Car Launch

Car Launch : The Human Side of Managing Change

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Description

"Car Launch" is the first book in the "Oxford Learning History Library", edited by Art Kleiner and George Roth, who originated the concept of learning history, and presented it formally in an article published in the "Harvard Business Review". The general editors are also authors of this particular volume. These extended, "living" case studies, starting with "Car Launch", use an innovative format based on "the jointly told tale", narrating the story of major intra-firm transitions, in this instance an innovative car launch. Organizations everywhere are experimenting with innovative pilot projects. Here's a story of one group that succeeded dramatically, even while facing the rigours of open opposition. Told in the words of the people who were there, with commentary by the authors and other observers, this document was first commissioned by the firm (AutoCo) to help production teams learn from each other across organizational boundaries. The automobile industry is going through turmoil and this book shows why. It also provides an "insider" look at relationships between subordinates and bosses. As part of the validation process, several people within the (unnamed) organization agree that the interview selection is representative, and that findings and perspectives of the study are valid. This story will be of interest to any manager, or student of management, who is, or will be, engaged in transformation work, and who wants to improve development and manufacturing operations. In the new business environment, every company will face this kind of change, sooner or later. "Car Launch", and other learning histories, will prepare students and employees for similar experiences in their own firms. Students of management theory and business people alike can work from this story to develop their own participatory action research initiatives. The authors experience with corporate managers is that most find it far easier to read, and identify with, a learning history than a formal report, or traditional case study. The narrative, told by participants in their own words, draws students and managers into the story; the interpretative remarks give the reader suggestions on broader applications of the story. Although unfamiliar to many of those in fields of business research dealing with organizational change, the learning history succeeds in balancing the traditional research, with pragmatic imperatives and powerful imagery. While not reading like traditional "research," the study has been conducted with as much rigour as any form of qualitative social science research. Discussion of the learning history concept is available in the new "Fifth Discipline Fieldbook: The Dance of Change" (Doubleday, 1999) and on the MIT and Society for Organizational Learning websites. Reviewers have acclaimed the learning history as a concept which is not only "useful but essential" for business education. One management professor writes: "there is nothing that comes close to developing and preparing students (or employees) for the new work environment." And Peter Senge of the Sloan School of Management has remarked: "Learning histories have proven to be a critical piece in solving the puzzle of learning about learning."show more

Product details

  • Hardback | 250 pages
  • 199.1 x 243.3 x 26.7mm | 666.79g
  • Oxford University Press Inc
  • New York, United States
  • English
  • numerous line illustrations
  • 0195129466
  • 9780195129465

Table of contents

PREFACE; TABLE OF CONTENTS; INTRODUCTION; 1. Introduction; Themes of the Epsilon learning history; How to read a learning history; Foreword; 1.1 Chronology; 1.2 Cast of Characters; 1.3 Epsilon's noticable results, 1991-1994; Origins of Epsilon's learning project; A CAR LAUNCH WITH HEART; 2. Hard Results, Soft Concerns; Learning in the core team (Jan. 1992 - Sept. 1992); 2.1 What are systems archetypes?; 2.2 What are the "ladder of inference" and the "left-hand column"; 2.3 What are "affinity diagrams" (K.J.'s)?; 2.4 Problem solutions, versus problem articulation; The system map (Learning Team Meeting, August, 1992); 2.5 The core teams' view of "parts behind schedule"; 2.6 "Content leaders" and "process leaders"?; The transition to openness; Creating the atmosphers of trust and cooperation; Behavioral versus technical: a zero-sum game?; The dilemma of integrating process and engineering knowledge; 3. Setting An Example Of Non-Authoritarian Leadership; Leadership roles: modeling new behavior; What made it possible for leaders to change their behavior effectively?; Modeling new behavior: "I don't trust you"; Damage from backsliding; 4. Learning Labs: Teaching Techniques for Thinking Differently; 4.1 What are "learning laboratories"?; Designing the learning labs; 4.2 Agenda for a learning lab; Choosing learning lab participants; The systems archetypes and "systems thinking" skills; 4.3 Mapping "The tragedy of the power supply"; The ladder of inference and "mental models" skills; The "management flight simulators"; 4.4 What is a "management flight simulator"; Reinforcement: A learning room; Learning Labs: How did they contribute to the change process?; 5. Combining Engineering Innovation With Human Relations: The Harmony Buck; 5.1 What is a Harmony Buck process?; Getting approval: Building confidence to make a case for taking a risk; Implementation reveals resistance within the team; The harmony buck as a communication tool; Expanding the collaborators; The second harmony buck: Approval and decline; 6. Partnerships; The market research clinic; Collocation: Opening a new realm of issues; 7. Process Innovation In The Context Of A Large Organization; Positioning the purpose of the team; Engaging senior management; Evaluating Epsilon: Miscommunications and misunderstandings; Implementing the new "charge request" policy; Epsilon is "Out of Control!"; Freezing and reducing the change requests; The early retirements; In the end: Assessing the influence of innovation; COMMENTARIES ON "A CAR LAUNCH WITH HEART"; 8. Practice Without Preaching; 9. Why the Battle Was Won, But The War Was Lost; 10. Challenging the Catch-22 Inside Ourselves; 11. Discussion Guide to "A Car Launch With Heart"; A Reader's Guide For Using the AutoCo Epsilon Project Learning History In Organizationsshow more

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