戴明領導手冊 教學補充站 (2) 2006

Profound Knowledge: A New Synthesis from a Transcending Perspective to Personal Improvement

Remarks to the Deming Institute, April 27, l997, Alexandria, Va. By Clare Crawford-Mason

As you know I am a recovering journalist who reported on the White House from late LBJ to early Ronald Reagan and I was quite sure I knew how the world worked until I met Dr. Deming. Then I learned I didn’t know what I didn’t know.

It is a pleasure and honor to be with you all today, people who are interested and actively working to further Dr. Deming’s ideas. I want to share with you one of my favorite video clips of Dr. Deming at the dedication of a room named for him at GM telling one of his best jokes and then, more importantly, describing his philosophy as a work in progress.

Dr. Deming’s description of his ideas as work in progress, something to be improved upon each day, continuing improvement, and continuing evolution are the themes of my remarks today.

Most of you are familiar with how I met Dr. Deming in his basement in 1979, interviewed him there several times, understood nothing of what he said except the statement, ”I taught the Japanese to work smarter not harder.” However, I recognized that he was a prophet ignored in his homeland and knew that this was a story and reported it with Lloyd Dobyns in ”If Japan Can,” the NBC White Paper in l980.

The Deming segment was less than l5 minutes of a 90-minute report including commercials; it was never shown over the air again, yet that small story and Dr. Deming’s ideas have forever changed how we all work and live.

We are all familiar with the systems diagram Dr. Deming put on the blackboard in l950 to show the Japanese industrial leaders that manufacturing was a system and should include the customer and supplier and be continually improved.

I think of this drawing as a revolutionary artifact like Newton’s falling apple and James Watt’s mother’s tea kettle. All involve ideas that changed the world. Today I want to bring you up to date on a sequel to that original story about Dr. Deming and his philosophy.

First, Lloyd Dobyns and I have again met an unusual man whom we interviewed and after an entire day with him for the second time we did not understand what he was saying. This man, who is in the audience today, and whom some of you may have met yesterday, is Jefferson Vander Wolk. He is a successful businessman, manager and thinker. He wrote to Lloyd and me after reading our two books on quality. He said he thought that Dr. Deming’s ideas had wider implications than are now recognized and wider applications then are now being made.

Jeff said that he wanted to talk to us about writing a book on philosophy. Some of you know Dr. Louis Savary, a theologian, statistician and author of or collaborator on more than l00 books on management and spirituality. We took Lou with us to meet Jeff and translate, but he didn’t understand in the beginning either.

Since then the three of us, Lloyd, Lou and I, have been meeting with Jeff and writing together for more than a year and a half and we have two books underway, we have created some operational definitions and the end is not in sight.

Today I am going to tell you about some of our conclusions that I believe will interest you. But first I must introduce you to three other 20th Century thinkers in addition to Dr. Deming.

The first is Teilhard de Chardin, a French Jesuit and anthropologist who discovered Peking man. About l990 I introduced Dr. Deming to Father Thomas King, a Jesuit from Georgetown University and an expert on the philosophy of Teilhard.

Earlier this century Teilhard had predicted a continuing improvement of human consciousness. I had been a student of Tom King’s and produced a video about Teihard in the late eighties. Dr. Deming and Father King had several long, enjoyable lobster dinners and discussions.

Father King said a special Teilhard mass at which Dr. Deming’s music was played and he blessed Dr. Deming as a successor to Teilhard. We videotaped it but Dr. Deming didn’t like the singer’s rendition of his music.

The second man is Georg Gurdjieff, a Turkish-Armenian teacher. In the late l980s at about the same time Dr. Deming was trying explain Profound Knowledge to me for the Deming Video Library, I became interested in a system of understanding yourself and others called the Enneagram. I learned that it stemmed from the work of Gurdjieff, a contemporary of Freud and Jung, who had started the Institute for the Harmonious Development of Man in Paris in the l920s.

Frank Lloyd Wright, John Dewey, Georgia O’Keefe and others were among his followers. He wanted to teach individuals how to live more consciously in the world using practices that had only been attempted before by people who had withdrawn to monasteries or caves. His work is still studied and he has a home page on the internet and many links.

I found a similarity between Dr. Deming’s ideas and Gurdjieff’s Enneagram. Both were interested in:
Continuing improvement,
Awareness of facts or what is really happening and
The elimination of personal blame.
In l994 at a Stanford University conference, I made a presentation on Dr. Deming and the Enneagram. Incidentally, the Enneagram is the basis of the most popular class at Stanford Business School. We are producing a series of videos on leadership and the Enneagram with one of the two Stanford professors teaching that popular class.

Some six months after the Stanford Conference, I received the first letter from Jefferson Vander Wolk asking Lloyd and me to consider doing a philosophy book. His letter had been prompted by our reports of Dr. Deming’s work.

We learned that Jeff had been reading Gurdjieff since the l970s in his own quest to be a better manager. Incidentally, Jeff’s vision of a better manager was to reduce management time as much as possible. He wanted to create an environment where his people did not need his physical presence in his distant enterprises so he might devote more time not just to perfecting his golf and tennis, but to pursuing some key philosophical questions he had encountered in his business career.

The third thinker is P.D. Ouspensky, a Russian mathematician, who wrote a book called ”Tertium Organum, A Key to the Enigmas of the World,” in l9l2. Jeff had read this book and had thought about the ideas in it for decades. In the book, which is still in print, Ouspensky predicts there is a second or higher level of logic waiting to be discovered. It is different from our ordinary linear logic. Linear logic addresses the world we see and says in effect that the whole must equal the sum of its parts. Two plus two must equal four. All of our present thinking and our present language is predicated on this visible world linear logic.

Ouspensky predicted the discovery of a different logic, a higher logic that would parallel higher physics and higher math and would lead to a higher evolutionary path for mankind. As I said, he called the book Tertium Organum or the third organum of thought. Aristotle’s Organon was the first and Bacon’s Novum Organum was the second.

Ouspensky, whose followers have created a homepage and many links on the world wide web, did not pursue the development of this higher logic after he predicted it. But in a truth-is-stranger-than-fiction drama Ouspensky met Gurdjieff and in the l920s carried to England his ideas about ways to develop human consciousness.

Some 70 years later, Jefferson Vander Wolk, confined to bed with the flu, read our books on Deming and concluded that Deming had provided empirical proof of Ouspensky’s prediction of a second or higher logic. A logic where the whole can be greater than the sum of its parts. A logic to plan, predict and manage in the complex, dynamic world we can’t see, the world of interactions.

Now, here is a way to describe these two kinds of logic, a way that Jeff and we have found clarified them for us: conventional logic and higher logic. Conventional logic addresses the visible world or, as the late Physicist David Bohm calls it, the ”explicit” world. It is:
Linear
Quantitative
Static
Fragmented
In contrast, higher logic addresses the non-visible or ”implicate” world. It is:
Non-linear
Qualitative
Dynamic
Holistic
Remember that Dr. Deming talked about ”the most important numbers being unknown and unknowable,” that would be the qualitative world, as would the variation in all things, processes, and statistics.

Now as you managers and teachers who have applied Dr. Deming’s principles know, we have been thrust into this new world by the speed of technological change. Adjusting to such change is not easy. The Industrial Revolution occurred over the span of several lifetimes and it caused great social disruption. We see today in the developing countries the great cultural difficulty in trying to make such a leap in a single lifetime or two.

Meanwhile, we in the first world now are undergoing an apparently pleasanter, but much more difficult and jarring adjustment. There has been more change in our lifetimes than in all of history until now. The new, non-visible world enfolds the old and we must know how to operate in both and to move confidently and competently between them. Deming has helped us do this, even before most of us knew there was another world.

This new logic requires that we modify our thinking and expand our language. You will remember that Dr. Deming said it took at least three exposures for anyone to begin to understand his ideas. Some student’s left the four-day seminars transformed and some left angry.

Physicist David Bohm describes this new world in his book ”Wholeness and The Implicate Order.” The Implicate Order (from the Latin ”to be enfolded”) is ”a level of reality beyond our normal everyday thoughts and perceptions, as well as beyond any picture of reality offered by a given scientific theory.”

In the Implicate Order, Bohm says that ”everything in the universe affects everything else because they are all part of the same unbroken whole.” He says that ”the inclination towards fragmentation is embedded in the subject-verb-object structure of our grammar, and is reflected at the personal and social levels by our tendency to see individuals and groups as ’other’ than ourselves, leading to isolation, selfishness and wars,” what Dr. Deming called barriers.

We can now observe that, seemingly without knowing it, Dr. Deming in his approach to managing organizations devised a case of the higher logic predicted by Ouspensky and Bohm, the first broad-based and readily verifiable case of that logic.

But exciting and perplexing as that theory is, that general conclusion is only half the story on which Jeff, Lloyd, Lou and I are working. To explain the other half, I want to talk to you about a concept called Convergent Integration, which is the common thread tying Dr. Deming and all of these others together.

The term ”convergent integration” was first used by the English philosopher Julian Huxley to describe the human trend toward central convergence, increasing organization and growth. And that is what Jeff and we are calling this new logic, which says that when certain conditions of assembly are met, the whole can be greater than the sum of its parts.

Convergent Integration: a new logic which says that then when certain conditions of assembly are met, the whole can be greater than the sum of its parts.

This may be the time to further explain that what prompted Jeff to contact Lloyd and me was that he had developed and pursued a problem solving logic in his management work and he kept reaching conclusions that contradicted conventional wisdom. As he read our books, he saw similar results of Deming’s that contradicted conventional wisdom. He also saw that both his logic and Deming’s were based on the concept that a properly integrated whole will be greater than the sum of its parts.

Which brings us back to Convergent Integration. Convergent integration can be seen in a jigsaw puzzle; when assembled, a picture or transcending perspective appears. It can be seen in an automobile; the parts assembled produce something greater than their sum: a means of transportation. In problem solving, the solution is a greater whole brought into being by assembling the facts. A winning sports team can be greater than the sum of its parts, so can an orchestra, so can a marriage, and so on.

Some historic examples of this happening at random would be the Founding Fathers setting up the conditions of democracy or the men who split the atom. None of them could have done it alone, but together they could.

Dr. Deming practiced convergent integration without having a name for it. In Profound Knowledge he integrated four disciplines: systems thinking, statistical thinking, epistemology, and psychology, into a revolutionary system of management.

None of the four disciplines is a philosophy of management by itself; yet taken together they created a management force no one had ever imagined. Profound knowledge is greater than the sum of its parts.

Another way to describe Dr. Deming’s Profound Knowledge is as a system of application of convergence logic toward the continuing improvement of products and services. The successful business practicing Deming becomes a whole that is greater than the sum of its parts.

Deming showed the way to a method where a group or team of people working together for a common purpose can be greater than the sum of its parts. Through Profound Knowledge, Dr. Deming helped Japanese and American industries eliminate cross purposes between labor and management, which lead to the elimination of cross purposes among divisions.

Deming’s Profound Knowledge created a greater whole in these industries. Jeff explains that he saw that this greater whole resulted from a reversal within the organization that transformed conflict into complementarity. And in doing so it created internal momentum toward continual improvement.

”Eliminating cross purposes” is Jeff’s term and I think it makes understanding Profound Knowledge easier.

Cross purposes and divergences prevent the creation of unity. Deming’s system effectively eliminates cross purposes and divergences between groups working in association; however, two additional sets of cross purposes and divergences remain largely unresolved. One occurs between individuals. The other within an individual.

Eliminate cross purposes
Organizational level: (labor and management)
Departmental level
Relational level (between persons)
Personal Level (within individuals)
We can use the principles of Convergent Integration to take Deming’s ideas to the next level, a level he already intuited but did not have time to elaborate.

First, we can use Convergent Integration for the systemic elimination of cross purposes between persons, which are perpetuated by biases, unnecessary speculations and personal agendas.

And then we can use Convergent Integration to remove cross purposes within individuals. We do this by helping them (or ourselves) eliminate biases, unnecessary speculations and become conscious of various conflicting internal agendas and personalities. This is the work of the Enneagram. Gurdjieff said that a person who begins to achieve interior integration of various personalities is developing ”unified presence.”

A practical application of this would mean that the same logic applied by Dr. Deming to achieve unity in an organization and the continual improvement of products and services can be utilized in a directed approach to achieve radical improvements in problem-solving and teamwork skills

And there is an even more significant promise of this new logic. Jeff, Lou, Lloyd and I have come to believe that if you take:

*Deming’s practical application of higher logic, the Convergent Integration of people to create an organization with internal unity; Recognize it as a validation of: *Ouspensky’s prediction and description of precisely such a logic and then add to it: *Gurdjieff’s theory of the development of individual consciousness, and *Teilhard’s theory of group evolution to a higher level of understanding and convergence in human consciousness, you arrive not only at breakthrough potentials in problem solving and teamwork, but at a complete theory of evolution in consciousness.

A philosophy of the evolution of consciousness
Deming
Ouspensky
Gurdjieff
Teilhard
Once again, like Deming integrating four disciplines into Profound Knowledge, we are integrating the ideas of these four men. None of their ideas taken individually is a complete theory of the evolution of consciousness, but the ideas convergently integrated together produce just such a theory.

And we are thinking that this new integration of the four philosophers could be called Profound Consciousness or the systemic application of higher logic toward the continuing improvement of people.

Or to build on what Dr. Deming specified, Profound Knowledge opens the way to joy in work and joy in learning, while Profound Consciousness would enhance these values and lead to joy in relationship and joy in self --in short-- better and better quality of life.

Of course, the implications reach far beyond the business world. We are talking about the next step in evolution and also saying that consciousness has potential control over its own evolution. Just as a corporation has potential control over its own success.

Jeff and we are saying that a group of people who have been able to achieve unified presence and are practicing Deming’s logic would be able to, again and again, predictably produce results greater than the sum of their parts. Results that most of us can hardly imagine. Neither James Watt nor Isaac Newton -- or their neighbors -- could have imagined today’s world.

This new and higher world of Profound Knowledge and Profound Consciousness could well lead to a different view of space, time, human consciousness and what is important.

We conclude that Deming and David Bohm were beginning to describe this. Deming, as he drew the systems diagram for the Japanese industrialists, told them you must see manufacturing as a system, not just bits and pieces.

David Bohm said: ”At present, people create barriers between each other by their fragmentary thought. Each one operates separately. When these barriers have dissolved, then there arises one mind, where they are all one unit, but each person also retains his or her own individual awareness.”

Teilhard and Bohm both believed that if you were able to get a group of people working together with one another at a different plane, they might find a new way to operate that would not be simply individual.

We call a basic version of this new way of operating a ”team.” An ordinary team is a group of people who have a shared task. But imagine how powerful a team could be if the individuals in it would operate as if with one mind yet retain their individuality.

We all know or suspect that we do not use all of our intelligence. Gurdjieff spoke of humans as having three centers of intelligence, the head, the heart and the instinctive. His work was aimed an integrating them into a greater intelligence for the individual, just as Deming was interested in integrating individuals into a team.

Einstein said, ”We have to think, with feelings in our muscles.” I would like to give you an idea of what this means about individual and group potential and a personal metaphor to take away. Imagining our potential is as complex and as simple as this: when you ride a bicycle or drive an automobile, you are engaging in a movement you can’t describe or even comprehend. That’s the implicate order that is enfolded in you. You have capacities within you that are phenomenal, if you only knew how to release them.

Jeff is working on a series of principles, not lists of things to do, but principles of how individuals and organizations might begin to practice these ideas and utilize these phenomenal capacities within each of us. We hope these methods can help us begin to achieve what has only been random in the past. It is an exciting project.

Practically, what we are talking about is a directed approach to radically increasing the problem-solving and teamwork skills of people working in Deming organizations. Or using this problem solving and teamwork building to introduce Deming to organizations. These are skills that have surfaced in the past, but randomly. We are working on devising a directed approach.

In that regard, our books will depend on the quality of our examples and metaphors, and for that we need your help. If you have examples of extraordinary teamwork or if you have found an effective way to describe and teach related ideas, please contact us.

We have an inkling that perhaps these ideas can only be learned, not taught. And we are well aware of how rewarding or frustrating that can be for student and teacher. We are interested in your experiences.

Please contact us by e-mail, regular mail, telephone, whatever. Leave your comments on our feedback page or send us an e-mail message.

School leadership

Fewer chiefs, more Indians
Oct 19th 2006 | CAMBRIDGE
From The Economist print edition

Using scarce head teachers more wisely


ON THE face of it, Newnham Croft Primary School is a blessed spot. Situated in a village just outside Cambridge, next to Grantchester Meadows (immortalised by Rupert Brooke and Pink Floyd), it is small, pretty and full of the children of education-obsessed academics. But when the headmistress left teaching last Christmas, the governors were unable to replace her. In the end the local council asked Roger Marcon, an educational consultant, to step in temporarily.

Newnham Croft faces particular difficulties. As a small primary school, it cannot pay a head teacher much—and family houses nearby cost upwards of £500,000. Cambridge schools are hard on heads—those pesky academic parents think they could do the job themselves, only better. But schools all over the country are in the same boat. According to the National Association of Head Teachers, around 1,200 British schools are currently making do with temporary heads. That makes it difficult for the weaker ones to improve: as a parliamentary committee reported on October 17th, heads are vital to turning around failing schools.

Heads tend to be appointed in their mid-40s after 15-odd years in the classroom and another five or so as a deputy. They increasingly retire, exhausted, at just 55, which means the loss of baby-boomers is already being felt. The National College for School Leadership, which trains head teachers, predicts that retirements will not peak until 2009 (see chart).

Compounding the demographic problem, potential heads are sitting on their hands. A survey by the General Teaching Council in September found that deputies are looking at their boss’s job and vowing never to apply for it.

“Far too much time is spent reacting to bureaucratic initiatives,” complains Mr Marcon. Heads are accountable to everybody, he says. And politicians believe that every problem in society, from religious and racial segregation to obesity and laziness, has a solution involving schools. Many head teachers are excellent managers, but they are too swamped to offer strategic leadership. In order for headship to become attractive again, Mr Marcon thinks the role itself must change.

To glimpse one possible future, look at Parkside Community College, a popular secondary school in central Cambridge that takes most of the 12-year-olds who leave Newnham Croft. In the summer of 2005, Parkside federated with Coleridge Community College, a failing neighbour under threat of closure. Applications and results at Coleridge are already rising fast.

“It was a takeover,” says Andrew Hutchinson, formerly the head of Parkside and now the federation’s executive principal. He says the merger brought to Coleridge—a school where “the brand didn’t work”—the systems and ethos that made Parkside so successful. A vice-principal and four deputy heads (two for each school) now answer to Mr Hutchinson. Such a set-up is an elegant way of coping with a national shortage at the top: one head and five deputies are easier to find than two of each.

The boss’s role has changed, too. “I couldn’t do the same as before, but twice over,” says Mr Hutchinson. He now delegates more, to his deputies and departmental heads—some of whom may, as a result, find they have a taste for leadership. It also makes his job more manageable, as he can concentrate on leading. Perhaps recruiting traditional head teachers has been difficult, not because the job is too large, but because it is too small.

商學院領導力教學遭抨擊

英國《金融時報》德拉•布拉德肖(Della Bradshaw)倫敦報導
2006年10月23日 星期一


作為商學院世界的一個叛逆者，著名管理學家亨利•明茲柏格(Henry Mintzberg)教授將最新的矛頭對準了自己的職業，公開批評商學院的一個最新趨勢——領導力教學。

明茲柏格教授指出：“我們迷戀‘領導能力’。我們的目的也許是要賦予人們這種能力，但結果常常是使他們喪失這種能力。由於只關注單個人……領導能力就成了一種個人主義……這對組織有破壞作用。”

2001年美國遭受恐怖襲擊之後，領導能力成為管理教育中的熱門話題。如今，幾乎每家商學院都在MBA課程中開設領導能力單元，還有大量專注於這一主題的短期高管課程。

長期以來，明茲柏格教授對管理教育的看法在商學院圈子裏倍受爭議，不過事實證明，他的觀點常常是富有預見性的。過去10年，他一直在厲聲反對北美MBA課程採取的傳統教學方式。然而，只是到了近年，以斯坦福大學(Stanford University)教授傑佛瑞•普費弗(Jeffrey Pfeffer)和倫敦商學院(LBS)已故教授蘇曼德拉•戈沙爾(Sumantra Ghoshal)為首的另一些知名學者也提出質疑，懷疑MBA是否在傳授正確的知識。

明茲柏格教授提出，傳統的MBA課堂過於強調管理科學，忽略了實踐，而多數MBA學員太年輕，不能充分領會教學內容。

明茲柏格教授認為，對那些“高高在上、高談闊論、滿嘴宏偉戰略和抽象業績標準的經理人”提出了批評。他指出，好的管理和領導能力是不能割裂的。“有人願意為一個缺乏領導素質的經理人，或是一個不會進行管理的領導者工作嗎？”明茲柏格目前在家鄉蒙特利爾的麥基爾大學(McGill University)教授戰略學。

歐洲工商管理學院(Insead)院長弗蘭克•布朗(Frank Brown)在一篇意見相反的文章中提出，培養領導者必須成為商學院的主要任務之一。他寫道：“簡單地說，商業領域不需要更多經理人。相反，這個領域需要更多的領導者。”

2006/10/29 許多電視台報導：
「台中市春水堂（著名連鎖餐飲店）因顧客要求「酸一點」，在帳單上多加一攔「檸檬汁10元」而挨轟。
這名消費者氣得向媒體投訴這家連鎖飲料店太寒酸。飲料店解釋，是因為檸檬汁成本高，才加十元。為了避免困擾，暫時不加收費用。連鎖茶飲店里，工作人員正在忙著泡茶，顧客上門要加檸檬汁，但是必須加十塊錢。顧客口味輕重每個人都不同，不過面對顧客的要求，業者說，加不加錢，真的有成本考量。
不過有人說如果咖啡不加糖、奶精，不是該退錢…
飲料店為了避免以後再出現糾紛，這家被投訴的業者說，以後消費者要求加料，不會加價，除非成本真的太高了，他們也會在目錄上寫清楚，免得和消費者鬧得不愉快。」

天下有沒白吃的午餐？如果真加檸檬要「工本」，當然要酌收費用。這是一種生意經，….

這情形，類似百年前的布衣庄說「頭等加重」。
只是大家習慣「價值克己」。（前人說定價低廉）
參考：趙珩{彀外譚屑──近五十年聞見摭憶}(北京：三聯書店) 中之第44-7解釋。

現在如果你是賣家，可能採取的「收帳方式」有許多方式，這正是生意之妙。

REF：「原創+品質 東方品牌跨國決勝點」【經濟日報／鄭秋霜】 2006.10.31 02:57 am

這談的是「台灣文化創意產業如何利用「東方熱」？」
當然，「原創+品質」是大帽子，不說清楚的話，容易淪為空話。
「法國藝術家協會理事長馬洛茲（P. Merloz）所說：「現在全世界的東西來自四面八方，早已互相混合、互相影響，但萬變不離其宗，最重要的還是品質。」」

哈哈！Deming是知音，他的{新經濟學}中引朋友說：聽聽倫敦交響樂，在比較當地的樂團，就知道…

EUGENE O’NEILL（1888-1953）
審美感受容易，但不容易說清楚，昨天買”奧尼爾文集”（6冊北京：人民文學，2006）--因讀他一首（譯）詩，能夠體諒他的情，就買下，因為其他主要的是44齣戲劇，不過drama是要演的，讀起來是兩不同世界的東西。

有趣的是，我們可以去讀1936年奧尼爾在諾貝爾獎的（代）說辭：「……這些作家不敢承認這種影響，生怕別人說成缺乏獨創性。…….也許他的靈魂……帶著幾分滿意的微笑發現他的這弟子並未辜負其宗師。」
（奧尼爾與瑞典有緣；後來許多作品首演在斯德哥爾摩…The Cambridge Companion to Eugene O’Neill之Chronology）

談全人與全人教育


隔壁教會真理堂，將「全人教育」寫在門面壁上。
過去十幾年，我以為它是從英文直接翻譯的。
今天查一下日文辭典，發現它也可能從古中國—日本—台灣。
又讀到梅先生的特殊「全人」用法，特別記下來。
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【全人】解釋（教育部國語辭典）
人格、道德和學行等各方面毫無瑕疵的人。莊子˙庚桑楚：夫工乎天而俍乎人者，唯全人能之。兒女英雄傳˙第二十七回：殊不知凡為女子，必先婦德、婦言、婦容、婦工，四者兼備，纔算得個全人。
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可討論的應用例：【梅貽寶「大學教育五十年--八十自傳」台北：聯經，1986增訂版，頁77：「她是『全人』（丈夫子女俱全）」，戚族中婚喪嫁娶，都要她到場，以保無虞。】
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四肢健全的人。莊子˙德充符：靈公說之，而視全人，其脰肩肩。南朝梁˙沈約˙與徐勉書：外觀旁覽，尚似全人。

保全人民。後漢書˙卷二十九˙郅惲傳：昔伊尹自鬻輔商，立功全人。
****


ぜんじん 0 【全人】
知・情・意を調和してそなえている人。
ぜんじん-きょういく　―けう― 5 【全人教育】
調和ある人格の形成をめざす教育。知育偏重の教育に対して、徳育・体育および情操教育を重んじるもの。
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Whole Person Counseling
Bible-based counseling that effectively ministers to the whole person (spirit,
soul, and body) in areas of social relations, mental, emotional, and physical ...

這正是{戴明修煉 II} 的主旨。
A Whole-Person/Systemic Approach to Organization Change Management ...

高市一名婦人去年存下四十八萬四千元的私房錢，並將錢藏進牆角縫隙內，但她後來完全忘了此事，事隔一年多，她日前清理房間時才「意外」發現這筆錢，但千元鈔票疑因受潮黏成一團且嚴重污損，臺灣銀行拒絕兌換，經立委羅世雄昨居間協調，臺銀同意將毀損的紙鈔送往調查局鑑定，再依鑑定結果核兌。



藏牆角逾年將送鑑定
婦人唐鶯鶯（五十七歲）說，這筆錢是她省下買菜錢、瞞著丈夫跟民間互助會三年多存下來的，去年七月標下互助會後，她用報紙將錢包起來，藏在自家三樓空房內矮櫃與牆角縫隙處，原想拿到銀行存放，但後來竟忘記了，直到十幾天前打掃房間才發現，但原本五疊、四百八十四張千元紙鈔，竟黏成五團，她兩度前往臺銀求助，行員都說除非紙鈔可以張張分開辨識，否則無法兌換，並建議她將紙鈔泡水試試看，但她將紙鈔泡水一天後仍未化開。
唐婦說：「錢是要給兒子娶老婆用的，根本不敢想若變成廢紙該怎麼辦？」其夫許獻則說，紙鈔可能因放在牆角，窗戶滲水受潮才會黏成一團。
臺銀高雄分行襄理蔣宗學昨表示，根據「污損破損不適流通之紙幣及硬幣收兌標準」規定，只有火焚及不能辨識真偽的紙幣才能送鑑定，過去從未遇過這種狀況，但他允諾會將這批毀損紙鈔送到調查局鑑定，依鑑定結果核兌。



紙幣污損兌換規則
全額收兌：破損餘留部分在3/4以上；破損但片片能吻合；污損或燻黑，但簽章、號碼、文字及花紋可辨認。
半額收兌：毀損餘留部分在1/2以上、3/4以下。
不予收兌：火燻、火焚、油漬、塗染不能辨識；餘留不及1/2；故意剪挖、塗改或剝去一面。
酌量收兌：因不可抗力毀損但餘留部分不及1/2，若能證明事實且經銀行主管核可，可酌量收兌。
證明核兌：因火焚不能辨別真偽，可經有關機關鑑定化驗，憑證明核兌。
資料來源：「污損破損不適流通之紙幣及硬幣收兌標準」

「為什麼這些公司如流星而逝？為什麼他們不能成為『廢墟中站起的巨人』？其實這正突顯了經營理念的重要。」（張忠樸　2001-08-17）

hc：「松下先生的喪禮上，他公司的一位主管說，他們對於歐美的融合，還相當遙遙無期……」

*****
SONY: The Private Life by John Nathan, Houghton Mifflin (1999);
「南森【Nathan】的採訪與綜合天才是驚人的……他以生動而迷人的方式考察了這家最沒有日本特色的公司的日本靈魂。」（——倫敦經濟學院了 羅奈爾得•多爾）
這本書的日本和繁簡字翻譯，歷史軌跡如下。所選的書名副標題深有啟示：

『ソニー ドリーム･キッズの伝説』*ジョン･ネイスン著、山崎淳訳、文藝春秋、2000/6
○ 約翰．納善(John Nathan)著{SONY 新力王國= SONY : the private life }; 高煥麗譯.臺北: 智庫, 民90 [2001]
○ (美) 約翰•內森著{索尼的私人生活= Sony the private life }徐琴, 錢再見, 李寧寧譯，南京 譯林出版社 2002/10
Business Week的書評並沒有好好的讀完書，不過它抓到其中Sony 最高階主管的「一意孤行」之「情感」Sony: Management by Whim

從好處看，他們力挽大公司創新之狂熱：寧可投入全力，也不要矇混過去而後悔！
Management guru Peter Drucker once said, ”Whenever you see a successful business, someone made a courageous decision.”

内容提要：
這本書記錄了一家日本企業走向國際化的種種嘗試和磕磕絆絆**的艱辛歷程。在這個過程中技術問題不是最大的挑戰，而日本式的企業經營理念、決策過程、商業運作、領導人個人意志在與西方世界商業社會融合中所遇到的衝突和摩擦，成為無法回避的重大阻礙。這實際上是深層次文化衝突的外部表現。

(* dream kids 這是取自第二任董事長「大賀大師」說的話。
**磕磕絆絆
跌跌撞撞。綠野仙蹤˙第七回：到後來兩目如漆，只得磕磕絆絆，在大小石中亂竄，或爬或走，勉強下了山坡。
說話費力的樣子。如：彌留之際，他磕磕絆絆的交代了些遺言

取自(尋智書摘{人生的九個學分} (Legacy, the Giving of Life’s Greatest Treasures)」
最寶貴的遺產(7)──誠意領導

　　「領導」這個概念的重點，有三件基本而交互相關的特質，跟腦子、心靈、雙腳有關。領導是一項可以傳遞給別人的想法(頭腦)、一種能夠激發想法的能力(心靈)，以及朝著既定目標推動這些想法的功夫(雙腳)。(頁199)

　　真正的領袖能夠抽絲剝繭，解析複雜問題，然後用深入淺出的方式提出自己的解決方案。領導能力來自於掌握住四項相關連的元素：認識自己；發展人際關係；掌握事物的脈絡，以及拿捏時機。(頁202)

　　具有領導能力的人往往對自己的才華深具信心，也擁有遠大的眼光、獨立思考的能力、身心兩方的堅毅、並有冒險精神、身先士卒的勇氣，以及追求正義的熱情。(頁199)

　　領袖們也具有一種幽默感，足以擁抱生命中的窘境。(頁213)

　　真正的領導者從來不因年紀大而定下來──他們同時擁有著孩童般的天真、好奇，以及歷經歲月洗禮而得的成年智慧。他們不斷提出問題，重新思考解決方法。那個永垂不朽的問號，跟任何我們所要留下的遺產一樣重要。(頁200)
　　愛默生的詩句精確捕捉了領袖特質的精髓，我們應可將之傳衍下去：
贏得聰明之士的尊敬和兒童的喜愛。
爭取坦率之人的欣賞，忍受虛假朋友的背叛。
多多從別人身上尋找優點。
離開人世的時候，讓世界變得好一點點：
留下一個健康的孩子，一小塊花園，一種修補過的社會情況。
知道了有一個生命因為你的緣故而呼吸得更順暢，
這便是成功。(頁215)

取自(尋智書摘{人生的九個學分} (Legacy, the Giving of Life’s Greatest Treasures)」
最寶貴的遺產(2)──學習之心

　　學習，是我們生存的必要手段。學習，強迫我們重新看事情，逼我們振奮、成長、改變與適應。作家霍姆斯說過，一顆朝向新座標伸展的心靈，是絕不會返回原點的。伸展 ，是使心靈免於僵化和無趣的最佳對策。(頁76)

　　英文裡的“educate”(教育)一字，字源的意思是“ex-ducare”(領導跨出)，意指展開新的挑戰。 學習的最終目標在於學著適應、產生連結 ，並建立起一個倉庫，以便在匱乏時可以紓困。(頁77)

　　真正在學習的人，是一個探險家兼發現者，用他的工具一點一滴挖掘寶藏，不找到寶藏絕不放棄。(頁78)

　　真正的學習是立體的，叫做「關聯式學習」。這種學習方式，鼓勵學習者經由找出模式及關係來培養判斷力，採用關連方式來學習的人，會把看似矛盾的現象加以調和，試著從中找出意義。(頁80)
　　有智慧不單是懂得分辨對錯，而且是有能力在即使遇到無法全盤掌握的問題時，也可利用常識予以解決。(頁82)

　好的學習者一輩子都在擴展自己的學習 領域，並誠實面對自己在學習時所遭遇的挫折。(頁85)

　　刻板印象與學習是對立的，只會妨礙我們發展更有意義的關係，限制了我們的成長。刻板印象造成一種自以為了解的假象——這只會增強了無知，不是缺乏知識的無知，而是假知識所產生的無知。(頁89)

　　得到兩座諾貝爾獎的美國化學家鮑林(Linus Pauling)有一次被人問到，他是如何憑藉所知達到那樣非凡成就的？「我也不知道，」他回答說：「我似乎只是把我腦中不太合理的東西去掉。」(頁89)


　真正的學習和智慧，是做到能夠以敏捷、運用類比的方式來思考。這意謂著用跨學科、跨領域的方式思考。這種思考練習可以刺激想像，帶來驚奇，幫助我們找到新的可能性和解決途徑。(頁90)

　　我們需要學習並需要傳遞下去的東西，可真不少。我們需要學習如何引發動機。我們需要學習如何和別人產生連結，並援引他們的特殊智慧和聰明。真正的學習者，在多了解別人的同時，也更加了解自己。(頁93)

　　心靈正如肌肉，需要不斷操練才能維持健康——這也是我們應該留傳給子孫的一份智慧遺產。(頁85)

more exciting, fun and satisfying、優質、「畫質、音質、品質」


讀報碰到一些與品質相關用辭，記下來：
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＃「再就近80%考慮安裝使用數位電視的對象進行調查發現，….. 」
＃「根據資策會資訊市場情報中心(MIC)所進行的數位家庭娛樂消費者行為調查，台灣的家庭娛樂市場消費者對於「畫質、音質、品質」三者兼具的產品，具備較高的需求度。」

HC評：看來MIC的市場調查不懂得什麼叫抽樣。
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＃「三、聯合報系永續經營的職志不變，將一本為讀者繼續發展提供優質資訊的管道，請讀者續予批評指教。」（公開發表以「美好的記憶，光榮的句點，真誠的祝福」為標題的民生報停刊聲明）

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＃亞洲華爾街日報
Testing the PlayStation 3 and the Wii, we found the cheaper Wii to be the more exciting, fun and satisfying of the two new game machines.
*****
與老徐打招呼(熬夜)
me: 老劉NB之PDF檔已寄到並轉送出去。我叫他用PDF等方式讓更多人可以分享NB專輯，我覺得這點子不錯。
現在感覺時光倒流。我現在想續寫1982年的書，不過沒有ERSO（電子工業研究所）和你等的豐富資源，幾乎寸步難行。……感慨日本之成就等就是一種哲學（愛智）。我因為讀SAID訪談指揮家，回頭讀他的成名作{東方學}，發現他還真是西方功力的學者，其東方學視角和文化敏感等，都遠超中國學者談「東方、西方」…..

統計數據的玄機

幾天前看到李四端先生訪談李昌鈺先生（刑事鑑定專家）。節目末了時李昌鈺給李四端上了一堂最寶貴的課，可是我有點不相李四端聽得進去。我但憑記憶記一下。
李四端給李昌鈺的數據是：台灣近20年的犯罪率上升25%，你認為怎麼？
李昌鈺完全不直接回答。他先說，刑事案與經濟發展息息相關，所以要對照看。再者數據的界定有沒有改變（又譬如說，「自殺」算不算……）？其中的「初犯」和「累犯」的比率各多少？
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我是學統計的，對於台灣的許多大報的民調數據，簡直不知道他們在玩什麼？
這回北高兩市的選舉統計數據富藏相當大的玄機。不過，我認為真正的知識不是逞寫文章的一時之快，而是應該投資詳細作社會意見與人口頭層別分析等等的研究。
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中国的品質検査部門對輸入Sony製品加強検査

據北京日刊紙「京華時報」報導，国家品質検査検疫総局（品質検査部門）的網站在11月30日公告將對對輸入Sony製品加強検査，因為該公司發生一連串関連製品之部品的品質問題。
這只要是因為數位相機的CCD回收。
不過Sony（中国）公司的公關康建氏說，這純粹是大家對於「產品召回」（recalls）之定義不同。中國官方將 recall 界定為「免費的部品換回服務」，這在日本稱為「無償修理・交換」，數位相機的CCD屬於此。不過Sony 界定的 recall 為「產品因有潛在或隱藏的安全問題而強制回收」。
2006-12-10 23:21:19
hc



請轉告學生

戴明領導手冊
頁248 圖7-9 的原彩色圖 請參考
Simon University 尾牙 2006


sidebar

日文：（本記に対する）補足記事, 関連別項記事; （自動車のドア内部の）側面補強金属棒, サイドバー; 陪審員を除いた判事と検事と弁護人の間での協議.
In publishing, sidebar is a term for information placed adjacent to an article in a printed or Web publication, graphically separate but with contextual connection.
The term has long been used in newspaper and magazine layout. It is now common in Web design, where sidebars originated as advertising space and have evolved to contain information such as quick links to other parts of the site, or links to related materials on other sites. Online sidebars often include small bits of information such as quotes, polls, lists, pictures, site tools, etc.
例：
2006-12-21 BBC：「《獨立報》在頭版報道了氣候變暖對大自然生物的危害。報道說，科學家發現，在西班牙北部的山區，棕熊停止冬眠，這可能是至今為止顯示氣候變化影響自然生物的一個最強烈訊號。」

案：參考 {戴明領導手冊 } 頁238之 SIDEBAR
2006-12-22 00:23:28

{戴明領導手冊}頁39的sidebar所提到的書：
Punished by rewards. By Kohn, A. 1993/1999 ..
中文翻譯：{獎勵的懲罰}上海三聯，2006，頁63-5

福特Gerald Rudolph Ford (1913-2006) 的回憶錄：A Time to Heal (1979《療傷時刻》。林博文稱其為 {終結政治動亂的療傷大師} ：「美國經過六十年代的反戰動亂與七十年代的水門醜聞，國家已成分崩離析狀態。在歷史性關頭，福特穩定了人心，平息了紛爭，使美國重回長治久安的時代。」

康復型組織(Healing Organization) 是 Peter Scholtes 在拙譯{戴明領導手冊} 頁368-78的重要概念。

學生的管制圖作業和參考資料

TOP > 食育・文化 > 記事本文
早寝早起き朝ごはん　体温整え情緒安定／文科省調査【関東】
掲載日：06-12-14
　早起きして朝食をしっかりとった児童は、体温が高い状態で１時間目を迎えられることが、文部科学省の調査で分かった。体温が高いことは頭脳や体が活発に働いていることの裏付けとなる。「早寝早起き朝ごはん」を実行した児童は、自信を高め、不安も減るという結果も出た。

　調査は、同省の委託事業として東京の品川区立鈴ケ森小が６～７月、３週間にわたってＰＴＡなどの協力を得てまとめた。６年生２クラスのうち１クラスが、午前７時２０分に登校してラジオ体操をした後、親らが作った朝食を食べて歯磨きをした。

　・・・（詳しくは日本農業新聞紙面をご覧ください）

RE 學生每日喝水量管理圖
David：「x-R 管制圖過去沒有使用的經驗 但是從公式看 並沒有錯」
hc：「沒有請同學說明其搜集數據的意義和方法和畫圖，是一大缺失。」

hard knocks
pl.n. Informal.
The practical experiences of life, including hardships and disappointments: “He hadn�塟 grown up in the school of hard knocks. Politically he had lived an easy life” (Thomas P. O�⒁eill, Jr.).
school of hard knocks 艱苦的磨練。類似俗話說的「社會大學。」
When it comes to language learning, I believe in the school of hard knocks. It�塜 practice, practice and practice again.
school of hard knocks 厳しいいわば人生学校
「苦境大学（The University of Hard Knocks）」
底下說的hard knocks多少有些「昔日風雲人物飽經風霜」：
Hard Knocks, Age Transform A Web Pioneer
By Rebecca Buckman
Word Count: 1,203 | Companies Featured in This Article: Opsware, Microsoft, Google, Time Warner, General Electric, International Business Machines, Hewlett-Packard, Cisco Systems, Electronic Data Systems, Intuit
Marc Andreessen, once the golden boy on the cutting edge of the go-go Internet economy, has gone retro.
The young brain behind Netscape Communications Corp. -- which popularized the modern-day Internet browser and helped launch the frenzied dot-com boom of the late 1990s -- has spent the past several years engaged in an old-fashioned pursuit: rebuilding a traditional software company, Opsware Inc., and trying to make it profitable.
That he is making progress will be evident next week when the company expects to report a hefty quarterly revenue increase. In the process, he has settled down personally, morphing from technical ...

日本舞團取它為名（スクール・オブ・ハードノックス），大概是取school 為學派、 hard knocks 字面義。

中馬 芳子/Yoshiko Chuma（ダンサー・振付家）
大阪出身　1978年より、プロのアーティストとして米国在住

1980年、スクール・オブ・ハードノックス創立、以来同カンパニー･芸術監督を務める。過去二度（1984年、98年）にわたり、NYのパフォーミングアーツ界で優れた作品に与えられるベッシー賞を受賞。全米芸術基金やグッケンハイム基金、国際交流基金などからも助成を受け、精力的な活動を続けている。
中馬の才能と姿勢に共感し、これまで共同制作を行ってきたアーティストには、作曲家のタン・ドゥンやアルヴィン・カラン、ロック／ポップス・ミュージシャンのノーナ・ヘンドリックス、美術家のアレックス・カッツ、エリザベス･マリーほか、多くのダンサー・メディア・アーティスト、音響・照明デザイナーがいる。アメリカ国内はもとよりヨーロッパ、アジアでも劇場公演やストリート・パフォーマンスを行い、世界各地でマスター･クラスやワークショップ開催の要請を受ける中馬は現在最も革新的なコレオグラファーの一人として認識されている。
2000年－2003年には、アイルランドのダグダ・ダンスカンパニー芸術監督も兼任。


YOSHIKO CHUMA & THE SCHOOL OF HARD KNOCKS (Tuesday through Thursday) In her first appearance at Dance Theater Workshop since the 1980s, Yoshiko Chuma uses 15 musicians and dancers to explore the stories of artists living in Albania, Macedonia, Japan and the United States. Don’t miss what should be a layered, evocative depiction of nations struggling amid war. (Through Jan. 20.) At 7:30 p.m., Dance Theater Workshop, 219 West 19th Street, Chelsea, (212) 924-0077, dtw.org; $15 and $25.

(Claudia La Rocco)