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IBM Advanced Business Institute (1989-2004), Palisades Executive Conference Center (1989-2016)

One of my millennial sons has framed IBM as “the Google of my generation”.  My career path included assignments and visits to the IBM Advanced Business Institute, in Palisades, NY.  Mentions of that team, and the Palisades Executive Conference Center where it was located, have mostly disappeared from the Internet.  As one of the younger IBM professionals to have known the ABI, I can provide some history.  (If friends want to correct me, I welcome that!)

  • 1. The Palisades Executive Conference Center opened in 1989
  • 2. The Executive Consulting Institute from 1993 was instrumental in education for IBM Consulting Group
  • 3. The Advanced Business Institute offered courses for customer executives 1989-2004

While the Facebook page for the IBM Palisades Executive Conference Center has recent additions, the venue hasn’t had that title for some years.

1. The Palisades Executive Conference Center opened in 1989

IBM Palisades is not to be confused with the IBM Learning Centre in Armonk, that was opened in 1979, a facility primarily for the (internal) management development of IBM executives.  IBM Palisades is also not the Thornwood Conference Center in Westchester County, opened in 1985, that was more often used for customer technical briefings.

IBM Palisades was originally designated for customer executive education, i.e. CEOs and VPs on corporate retreats hosted by IBM.  The grounds are well-secluded, and easy to secure.  The site is on the west side of the Hudson River, which most people would presume as being in New Jersey. … Read more (in a new tab)

One of my millennial sons has framed IBM as “the Google of my generation”.  My career path included assignments and visits to the IBM Advanced Business Institute, in Palisades, NY.  Mentions of that team, and the Palisades Executive Conference Center where it was located, have mostly disappeared from the Internet.  As one of the younger IBM professionals to have known the ABI, I can provide some history.  (If friends want to correct me, I welcome that!)

  • 1. The Palisades Executive Conference Center opened in 1989
  • 2. The Executive Consulting Institute from 1993 was instrumental in education for IBM Consulting Group
  • 3. The Advanced Business Institute offered courses for customer executives 1989-2004

While the Facebook page for the IBM Palisades Executive Conference Center has recent additions, the venue hasn’t had that title for some years.

1. The Palisades Executive Conference Center opened in 1989

IBM Palisades is not to be confused with the IBM Learning Centre in Armonk, that was opened in 1979, a facility primarily for the (internal) management development of IBM executives.  IBM Palisades is also not the Thornwood Conference Center in Westchester County, opened in 1985, that was more often used for customer technical briefings.

IBM Palisades was originally designated for customer executive education, i.e. CEOs and VPs on corporate retreats hosted by IBM.  The grounds are well-secluded, and easy to secure.  The site is on the west side of the Hudson River, which most people would presume as being in New Jersey. … Read more (in a new tab)

Systemic design agendas in education and design research

Research can take some time to wend through reflection, reviews and revisions.  An article coauthored with Susu Nousala and Peter Jones took about 2 years to formal publication.

While a working paper can be more open-ended, a scientific publication seeks greater closure.  From the conclusion, here’s a paragraph that wasn’t in our original 2016-2017 writing.

The RSD5 DesignX workshop provided for continuity and discourse building between members of various design programmes, practices and allegiances. It was a not intended as a venue for specifically articulating and defining the design research agendas linking DesignX with systemic design studies or with these agendas. Further development of these enquiries through other workshops and discourses will extend the continuity of the discussion and evolve something of a common language, if not a corpus, to better fulfil the potential of design research agendas in systemic design.

The RSD5 workshop held in Toronto October 2016 resulted in a rich body of conversations amongst participants that is only partially reflected in this summary.

Read more (in a new tab)

Research can take some time to wend through reflection, reviews and revisions.  An article coauthored with Susu Nousala and Peter Jones took about 2 years to formal publication.

While a working paper can be more open-ended, a scientific publication seeks greater closure.  From the conclusion, here’s a paragraph that wasn’t in our original 2016-2017 writing.

The RSD5 DesignX workshop provided for continuity and discourse building between members of various design programmes, practices and allegiances. It was a not intended as a venue for specifically articulating and defining the design research agendas linking DesignX with systemic design studies or with these agendas. Further development of these enquiries through other workshops and discourses will extend the continuity of the discussion and evolve something of a common language, if not a corpus, to better fulfil the potential of design research agendas in systemic design.

The RSD5 workshop held in Toronto October 2016 resulted in a rich body of conversations amongst participants that is only partially reflected in this summary.

Read more (in a new tab)

Education of the average Canadian worker and the Fourth Industrial Revolution

The average Canadian worker has (at least) some college or university education.  This fact is counter to presumptions in a question on the first day at the World Economic Forum by Fareed Zacharia, in an interview with Canadian Prime Minister Pierre Trudeau.  Zacharia asked:

What do you say to the average worker in Canada, who may not have a fancy college degree — and I’m thinking about the average worker in America or in Europe, as well — who looks out at this world and says “I don’t see what globalization is doing for me.  The jobs are going to South Korea and China and Vietnam and India.  Technology is great, but I can’t afford the new iPad Pro, and more importantly, this technology means that it increasinly makes me less valuable.  Why shouldn’t I be angry and involved the politics of progress?”

The response by Trudeau spoke to the Fourth Industrial Revolution, the theme of the Davos conference.  He didn’t actually respond to the presumption on education.

In a national picture of educational attainment:

In 2012, about 53.6% of Canadians aged 15 and over had trade certificates, college diplomas and university degrees. This was an increase of 20.9 percentage points since 1990.

… says “The Indicators of Well-Being in Canada (2016)“, by Employment and Social Development Canada.

In the Economic Indicators for Canada,

Between 1999 and 2009, the proportion of adults aged 25 to 64 with tertiary education in Canada increased from 39% to 50%.

Read more (in a new tab)

The average Canadian worker has (at least) some college or university education.  This fact is counter to presumptions in a question on the first day at the World Economic Forum by Fareed Zacharia, in an interview with Canadian Prime Minister Pierre Trudeau.  Zacharia asked:

What do you say to the average worker in Canada, who may not have a fancy college degree — and I’m thinking about the average worker in America or in Europe, as well — who looks out at this world and says “I don’t see what globalization is doing for me.  The jobs are going to South Korea and China and Vietnam and India.  Technology is great, but I can’t afford the new iPad Pro, and more importantly, this technology means that it increasinly makes me less valuable.  Why shouldn’t I be angry and involved the politics of progress?”

The response by Trudeau spoke to the Fourth Industrial Revolution, the theme of the Davos conference.  He didn’t actually respond to the presumption on education.

In a national picture of educational attainment:

In 2012, about 53.6% of Canadians aged 15 and over had trade certificates, college diplomas and university degrees. This was an increase of 20.9 percentage points since 1990.

… says “The Indicators of Well-Being in Canada (2016)“, by Employment and Social Development Canada.

In the Economic Indicators for Canada,

Between 1999 and 2009, the proportion of adults aged 25 to 64 with tertiary education in Canada increased from 39% to 50%.

Read more (in a new tab)

Systems Thinking 2 course, Aalto University, February 2016

As part of the Master’s Program in Creative Sustainability at Aalto University, I’ll be in Finland for 3 weeks in February, as an instructor.  I’m doing this as a favour for Katri Pulkkinen, who has been teaching the course since 2010, and felt that she needed some extra time to work on her Ph.D. dissertation.

Systems Thinking 2 follows in a series of compulsory courses, each with specified learning outcomes:

  • Creative Teamwork: “The course focuses on working methods co-operation practices within the studies and the professional field of sustainability”.
  • Creating the Mindset of Sustainable Societies: “To create the common ground of sustainability studies and to learn to deal with different scopes of sustainability concept in complex environments. Understanding mindsets and sustainable societies: what this means in political, governmental, business, organizational, individual and groups/community levels”.
  • Systems Thinking 1: “Learning the basics of the systems thinking approach in the context of sustainability. The students who have participated actively in the intensive course will be able to use the basic vocabulary and concepts of the systems thinking approach. The students also develop their skills in working and presenting ideas in multi-disciplinary teams”.
  • Systems Thinking 2: “Learning how systems thinking can be applied in questions of sustainability in different fields. During this intensive course, the students familiarize themselves with different ways of using the systems approach to tackle problematic situations. The aim is to understand both the versatility of the systems approach and the importance of choosing the right systems tools for each case.
Read more (in a new tab)

As part of the Master’s Program in Creative Sustainability at Aalto University, I’ll be in Finland for 3 weeks in February, as an instructor.  I’m doing this as a favour for Katri Pulkkinen, who has been teaching the course since 2010, and felt that she needed some extra time to work on her Ph.D. dissertation.

Systems Thinking 2 follows in a series of compulsory courses, each with specified learning outcomes:

  • Creative Teamwork: “The course focuses on working methods co-operation practices within the studies and the professional field of sustainability”.
  • Creating the Mindset of Sustainable Societies: “To create the common ground of sustainability studies and to learn to deal with different scopes of sustainability concept in complex environments. Understanding mindsets and sustainable societies: what this means in political, governmental, business, organizational, individual and groups/community levels”.
  • Systems Thinking 1: “Learning the basics of the systems thinking approach in the context of sustainability. The students who have participated actively in the intensive course will be able to use the basic vocabulary and concepts of the systems thinking approach. The students also develop their skills in working and presenting ideas in multi-disciplinary teams”.
  • Systems Thinking 2: “Learning how systems thinking can be applied in questions of sustainability in different fields. During this intensive course, the students familiarize themselves with different ways of using the systems approach to tackle problematic situations. The aim is to understand both the versatility of the systems approach and the importance of choosing the right systems tools for each case.
Read more (in a new tab)

Much of the best work is done by amateurs (1890)

The origin of “much of the best work” is “done by amateurs” dates back to 1890 in photography.  At that time, glass photographic plates was the norm for large images, as compared to the Kodak box camera released in 1888 with flexible roll film returned to the company for processing and reloading.

Thoroughness

Much of the best work one sees is done by so-called amateurs. In fact, good work can only be done by amateurs in the true sense; i.e., those who love their work, and the secret is thoroughness. One must be thoroughly interested in the work—make a thorough study of the subject, and have nerve enough to keep the holder out of the camera unless the light is satisfactory and the composition thoroughly good. The “you press the button and we do the work” method is often effective, but for plates of any size more often a waste than a gain.

Very frequently we see picture makers who carefully read and observe the instructions sent by the makers with each box of plates, and the result is favorable. I envy them their pictures and the ability to stick to instructions, but I can’t do it myself. I confess to having little interest in a picture after the first batch of prints, or even after the negative has shown its quality—for the chemistry and other details of the subject exhaust most of my zeal.

It has been my pleasure to incite some hundreds of persons to try the various branches of photography, pure and simple, while I have done some work in every branch from wet-plate to photo-engraving, and the criticisms here made apply equally to myself.

Read more (in a new tab)

The origin of “much of the best work” is “done by amateurs” dates back to 1890 in photography.  At that time, glass photographic plates was the norm for large images, as compared to the Kodak box camera released in 1888 with flexible roll film returned to the company for processing and reloading.

Thoroughness

Much of the best work one sees is done by so-called amateurs. In fact, good work can only be done by amateurs in the true sense; i.e., those who love their work, and the secret is thoroughness. One must be thoroughly interested in the work—make a thorough study of the subject, and have nerve enough to keep the holder out of the camera unless the light is satisfactory and the composition thoroughly good. The “you press the button and we do the work” method is often effective, but for plates of any size more often a waste than a gain.

Very frequently we see picture makers who carefully read and observe the instructions sent by the makers with each box of plates, and the result is favorable. I envy them their pictures and the ability to stick to instructions, but I can’t do it myself. I confess to having little interest in a picture after the first batch of prints, or even after the negative has shown its quality—for the chemistry and other details of the subject exhaust most of my zeal.

It has been my pleasure to incite some hundreds of persons to try the various branches of photography, pure and simple, while I have done some work in every branch from wet-plate to photo-engraving, and the criticisms here made apply equally to myself.

Read more (in a new tab)

Systems Thinking and the Learning Aesthetic (Systems Thinking Ontario, 2013-03-21)

When can learning about system thinking be fun (and when can’t it be)?  This was the focus question for the third Systems Thinking Ontario meeting. We had a slight change in format from the reading-oriented prior agendas, as Steve Easterbrook led us through a more experiential approach to systems thinking.  As usual, participants were provided with pre-readings, this time from Linda Booth Sweeney.  As a change for the in-person meeting, Steve went directly to exercises from the Systems Thinking Playbook, which he has been using in classes such as Systems Thinking for Global Problems.  While the exercises are appropriate for students down into the primary school level, Steve has found that graduate students also enjoy and learn from them.  In the short time available, we played through two exercises and then broke out into discussion subgroups.

The first exercise was called “Frames”.  Steve provided each of us with a piece of paper with a small aperture cut out of the centre.

di_20130321_174830_st-on_sme_frame.jpg

The playbook gives the following directions.

Geographic Framing

Step 1:  Ask all participants to hold their viewing holes out at arm’s length.

Ask them to look through the holes and focus on a specific object; for example, a cluster of tennis balls on a table, a poster, you, or whatever object you choose.  [….]

Step 2:  Ask the following questions, pausing for 10-20 seconds after each, so participants have time to ponder their answer.

Read more (in a new tab)

When can learning about system thinking be fun (and when can’t it be)?  This was the focus question for the third Systems Thinking Ontario meeting. We had a slight change in format from the reading-oriented prior agendas, as Steve Easterbrook led us through a more experiential approach to systems thinking.  As usual, participants were provided with pre-readings, this time from Linda Booth Sweeney.  As a change for the in-person meeting, Steve went directly to exercises from the Systems Thinking Playbook, which he has been using in classes such as Systems Thinking for Global Problems.  While the exercises are appropriate for students down into the primary school level, Steve has found that graduate students also enjoy and learn from them.  In the short time available, we played through two exercises and then broke out into discussion subgroups.

The first exercise was called “Frames”.  Steve provided each of us with a piece of paper with a small aperture cut out of the centre.

di_20130321_174830_st-on_sme_frame.jpg

The playbook gives the following directions.

Geographic Framing

Step 1:  Ask all participants to hold their viewing holes out at arm’s length.

Ask them to look through the holes and focus on a specific object; for example, a cluster of tennis balls on a table, a poster, you, or whatever object you choose.  [….]

Step 2:  Ask the following questions, pausing for 10-20 seconds after each, so participants have time to ponder their answer.

Read more (in a new tab)
  • RSS qoto.org/@daviding (Mastodon)

    • daviding: What kind of world a October 3, 2020
      What kind of world are we in, when a camera lens needs a software update to work with a new camera? (I am not a user of either system)https://petapixel.com/2020/10/01/sigma-shares-caveats-for-using-its-ef-lenses-on-the-canon-eos-r5/
    • daviding: Very long article, o September 4, 2020
      Very long article, oriented towards policy change. Issues should be familiar to everyone on this platform (and appreciation of that is probably why you are here). #CoryDoctorow on Surveillance Capitalism https://onezero.medium.com/how-to-destroy-surveillance-capitalism-8135e6744d59
    • daviding: A small wording shif July 27, 2020
      A small wording shift, yet I really like the idea on belonging rather than just including. https://www.theglobeandmail.com/business/commentary/article-want-a-more-diverse-work-force-move-beyond-inclusion-to-belonging/
    • daviding: On the post-pandemic July 18, 2020
      On the post-pandemic world, #MargaretAtwood says: > "this is like being in 1952, except with birth control and the internet".https://www.thestar.com/entertainment/books/opinion/2020/07/17/margaret-atwood-on-post-covid-hopes-plus-baking.html
    • daviding: Instead of using a t July 4, 2020
      Instead of using a text editor or Notepad on my computer for everyday work, I now use #Zettlr as a persistent scratchpad, a new page each day. The feature of creating #Markdown often helps in copy-and-paste to other applications. I haven't exercised #Zotero citations, yet, but probably will, shortly. > Roam let’s you manage knowledge, […]
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    • 1969, 1981 Emery, System Thinking: Selected Readings
      Social Systems Science graduate students in 1970s-1980s with #RussellAckoff, #EricTrist + #HasanOzbehkhan at U. Pennsylvania Wharton School were assigned the Penguin paperback #SystemsThinking reader edited by #FredEEmery, with updated editions evolving contents.
    • 1968 Buckley, “Modern Systems Research for the Behavioral Scientist: A Sourcebook”
      Resurfacing 1968 Buckley, “Modern Systems Research for the Behavioral Scientist: A Sourcebook” for interests in #SystemsThinking #SocioCybernetics #GeneralSystemsTheory #OrganizationScience . Republication in 2017 hardcopy may be more complete.
    • Wholism, reductionism (Francois, 2004)
      Proponents of #SystemsThinking often espouse holism to counter over-emphasis on reductionism. Reading some definitions from an encyclopedia positions one in the context of the other (François 2004).
    • It matters (word use)
      Saying “it doesn’t matter” or “it matters” is a common expression in everyday English. For scholarly work, I want to “keep using that word“, while ensuring it means what I want it to mean. The Oxford English Dictionary (third edition, March 2001) has three entries for “matter”. The first two entries for a noun. The […]
    • Systemic Change, Systematic Change, Systems Change (Reynolds, 2011)
      It's been challenging to find sources that specifically define two-word phrases -- i.e. "systemic change", "systematic change", "systems change" -- as opposed to loosely inferring reductively from one-word definitions in recombination. MartinReynolds @OpenUniversity clarifies uses of the phrases, with a critical eye into motives for choosing a specific label, as well as associated risks and […]
    • Environmental c.f. ecological (Francois, 2004; Allen, Giampietro Little 2003)
      The term "environmental" can be mixed up with "ecological", when the meanings are different. We can look at the encyclopedia definitions (François 2004), and then compare the two in terms of applied science (i.e. engineering with (#TimothyFHAllen @MarioGiampietro and #AmandaMLittle, 2003).
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    • 2020/09 Moments September 2020
      Discovering more of the neighbourhood, bicycling mostly in the mornings.
    • 2020/08 Moments August 2020
      Moderate summer temperatures in a city normally overheated with activity, residents gradually emerging as public venues opened cautiously.
    • 2020/07 Moments July 2020
      Daytimes full of new work assignment and training, evenings and weekends bicycling around downtown Toronto as it slowly reopens from pandemic.
    • 2020/06 Moments June 2020
      Most of month in Covid-19 shutdown Phase 1, so every photograph is an exterior shot. Bicycling around downtown Toronto, often exercising after sunset.
    • 2020/05 Moments May 2020
      Life at home is much the same with the pandemic sheltering-in-place directives, touring city streets on bicycle, avoiding the parks on weekends.
    • 2020/04 Moments April 2020
      Living in social isolation in our house with 5 family members, finishing off teaching courses and taking courses.
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