Emoción, Conversación y Acción
Pincipios de Ontología del Lenguaje
“Juicios y fundamentación (més)
Sesión correspondiente al taller 'Emoción, Conversación y Acción' ofrecido en el curso de certificación en coaching ontológico que imparte el CEC (Centro de Especialización en Coaching).
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Juicios y fundamentación de juicios Los JUICIOS son OPINIONES
Existe la posibilidad de DISCREPAR
JUICIOS
Fundamentación de juicios EJEMPLO DE FUNDAMENTACIÓN DE UN JUICIO
HECHO Juicio: Imposible Juicio: Posible Acción: No hacer Acción: Hacer Resultado 1 Resultado 2
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Creating Human Capital. The Promise of Resonant Leadership. Ponència exposada al Fòrum Santcugatribuna el dia 8/04/2010
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Sant Cugat Tribuna
April 8, 2010
Creating Human Capital: The Promise of Resonant Leadership (més)
Sant Cugat Tribuna
April 8, 2010
Creating Human Capital: The Promise of Resonant Leadership Richard E. Boyatzis, PhD, Professor,
Departments of Organizational Behavior, Psychology and
Cognitive Science
Case Western Reserve University, Cleveland, OH
Department of Human Resources, ESADE
richard.boyatzis@case.edu (menys)
Great Leaders Move Us Through Resonance with Others Through Our Emotions 1
Exercise Think of a leader for whom or with whom you worked Рone that brought out the best in (m̩s)
Exercise Think of a leader for whom or with whom you worked – one that brought out the best in you, one that you would gladly work with or for again
Think of a leader for whom or with whom you worked – one that you try to avoid, left you wishing for more, would help your organization more by working for a competitor When You were Around Them, What Did They Say or Do?
How Did They Make You and Others Feel? ________________
© Richard E. Boyatzis and Annie McKee, 2005. 2 (menys)
They inspire through hope and vision.
They spread compassion.
They are mindful:
attuned to mind, (més)
They inspire through hope and vision.
They spread compassion.
They are mindful:
attuned to mind, body, heart and spirit.
They inspire others by creating and
maintaining resonance. What we know about great leaders © Richard E. Boyatzis and Annie McKee, 2005. (menys)
Resonant Leadership Common Sense
Not
Common Practice 9
The Sacrifice Syndrome The Sacrifice of being a leader
causes
Stress Hormones (més)
The Sacrifice Syndrome The Sacrifice of being a leader
causes
Stress Hormones Activated:
Epinephrine and
Norepinephrine Blood pressure increases
Large muscles prepare to fight or run
Brain shuts down non-essential neural circuits
Less open, flexible and creative Stress arouses the
Sympathetic
Nervous
System Hormones Activated:
Corticosteroids Leads to reduction in healthy immune system
Inhibits creation of new neurons
Over stimulates older neurons leading to shrinkage of neurons Results
Brain loses capability to learn
We feel anxious, nervous, even depressed
Perceive things people say or do as threatening and negative
More stress is aroused ________________
© Richard E. Boyatzis and Annie McKee, 2005. 13 (menys)
The Cycle of Sacrifice and Renewal ________________
© Richard E. Boyatzis and Annie McKee, 2009. (més)
The Cycle of Sacrifice and Renewal ________________
© Richard E. Boyatzis and Annie McKee, 2009. Resonant
Relationships Threat Crisis Hope Compassion Mindfulness Ineffective or
Non-Sustainable
Leadership Effective
Leadership Sustainable,
Effective
Leadership Renewal
Cycle Sacrifice
Syndrome 15 Laughter, joy, playfulness (menys)
Financial Impact of Competencies Demonstrated by … Senior Partners who averaged 19 years with the (més)
Financial Impact of Competencies Demonstrated by … Senior Partners who averaged 19 years with the firm, and 10 years in management
Self-Management Cluster: Achievement Orientation, Initiative, etc.
Self-Regulation Cluster: Self-control, Adaptability, etc.
Relationship Management and Social Awareness Cluster: Empathy, Networking, Developing Others, etc.
Cognitive Abilities Cluster: Systems Thinking, Pattern Recognition, etc. ________________
© Richard E. Boyatzis, 2000. Senior partners of a multi-national consulting firm [Boyatzis 2006] 18 (menys)
Annualized Operating Profit for Senior Partners ABOVE vs. BELOW the Tipping Point 19
Relationships Build Leadership Who helped you?
Think back over your life and career
Who were the (més)
Relationships Build Leadership Who helped you?
Think back over your life and career
Who were the people who helped you develop the most?
What did they do and how did it make you feel? ________________
© Richard E. Boyatzis, 2001. 21 (menys)
The Ideal Self The Real Self My
Learning Agenda:
building on strengths
while reducing
Gaps (més)
The Ideal Self The Real Self My
Learning Agenda:
building on strengths
while reducing
Gaps Gaps:
where my Ideal Self
and Real Self are
Different Strengths:
where my Ideal Self
and Real Self are
Similar Experimenting
as a Leader Practicing being
a Leader Trusting Relationships
that help, support, and
encourage each step
in the process Boyatzis’ Intentional Change Theory
(1970, 1999, 2000, 2005) [the theory formerly known as Self-Directed Learning Model ] © Richard E. Boyatzis, 2001. (menys)
The Ideal Self The Real Self Gaps:
where my Ideal Self
and Real Self are
Different (més)
The Ideal Self The Real Self Gaps:
where my Ideal Self
and Real Self are
Different Strengths:
where my Ideal Self
and Real Self are
Similar Trusting Relationships
that help, support, and
encourage each step
in the process Boyatzis’ Intentional Change Theory (1970, 1999,2000,2005) © Richard E. Boyatzis, 2003. Two Attractors (menys)
Two Attractors ________________
© Richard E. Boyatzis, 2003. PSNS Arousal
Left Prefrontal (més)
Two Attractors ________________
© Richard E. Boyatzis, 2003. PSNS Arousal
Left Prefrontal Cortex/NAcc
Ideal Self
Strengths
Focus on Future
Hope
Possibilities
Optimism
Learning Agenda and Goals Positive Emotional Attractor SNS arousal
Right Prefrontal /ACC
Real Self / Social Self
Gaps / Weaknesses
Focus on Past
Fear
Problems
Pessimism
Performance Improvement Plan Negative Emotional Attractor 26 (menys)
Coaching with Compassion to the PEA vs Coaching for Compliance to the NEA Preliminary findings (més)
Coaching with Compassion to the PEA vs Coaching for Compliance to the NEA Preliminary findings presented at the Society for Neuroscience annual meeting, Chicago, October 19, 2010 entitled, “Neural correlates of inspirational mentoring,” by Regina Cesaro, Richard Boyatzis, Masud Khawaja, Angela Passarelli, Kevin Barry, Katie Begany, Anthony Jack
Paper entitled, “Coaching with Compassion: An fMRI Study of Coaching to the Positive or Negative Emotional Attractor,” by Richard E. Boyatzis, Anthony Jack, Regina Cesaro, Masud Khawaja, Angela Passarelli
Based on research done at the Brain, Mind, & Consciousness Lab, Case Western Reserve University, Professor Anthony Jack, Director and Principal Investigator on this study
http://tonyjack.org/
12 (menys)
Neural correlates of inspirational mentoring R. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. (més)
Neural correlates of inspirational mentoring R. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. PASSARELLI2, K. P. BARRY1, K. BEGANY1, A. I. JACK1; 1Dept. of Cognitive Sci., Brain, Mind, and Consciousness Lab., Cleveland, OH; 2Weatherhead School of Management, Case Western Reserve University, Cleveland, OH Manipulation Check Results S/he inspired me about my future
I liked him/her
S/he is an inspiring person
S/he trusted me
S/he made me feel hopeful about my future
S/he is a caring person
S/he cared about me
I trusted him/her
S/he made me think about my purpose
S/he made me think that I should be working harder
S/he asked abrasive questions
S/he made me feel guilty about how much effort I am putting into my studies
S/he asked questions about things I should be doing at Case regarding my studies * * * * * * * * (menys)
Statement Video Fixation Slide Response Slide “Thank You” Video Fixation Slide NEA PEA ~ 6.74 (més)
Statement Video Fixation Slide Response Slide “Thank You” Video Fixation Slide NEA PEA ~ 6.74 seconds ~ 2.0 seconds ~ 3.70 seconds ~ 2.60 seconds ~ 2.0 seconds Neural correlates of inspirational mentoring R. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. PASSARELLI2, K. P. BARRY1, K. BEGANY1, A. I. JACK1; 1Dept. of Cognitive Sci., Brain, Mind, and Consciousness Lab., Cleveland, OH; 2Weatherhead School of Management, Case Western Reserve University, Cleveland, OH Timeline of In-Scanner Events (menys)
Neural correlates of inspirational mentoring R. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. (més)
Neural correlates of inspirational mentoring R. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. PASSARELLI2, K. P. BARRY1, K. BEGANY1, A. I. JACK1; 1Dept. of Cognitive Sci., Brain, Mind, and Consciousness Lab., Cleveland, OH; 2Weatherhead School of Management, Case Western Reserve University, Cleveland, OH ACC MPFC OFC/NACC ACC OFC/NACC Negative Emotional Attractor Positive Emotional Attractor We found evidence of greater activity in the anterior cingulate cortex in the NEA as compared with the PEA condition. This region has been associated with cognitive conflict and both physical and social pain perception. It may reflect the greater conflict and emotional discomfort associated with the NEA condition. Conflict in the ACC Self-consciousness in the MPFC We found evidence of greater activity in the medial prefrontal cortex (MPFC) in the NEA as compared with the PEA condition. This region has been associated with theory of mind and with social cognition broadly construed including explicit thoughts about the self and how we are socially perceived by others. Activity in this area may reflect greater social self-consciousness evoked by the NEA as opposed to the PEA condition. (menys)
Neural correlates of inspirational mentoring R. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. (més)
Neural correlates of inspirational mentoring R. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. PASSARELLI2, K. P. BARRY1, K. BEGANY1, A. I. JACK1; 1Dept. of Cognitive Sci., Brain, Mind, and Consciousness Lab., Cleveland, OH; 2Weatherhead School of Management, Case Western Reserve University, Cleveland, OH Negative Emotional Attractor Positive Emotional Attractor ACC MPFC OFC/NACC ACC OFC/NACC Emotional Engagement in OFC/NACC We found evidence of greater activity associated with the PEA condition as opposed to the NEA condition which extended throughout both orbitofrontal (OFC) and nearby limbic structures, including the nucleus accumbens (NACC). These areas have been associated with emotion and reward (refs from yesterday). This may reflect greater emotional engagement, which we predicted would be evoked by the PEA condition. While both OFC and MPFC regions may be broadly characterized as being involved in emotional processing, This stands in contrast to the more self-conscious emotional response seen in MPFC (see above), which might be characterized as a more defensive response. (menys)
Results from 24 longitudinal studies
at the Weatherhead School of Management of 25-35 year old (més)
Results from 24 longitudinal studies
at the Weatherhead School of Management of 25-35 year old managers.
Comparable results with 4 longitudinal
studies of 45-55 year old executives
in an Executive Education program,
and 2 longitudinal studies of 38-42 year old
high potential managers. © Richard E. Boyatzis, 2001. Emotional Intelligence Can Be Developed (menys)
Sustainable Percentage Improvement of EI © Richard E. Boyatzis, 2000.
Multiple Levels of Intentional Change Theory First Degree Interaction: Leadership
Second Degree (més)
Multiple Levels of Intentional Change Theory First Degree Interaction: Leadership
Second Degree Interaction: Reference / Social Identity Groups ________________
© Richard E. Boyatzis, 2008. Individual Dyad Team, Family, Coalition Organization Community Country, Culture Globe Resonant Leader/s 29 Social Identity Group/s (menys)
Through Mindfulness, Hope and Compassion How Do You Develop Leadership Resonance? 48
The Ideal Self Trusting Relationships
that help, support, and
encourage each step
in the process (més)
The Ideal Self Trusting Relationships
that help, support, and
encourage each step
in the process Boyatzis’ Intentional Change Theory (1970, 1999,2000,2005) © Richard E. Boyatzis, 2001. The Motivation To Change:
Finding their passion and dreams
Breaking from the Ought Self (menys)
The Ideal Self ... The power of positive imaging and visioning
Thinking in the Left Prefrontal (més)
The Ideal Self ... The power of positive imaging and visioning
Thinking in the Left Prefrontal Cortex
But we often skip over formulating the Ideal Self image in development or education and become anesthetized to our own ideal and dreams
We cannot inspire this passion in others without engaging it ourselves Catching your dreams and engaging your passion ________________
© Richard E. Boyatzis, 2000. 35 (menys)
Parts of “Pedra Filosofal” by Antonio Gedeão Eles não sabem que o sonho
é uma constante da vida (més)
Parts of “Pedra Filosofal” by Antonio Gedeão Eles não sabem que o sonho
é uma constante da vida …
Eles não sabem que o sonho
é vinho, é espuma, é fermento,
bichinho álacre e sedento,
de focinho pontiagudo,
que fossa através de tudo
num perpétuo movimento
Eles não sabem que o sonho
é tela, é cor, é pincel …
Eles não sabem, nem sonham
que o sonho comanda a vida
o mundo pula e avança
como bola colorida
entre as mãos de uma criança 36 (menys)
Living Your Passion РInspiring Others We Do Not Want to Be Bored or Live Routine Lives РNor Do (m̩s)
Living Your Passion – Inspiring Others We Do Not Want to Be Bored or Live Routine Lives – Nor Do Those Working With Us It Is a Waste of Human Talent, Spirit, and Potential Remember the Moment ________________
© Richard E. Boyatzis, 2000. 54 (menys)
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The MeWe Generation. El que els empresaris necessiten saber sobre els joves del futur. Ponència exposada al Fòrum Santcugatribuna del 28/01/2010.
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FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
25 years of experience as management (més)
FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
25 years of experience as management consultants in
foresight, strategy and innovation
FUTUREResearch-based foresight
STRATEGYFuture-based business
development
ACTIONStrategy enforcement
Multiclient Studies Scenario and trend analysis
Strategic change
Knowledge Communites Vision, strategy
Coaching
Courses and speeches Innovation
Consumers, Markets and Innovation
Leadership, Work and Change
Society and Development
Barcelona• Stockholm • Copenhagen • Partners in 20 countries
(menys)
FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
Three good reasons to study Youth
Avant (més)
FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
Three good reasons to study Youth
Avant Garde
Carry the values of
the future
Internet and Social
Media Generation
Different
The Future
Post Wall Global Gen
Retirement 2050
(menys)
The society thatmade them The society thatmade them
FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
The context the youth grow up in…
• (més)
FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
The context the youth grow up in…
•
Options explosion
•
Consumer society
•
Goods as experience and transformation products
•
Experience and transformation economy
•
Endless expectations and zero-tolerance
•
Wiki-economy and social media
•
Zero trust
•
Customer ”owned” companies
•
Eternal youth and Sallies (senior affluent life-lovers ehjoying
a second spring”
(menys)
FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
Examples of blog discussion frequencies in (més)
FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
Examples of blog discussion frequencies in
Chinese blogs 2008-2009
Weeks, starting Jan 1 2008
”Gucci”, ”Prada”, ”Armani”, ”Ericsson”, ”IKEA”, ”Audi”, ”BMW”
(menys)
FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
Still… deep inside, it’s all about the small (més)
FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
Still… deep inside, it’s all about the small world –
meaning, identity and interests
Friends
…THAN:
Family
Education
Ethnicity
Profession
Religion
LocalIS MORE community
National identity
IMPORTANT…
(menys)
Zooming In – Spain in
European Context
FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
Take a tango with the MeWe Generation
FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
ABOUT KAIROS FUTURE
•
Kairos Future helps (més)
FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION
ABOUT KAIROS FUTURE
•
Kairos Future helps companies and organizations understand and shape the
future through:
–
research-based foresight
–
future-based business development and innovation
–
strategy enforcement.
•
We combine the think tank’s and research company’s ability to generate new
insights and ideas with a consulting agency’s focus on what works in practice.
•
For more information, visit our website: www.kairosfuture.com/es or contact us
at:
Kairos Future España
c/ Santa Caterina de Siena 35-37
08034 Barcelona
Tel: +34–619 75 77 92
MAIL: helene.olsson@kairosfuture.com
WEB: www.kairosfuture.com/es
(menys)
Teens 2010. L'estudi va ser presentat el passat dijous 4 de març de 2010, de 9.00h a 15.00h, a ESADEFORUM (Av. Pedralbes 60-62). La jornada comptà amb experts internacionals i amb un debat on (més)
Teens 2010. L'estudi va ser presentat el passat dijous 4 de març de 2010, de 9.00h a 15.00h, a ESADEFORUM (Av. Pedralbes 60-62). La jornada comptà amb experts internacionals i amb un debat on participaren reconegudes personalitats del món empresarial i acadèmic. (menys)
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©Professor Kash Rangan
Harvard Business School Business at the Base of the
Teenage Pyramid
1.225 Billion People 6.8 Billion People 2010: World Population 5.575 Billion People More Developed (més)
1.225 Billion People 6.8 Billion People 2010: World Population 5.575 Billion People More Developed Countries
USA, Canada, Western Europe, Japan, Singapore, Taiwan, South Korea, Australia Middle and Lower Income Countries
Brazil, Russia, India, China, South Africa, Mexico, Turkey, Indonesia, Thailand, Egypt, Bangladesh, Nigeria, Kenya, Tanzania (menys)
CHILDREN AND TEENAGERS (TYPE A)
CHILDREN AND TEENAGERS (TYPE B)
CHILDREN AND TEENAGERS (TYPE B)
TEENAGERS (TYPE B) Educated, white-collar parents
Or, blue-collar factory workers who have (més)
TEENAGERS (TYPE B) Educated, white-collar parents
Or, blue-collar factory workers who have saved for their children’s future
Have experienced socio-economic mobility themselves
Eager and ambitious for their children’s future
Emphasis on Education and Training
Competitive, Optimistic, and Hardworking
These are the children who become Doctors, Engineers, Software
Programmers, Managers, and so on
Many will emigrate and have global ambitions 500 million children; nearly all urban (menys)
TEENAGERS (TYPE B) Westernized and Brand Conscious, but by-and-large make value trade-
(més)
TEENAGERS (TYPE B) Westernized and Brand Conscious, but by-and-large make value trade-
offs.
Watch sports, go to restaurants, buy clothes (especially girls)
The biggest expenditure is on education and is incurred by parents
Use Internet mainly for gathering information. Use mobile phone
extensively
Pro-business in perspective, keep away from politics
Focus on self (and not that much on society)
(menys)
CHILDREN AND TEENAGERS (TYPE C)
TEENAGERS (TYPE C) Parents are blue collar or agricultural laborers (many are temporary
(més)
TEENAGERS (TYPE C) Parents are blue collar or agricultural laborers (many are temporary
workers)
Parents have some education and aspire for worldly possessions—TV,
bicycles, cell phones, and so on
Family lives in cramped and often insecure housing
Children go to public school (80%) or private school (20%); but quality of
education is poor
Family has access to low-quality public healthcare
Most children start working by age 15 – carpets, soccer balls, garments,
footwear, restaurants 1 Billion: Mainly urban, semi-urban and some rural (menys)
CHILDREN AND TEENAGERS (TYPE C)
TEENAGERS (TYPE C) Regional in tastes and consumption
Share food, books, even clothes
(més)
TEENAGERS (TYPE C) Regional in tastes and consumption
Share food, books, even clothes
Will compromise quality for price
Main entertainment is movies and television
Family’s aspiration is to move from a bi-cycle to a two-wheeler
Some entrepreneurial, some conservative (especially girls), some
become political activists (especially boys) (menys)
CHILDREN AND TEENAGERS (TYPE D)
CHILDREN AND TEENAGERS (TYPE D)
TEENAGERS (TYPE D) Parents live in Poverty, have no education, day laborers
Children not (més)
TEENAGERS (TYPE D) Parents live in Poverty, have no education, day laborers
Children not enrolled in primary school
Poor parental care
Work in Informal sector
Agriculture
Domestic labor
Informal manufacturing and service
Child bonded labor
Child trafficking
Begging
Lack of Healthcare and Sanitation
Consumption is beg, borrow, steal
Some grow up to be ‘angry’
500 million: Mainly rural or urban slums (menys)
Fact 3: Developed World Children &
Teenagers Demographic Profile РEngine for Develoment (2: (m̩s)
Fact 3: Developed World Children &
Teenagers Demographic Profile – Engine for Develoment (2: 6: 2) Senior Citizens Fact 4: Less Developed World Demographic Profile (3: 6: 1) Senior Citizens Children &
Teenagers (menys)
POPULATION DATA Source: World Bank Group GDP
(current US$) Country GDP growth
(annual %) (més)
POPULATION DATA Source: World Bank Group GDP
(current US$) Country GDP growth
(annual %) Population Growth
(annual %)
Brazil
Russia
India
China
South Africa
Pakistan
Nigeria
Indonesia
Iraq
Iran
Saudi Arabia
Turkey
Mexico
Bangladesh
1,612,539,152,533
1,607,815,809,632
1,217,490,199,775
4,326,187,050,360
276,764,424,300
168,275,905,707
212,079,674,628
514,388,987,530
70,100,000,000
385,142,840,790
467,600,800,000
794,228,373,624
1,085,951,228,589
78,991,939,950
5.08
7.30
7.09
9.00
3.06
5.95
5.29
6.06
5.80
5.60
4.15
3.75
1.77
6.21
0.97
(0.21)
1.34
0.55
1.73
2.16
2.23
1.15
0.03
1.31
2.00
1.24
1.01
1.41 Population Total
191,971,506
141,800,000
1,139,964,932
1,325,639,982
48,687,000
166,036,895
151,319,500
228,248,538
28,945,569
71,956,322
24,645,686
73,914,260
106,350,434
160,000,128 (menys)
Fact 5: Growth Engine (2020) Children & Teenagers (2.5 billion) 1:9 Fact 6: Growth Engine (més)
Fact 5: Growth Engine (2020) Children & Teenagers (2.5 billion) 1:9 Fact 6: Growth Engine (2035) North World (3: 4: 3) Working Adults Children &
Teenagers Senior Citizens South World (2: 6: 2) Working Adults Children &
Teenagers Senior Citizens (menys)
2050: POPULATION AND WEALTH 30% (per capita 3x) 45% (per capita 2x) 25% (per capita 1x) Rebalanced (més)
2050: POPULATION AND WEALTH 30% (per capita 3x) 45% (per capita 2x) 25% (per capita 1x) Rebalanced and More Equitable World Population % 1.5 Billion 500 million 4.5 Billion 3.0 Billion 17% World GDP % 50% 33% (menys)
BUSINESS OPPORTUNITIES AND IMPLICATIONS FOR TEENAGERS AND YOUNG ADULTS Send them abroad to (més)
BUSINESS OPPORTUNITIES AND IMPLICATIONS FOR TEENAGERS AND YOUNG ADULTS Send them abroad to “South” countries for study, education and training
Good for their socialization, good for your economy
(TYPE A) (menys)
CHILDREN AND TEENAGERS (TYPE B)
BUSINESS OPPORTUNITIES AND IMPLICATIONS FOR TEENAGERS AND YOUNG ADULTS Hire them to improve (més)
BUSINESS OPPORTUNITIES AND IMPLICATIONS FOR TEENAGERS AND YOUNG ADULTS Hire them to improve the productivity of your knowledge and service
industry
Will also create a new market segment of affluent consumers
(TYPE B) (menys)
CHILDREN AND TEENAGERS (TYPE C)
BUSINESS OPPORTUNITIES AND IMPLICATIONS FOR TEENAGERS AND YOUNG ADULTS Set up manufacturing (més)
BUSINESS OPPORTUNITIES AND IMPLICATIONS FOR TEENAGERS AND YOUNG ADULTS Set up manufacturing and service operations in “South” countries to tap
into the relatively lower cost labor pool
Hire them to improve the efficiency of your manufacturing and service
industries
Will have to manage the cultural assimilation of the new ethnic customers
(TYPE C) (menys)
CHILDREN AND TEENAGERS (TYPE D)
BUSINESS OPPORTUNITIES AND IMPLICATIONS FOR TEENAGERS AND YOUNG ADULTS Cannot ignore, even if (més)
BUSINESS OPPORTUNITIES AND IMPLICATIONS FOR TEENAGERS AND YOUNG ADULTS Cannot ignore, even if no immediate opportunity .
Corporate Social Responsibility will cross country boundaries, and that
will be required
(TYPE D) (menys)
