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03 February The Management Revolution (...nonmanual...)

Drucker challenges us to find three tasks that we should eliminate in order to be productive.

Which of these should we eliminate (are they producing results that are worth the investment?)

1. Level 1 measurements

2. Level 2 measurements

3. Assessments to identify weaknesses

4. Analysis to determine best practices

5. Role plays

6. Beginning a class with students telling us what they expect to learn today

What would you do instead?

Would you keep any of these?

Would you add others to the list?

Replies to This Discussion

Permalink Reply by Paul Terlemezian on February 3, 2016 at 4:09pm

Drucker refers to three changes in the dynamics of knowledge:

The first led to the "productivity revolution" and was based on studying work, the analysis of work (i.e. assuring the relevance of the methods of study) and the engineering of work. It was launched in 1881 by Frederick Winslow Taylor (1856-1915.)

"Currently" we are "applying knowledge to knowledge" - might this be big data? It is the second change. How do we determine what knowledge is needed?

"Systematic Innovation" is defining what is needed, applying it and assuring its effectiveness.

This sounds like "Money Ball" and "Meaningful Use."

Am I unfair to assert that learning professionals are too closely aligned with Mr. Taylor? What would it take us to become more aligned with Money Ball or Meaningful Use?