By G. Salvendy

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Then it is just a matter of directing the learning toward the knowledge and skills that support performance improvement. Much of this will be quality and productivity and improvement related, and this is where the ISE comes in. Changing the culture and then changing the system for learning are central to creating conditions that support full potential performance. ISEs can and should play a role in this shift. 5. Summary The involvement of ISE in strategy and positioning and in conditions for success occurs too infrequently.

Evidence of core ideology: statements of ideology, historical continuity of ideology, balance in ideology (beyond profits), and consistency between ideology and actions (walk the talk) 2. Evidence of the use of stretch goals, visioning, defining full potential for a given period of time: ‘‘bold hairy audacious goals’’ (BHAGs); use of BHAGs, audacity of BHAGs, historical pattern of BHAGs. 3. Evidence of ‘‘cultism’’: building and sustaining a strong culture, seeing culture as an independent variable, not a context variable; indoctrination process, tightness of fit (alignment and attunement) 4.

We will highlight this last finding particularly as we explore the expanding role for the ISE in the future. 3. Enterprise Excellence Models We find enterprise models or business excellence models to be increasingly relevant to the central message of this chapter. They are a way to portray the lessons from the work of DeGeus and Collins and Porras. For example, the Lean Enterprise Institute is working with MIT to develop a Lean Enterprise Model (LEM) (Womack and Jones 1996). The Malcolm Baldrige Award has created a Performance Excellence Framework (National Institute of Standards and Technology 1999).

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