"The approach we developed in working with our clients at Monitor Institute is what we call adaptive strategy. We create a roadmap of the terrain that lies before an organization and develop a set of navigational tools, realizing that there will be many different options for reaching the destination. If necessary, the destination itself may shift based on what we learn along the way.
Creating strategies that are truly adaptive requires that we give up on many long-held assumptions. As the complexity of our physical and social systems make the world more unpredictable, we have to abandon our focus on predictions and shift into rapid prototyping and experimentation so that we learn quickly about what actually works. With data now ubiquitous, we have to give up our claim to expertise in data collection and move into pattern recognition so that we know what data is worth our attention. We also know that simple directives from the top are frequently neither necessary nor helpful. We instead find ways to delegate authority, get information directly from the front lines, and make decisions based on a real-time understanding of what's happening on the ground. Instead of the old approach of 'making a plan and sticking to it,' which led to centralized strategic planning around fixed time horizons, we believe in 'setting a direction and testing to it,' treating the whole organization as a team that is experimenting its way to success.
This approach wouldn't surprise anyone in the world of current military strategy. Recent generations of military thinkers have long since moved beyond the traditional approach, most notably famed fighter pilot John Boyd. He saw strategy as a continuous mental loop that ran from observe to orient to decide and finally to act, returning immediately to further observation. By adopting his mindset (with a particular emphasis on the two O's, given our turbulent context), we can get much better at making strategy a self-correcting series of intentional experiments.
To provide structure to this fluid approach, we focus on answering a series of four interrelated questions about the organization's strategic direction: what vision you want to pursue, how you will make a difference, how you will succeed, and what capabilities it will take to get there.
The skills and mindset for today's strategic planning will come from continuously asking ourselves these questions about our organizations, programs, and initiatives. Once we accept Dwight D. Eisenhower's sage advice that 'Plans are useless, but planning is everything,' we will be ready to adapt to whatever curveballs the twenty-first century sees fit to throw."
(Dana O’Donovan & Noah Rimland Flower, 10 Jan 2013, Stanford Social Innovation Review)
"In this way the puppeteers would be part of the development of the prototypes for the virtual puppets as well as the characters for the play, before the actual rehearsals would begin two month later. ...
The value of the actual meetings and workshops can not be emphasised enough. This gave the participants hands on experience with the constraints in the actual equipment and a chance to meet the team that would be responsible for operating it. It is not until the artist has a very physical and intuitive impression of the material and the involved people the creative process takes off for real – before this everything is abstract ideas. ...
In the planning of the research project and the actual production the division of labour within and between each field of activity were specified as outlined in section 3.
As the process went on the borders became more blurred exploring the new field between creative production in theatre and animation and methods from computer science and systems development. One of the big challenges was the development of a common language between the artist and the programmer/technicians and to define and invent new methods that were necessary to carry out the production.
I tried to explore the numerous reasons for this in the evaluation phase of the project. This was done by conducting qualitative interviews with the participants and by reviewing the large body of video documentation from the process. The footage was edited to a 50 minute documentary about the project on which the following assumptions are based (Callesen 2001)."
(Jørgen Callesen, 2003, p.15,18,30)
Callesen (2001) Virtual Puppets in Performance, Proceedings, Marionette: Metaphysics, Mechanics, Modernity, International Symposium, University of Copenhagen, 28. March - 1. April, 2001
Callesen, J. (2003) "The Family Factory - Developing new Methods for Live 3D Animation" in Madsen, K.H. Production methods: behind the scenes of virtual inhabited 3D worlds. Springer-Verlag, London.
"A career narrative is basically a story about a career. It is a story that connects the protagonist's (i.e., the client's) past to the present in the sense that it conveys how the protagonist came to be what he or she is presently. This retrospective aspect of the narrative is supplemented with the career story's progressive aspect, in which the narrative puts into words the future that the protagonist is approaching. A career story is therefore both an account of how the protagonist came to be what he or she presently is, and furthermore, what future is expected for the protagonist to enact based on his or her particular past and present being."
(Torben K. Christensen; Joseph A. Johnston, pg.149)
2). Torben K. Christensen; Joseph A. Johnston (2003). "Incorporating the Narrative in Career Planning", Journal of Career Development; Spring 2003; 29, 3; ABI/INFORM Global.
"The Autodesk solution for Digital Prototyping enables manufacturing workgroups to create a single digital model in Inventor for use at every stage of production - bridging the gaps that typically exist among conceptual design, engineering, and manufacturing teams. With Digital Prototyping, you can get more innovative products to market faster and increase your competitive advantage."
3). Raymond Kurland (August 2010). 'Comparing the Capabilities of Autodesk Inventor Professional 2011 and SolidWorks Premium 2010 Using TechniCom's Delphi Expert Technique', A TechniCom Group LLC whitepaper.
"Individual learning plans form a 'route map' of how a learner will get from their starting point on a learning journey to the desired end point. They may be for one course and include the acquisition of qualifications and skills, or may link several courses that give progression to different levels (from level 1 to 3, or from level 2 to Higher Education). They should be individual for each learner to reflect aspirations, aptitude and needs.
Although there may be common learning goals and methods of delivery for all learners on a particular course, it is unlikely that all learners have exactly the same learning styles, abilities, support needs, access to assessment in the workplace (if applicable), previous qualifications or experience. Too many vocationally-based courses have identical individual learning plans where only the names of learners are different. Some will struggle to achieve them while others will find them too easy and lose interest by not being sufficiently challenged.
Individual learning plans should start from a common format, listing general outcomes, and then develop as initial assessment and circumstances impact. They should be live documents that are useful to the learner, delivery staff and possibly employers and parents/guardians."
(Learning and Skills Improvement Service, UK)