Emoción, Conversación y Acción Pincipios de Ontología del Lenguaje “Juicios y fundamentación (más)

Emoción, Conversación y Acción Pincipios de Ontología del Lenguaje “Juicios y fundamentación de juicios” Albert de Anta Taller del CEC, 31 de marzo de 2012 (menos)

JUICIOS Se refieren a nosotros mismos Surgen de manera espontánea Podemos decidir qué hacer con (más)

JUICIOS Se refieren a nosotros mismos Surgen de manera espontánea Podemos decidir qué hacer con ellos y planificar futuras acciones (menos)

Juicios y fundamentación de juicios Son FAROS que nos guían para que nuestro futuro sea menos (más)

Juicios y fundamentación de juicios Son FAROS que nos guían para que nuestro futuro sea menos incierto Nos ayudan a coordinar acciones en el futuro (menos)

JUICIOS Consecuencias de confundir juicios con afirmaciones Ej.: Patricia es alemana e (más)

JUICIOS Consecuencias de confundir juicios con afirmaciones Ej.: Patricia es alemana e incompetente ¿Qué pasa con nuestras relaciones? (menos)

TIPOS DE JUICIOS Válidos o Inválidos (según la autoridad de quien los emite) Fundamentados o (más)

TIPOS DE JUICIOS Válidos o Inválidos (según la autoridad de quien los emite) Fundamentados o Infundamentados (según la aportación de afirmaciones) (menos)

Fundamentación de juicios Propósito Dominio Afirmaciones Fundamentar el juicio (más)

Fundamentación de juicios Propósito Dominio Afirmaciones Fundamentar el juicio contrario Estándar de calidad (menos)

Juicios y fundamentación de juicios Vuestros juicios os limitan u os abren nuevas (más)

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Sant Cugat Tribuna April 8, 2010 Creating Human Capital: The Promise of Resonant Leadership (más)

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 (menos)

Exercise Think of a leader for whom or with whom you worked – one that brought out the best in (más)

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 (menos)

Leadership Is a Relationship Is a Resonant Relationship Being in Tune with or on the Same (más)

Leadership Is a Relationship Is a Resonant Relationship Being in Tune with or on the Same Wavelength as the Others 3 (menos)

They inspire through hope and vision. They spread compassion. They are mindful: attuned to mind, (más)

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. (menos)

Emotions Are Contagious The brain has an ‘open loop’ system We are ‘wired’ to pick up subtle clues (más)

Emotions Are Contagious The brain has an ‘open loop’ system We are ‘wired’ to pick up subtle clues from one another Resonance is Contagious … So Is Dissonance 11 (menos)

The Sacrifice Syndrome The Sacrifice ofbeing a leader causes Stress Hormones (más)

The Sacrifice Syndrome The Sacrifice ofbeing a leader causes Stress Hormones Activated: Epinephrine and Norepinephrine Blood pressure increases Large musclesprepare to fightor run Brain shuts downnon-essentialneural circuits Less open, flexibleand creative Stressarouses the Sympathetic Nervous System Hormones Activated: Corticosteroids Leads to reductionin healthyimmune system Inhibits creation of new neurons Over stimulates older neurons leading to shrinkage of neurons Results Brain losescapability to learn We feel anxious,nervous,even depressed Perceive thingspeople say or doas threateningand negative More stressis aroused ________________ © Richard E. Boyatzis and Annie McKee, 2005. 13 (menos)

Renewal: Engaging the Parasympathetic Nervous System ________________ © Richard E. Boyatzis and (más)

Renewal: Engaging the Parasympathetic Nervous System ________________ © Richard E. Boyatzis and Annie McKee, 2005. 16 (menos)

The Cycle of Sacrifice and Renewal ________________ © Richard E. Boyatzis and Annie McKee, 2009. (más)

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 (menos)

Financial Impact of Competencies Demonstrated by … Senior Partners who averaged 19 years with the (más)

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 (menos)

Relationships Build Leadership Who helped you? Think back over your life and career Who were the (más)

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 (menos)

The Ideal Self The Real Self My Learning Agenda: building on strengths while reducing Gaps (más)

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. (menos)

The Ideal Self The Real Self Gaps: where my Ideal Self and Real Self are Different (más)

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 (menos)

Two Attractors ________________ © Richard E. Boyatzis, 2003. PSNS Arousal Left Prefrontal (más)

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 (menos)

Graphical representation of the Positive (PEA) and Negative Emotional Attractors (NEA) in (más)

Graphical representation of the Positive (PEA) and Negative Emotional Attractors (NEA) in Intentional Change Theory (menos)

Coaching with Compassion to the PEAvs Coaching for Compliance to the NEA Preliminary findings (más)

Coaching with Compassion to the PEAvs 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 (menos)

Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. (más)

Neural correlates of inspirational mentoringR. 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 * * * * * * * * (menos)

Statement Video Fixation Slide Response Slide “Thank You” Video Fixation Slide NEA PEA ~ 6.74 (más)

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 mentoringR. 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 (menos)

Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. (más)

Neural correlates of inspirational mentoringR. 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. (menos)

Neural correlates of inspirational mentoringR. L. CESARO1, R. E. BOYATZIS2, M. KHAWAJA2, A. (más)

Neural correlates of inspirational mentoringR. 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. (menos)

Results from 24 longitudinal studies at the Weatherhead School of Management of 25-35 year old (más)

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 (menos)

Multiple Levels of Intentional Change Theory First Degree Interaction: Leadership Second Degree (más)

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 (menos)

© Richard E. Boyatzis, 2006. Community Organization Resonant Owner/General Manager of Team (más)

© Richard E. Boyatzis, 2006. Community Organization Resonant Owner/General Manager of Team Organization Resonant Head Coach Individual Player Team Resonant Team Captain (menos)

The Ideal Self Trusting Relationships that help, support, and encourage each step in the process (más)

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 (menos)

The Ideal Self ... The power of positive imaging and visioning Thinking in the Left Prefrontal (más)

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 engagingit ourselves Catching your dreams and engaging your passion ________________ © Richard E. Boyatzis, 2000. 35 (menos)

Parts of “Pedra Filosofal” by Antonio Gedeão Eles não sabem que o sonho é uma constante da vida (más)

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 (menos)

The Leader’s Challenge ________________ © Richard E. Boyatzis and Annie McKee, 2005. 50 Manage the (más)

The Leader’s Challenge ________________ © Richard E. Boyatzis and Annie McKee, 2005. 50 Manage the Cycle of Sacrifice and Renewal through Mindfulness, Hope and Compassion (menos)

Living Your Passion – Inspiring Others We Do Not Want to Be Bored or Live Routine Lives – Nor Do (más)

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 (menos)

Dr. Mats Lindgren, CEO Sant Cugat Tribuna January 28, 2010 The MeWeGeneration Dr. Mats (más)

Dr. Mats Lindgren, CEO Sant Cugat Tribuna January 28, 2010 The MeWeGeneration Dr. Mats Lindgren, CEO Sant Cugat Tribuna January 28, 2010 The MeWeGeneration (menos)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION 25 years of experience as management (más)

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 (menos)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION Three good reasons to study Youth Avant (más)

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 (menos)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION What’s life all about? Having (más)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION What’s life all about? Having fun! Maximizing opportunities! Living up to ones own expectations! (menos)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION The context the youth grow up in… • (más)

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” (menos)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION Examples of blog discussion frequencies in (más)

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” (menos)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION A New Pattern of Life 1920 (más)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION A New Pattern of Life 1920 Childhood 1960 Liberation Freedom 2010 Responsibility Old Age 2040 0 10 20 30 40 50 60 70 80 90 100 (menos)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION Still… deep inside, it’s all about the small (más)

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… (menos)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION How are the young Spanish? Urban (más)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION How are the young Spanish? Urban Hometrotters Secular Spiritualists Egalitarian Rights-lovers Life-loving Hedonists Ease seeking Entrepreneurs (menos)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION How to succeed to get to the young? (más)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION How to succeed to get to the young? Involve Listen Challenge (menos)

Thank you! Sign up for our free newsletter Global Watching at www.kairosfuture.com (más)

Thank you! Sign up for our free newsletter Global Watching at www.kairosfuture.com Join the futuretrackers.com community mats.lindgren@kairosfuture.com (menos)

FUTURE -STRATEGY -ACTION FUTURE -STRATEGY -ACTION ABOUT KAIROS FUTURE • Kairos Future helps (más)

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 (menos)

1.225 Billion People 6.8 Billion People 2010: World Population 5.575 Billion People More Developed (más)

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 (menos)

More Developed 2010 (Billions) (Age) World (Age) 2010 (Billions) 2010: Population (más)

More Developed 2010 (Billions) (Age) World (Age) 2010 (Billions) 2010: Population Demographics Less Developed 2010 (Billions) (Age) 0-20 0.250 20-64 0.775 65+ 0.200 TOTAL 1.225 (menos)

World GDP Share World Population Share Fact 1: Wealth Profile 2010 15% 85% Fact 2: Children and (más)

World GDP Share World Population Share Fact 1: Wealth Profile 2010 15% 85% Fact 2: Children and Teenagers (2.25 billion) 1 : 9 (menos)

2010: World Population of 2.250 Billion Children Developed Countries (A) Developing Country Upper (más)

2010: World Population of 2.250 Billion Children Developed Countries (A) Developing Country Upper Income (B) Base of the Pyramid (C) Bottom of the Pyramid (D) (menos)

TEENAGERS (TYPE B) Educated, white-collar parents Or, blue-collar factory workers who have (más)

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 (menos)

TEENAGERS (TYPE B) Westernized and Brand Conscious, but by-and-large make value trade- (más)

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) (menos)

TEENAGERS (TYPE C) Parents are blue collar or agricultural laborers (many are temporary (más)

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 (menos)

TEENAGERS (TYPE C) Regional in tastes and consumption Share food, books, even clothes (más)

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) (menos)

TEENAGERS (TYPE D) Parents live in Poverty, have no education, day laborers Children not (más)

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 (menos)

More Developed 2010 (Billions) (Age) World (Age) 2010 (Billions) 2010: Population (más)

More Developed 2010 (Billions) (Age) World (Age) 2010 (Billions) 2010: Population Demographics Less Developed 2010 (Billions) (Age) 20% 63% 17% 100% 33% 61% 6% 100% (menos)

Fact 3: Developed World Children & Teenagers Demographic Profile – Engine for Develoment (2: (más)

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 (menos)

POPULATION DATA Source: World Bank Group GDP (current US$) Country GDP growth (annual %) (más)

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 (menos)

INDONESIA B-BOP TEENS (Growth) GDP GROWTH GDP: Growth Engine IRAN 2% 1% 0.5% 1%-2% 5% 7% 9% -- -- (más)

INDONESIA B-BOP TEENS (Growth) GDP GROWTH GDP: Growth Engine IRAN 2% 1% 0.5% 1%-2% 5% 7% 9% -- -- -- -- -- -- -- (menos)

B-BOP TEENS (Growth) GDP GROWTH GDP: Growth Engine Convergence 2% 1% 0.5% 1%-2% 5% 7% 9% -- -- -- (más)

B-BOP TEENS (Growth) GDP GROWTH GDP: Growth Engine Convergence 2% 1% 0.5% 1%-2% 5% 7% 9% -- -- -- -- -- -- -- (menos)

More Developed 2020 (Billions) (Age) World (Age) 2020 (Billions) 2020: Population (más)

More Developed 2020 (Billions) (Age) World (Age) 2020 (Billions) 2020: Population Demographics Less Developed 2020 (Billions) (Age) 21% 59% 20% 100% 35% 58% 7% 100% (menos)

Fact 5: Growth Engine (2020) Children & Teenagers (2.5 billion) 1:9 Fact 6: Growth Engine (más)

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 (menos)

2050: POPULATION AND WEALTH 30% (per capita 3x) 45% (per capita 2x) 25% (per capita 1x) Rebalanced (más)

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% (menos)

BUSINESS OPPORTUNITIES AND IMPLICATIONS FOR TEENAGERS AND YOUNG ADULTS Send them abroad to (más)

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) (menos)

BUSINESS OPPORTUNITIES AND IMPLICATIONS FOR TEENAGERS AND YOUNG ADULTS Hire them to improve (más)

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) (menos)

BUSINESS OPPORTUNITIES AND IMPLICATIONS FOR TEENAGERS AND YOUNG ADULTS Set up manufacturing (más)

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) (menos)

BUSINESS OPPORTUNITIES AND IMPLICATIONS FOR TEENAGERS AND YOUNG ADULTS Cannot ignore, even if (más)

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) (menos)

SILVER LINING IN THE CLOUDS It is time for Columbus and Magellan to lead the voyage of (más)

SILVER LINING IN THE CLOUDS It is time for Columbus and Magellan to lead the voyage of rebalancing. (menos)

SILVER LINING IN THE CLOUDS It is time for Columbus and Magellan to lead the voyage of (más)

SILVER LINING IN THE CLOUDS It is time for Columbus and Magellan to lead the voyage of rebalancing. THANK YOU! (menos)