unit
> "Providing the skills for outstanding performance."
> 703-516-1051
>
> ------------------------------
>
> Date: Mon, 10 Apr 2000 18:33:34 -0400
> From: Elaine Mikesell <
mikesell@US.IBM.COM>
> Subject: Unsubsscribe
>
> Elaine Mikesell
> Sr. Consultant
> IBM Global Services, Great Lake South Area
> 5475 Rings Rd
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> ------------------------------
>
> Date: Mon, 10 Apr 2000 22:15:45 -0400
> From: Dick Montgomery <
rmonty@CHEMMGRS.COM>
> Subject: Re: Can creativity be developed in the classroom?
>
> Dr. Tanova,
>
> In assessing candidates for technical sales, marketing and development, I
> have always looked at what activities the person has taken outside his/her
> normal career path. My experiences from the 1950s to the 1980s showed that
> creative people are always busy from their high school years on creating
> something. outside their normal duties and requirements.
>
> It never seemed to matter what the activities were or whether they were
> successful. The act of undertaking such activities seemed to be the best
> criteria.
>
> Dick Montgomery, 20th Century Cooperative
> Our Mission is to help you increase your sales.
> E-mail us if you would like to receive our monthly newsletter
>
www.chemmgrs.com
>
>
> From: "Cem Tanova" <
ctanova@MANAGEMENT.EMU.EDU.TR>
> To: <
MG-ED-DV@MAELSTROM.STJOHNS.EDU>
> Sent: Monday, April 10, 2000 9:57 AM
> Subject: Can creativity be developed in the classroom?
>
>
> Many practitioners and researchers argue that intuition is becoming more
> important in management and that management educators should realise this
> fact and develop programs that not only focus on rationality, but enhance
> creativity and intuition.
>
> In a recent conference I argued that it is important for educators and
> students alike to learn about different cognitive styles and learn about
> their own cognitive style, so that they can see their own strengths in
> processing information and they can see the diversity of information
> processing styles that others have. During the question and answer period
I
> got a response which argued "we do not need to assume cognitive styles are
> stable, we can use techniques like those advocated by DeBono to teach
> students who have analytic/rational cognitive styles to become more
> intuitive/creative." I attempted to argue that that is not changing the
> cognitive style but developing a cognitive strategy.
>
> I wanted to see how the educators with invaluable experience on this
> listserv would respond to the question of teaching people to become more
> creative.
>
> Dr. Cem TANOVA
>
ctanova@management.emu.edu.tr
>
> PS.: Today one of my Executive MBA students informed me that he heard more
> and more companies are using tools to asses creativity during their
> selection processes.
>
> ------------------------------
>
> End of MG-ED-DV Digest - 9 Apr 2000 to 10 Apr 2000 (#2000-90)
> *************************************************************
>