Management & Leadership in The New Civilization

Management & leadership
in the new civilization
© 2009-2010 Jeremie Averous

Visit www.thefourthrevolution.org
Objective
• Objective
– We are at the edge of a civilization shift – discuss implications
for management & leadership
– Explore management versus leadership
– Practical glimpse into management and leadership in the

Collaborative Age
At any age, in any position, we need

to demonstrate both
leadership and management skills.
They can be learned and practiced
2| © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

Contents
– Evolution of human civilization
– The new worker
– the knowledge worker concept
– the K.E.E.N. concept
– Today’s management challenge
– Management and leadership
– Definitions
– In a career perspective
– Opposite or complementary ?
– Theories of leadership
– The Kouzes-Posner 5 practices of exemplary leadership
– The ‘level 5’ leader

Evolution of human
civilization
HISTORICAL EVOLUTION OF CIVILIZATION

• We are now at one of the key stages of civilization

evolution
– A transition has started between Industrial & Collaborative

age
• This has a significant impact on the skills and abilities

that are / will be required
– We cannot reproduce the preceding generation’s schemes &

patterns

• Human civilization can be divided in several stages
• Each stage correspond to a particular production system
• Productivity increase between stages is huge - x 10 or x 100

– Population size & density increase is proportional
• The value chain of past stages remains but only represents a very
low % of the new stage overall value chain
• Each stage bears an intrinsic crisis potential that can create the
fall of the civilization

NOMADIC
HUNTER-GATHERER
SEDENTARY
AGRICULTURAL
RURAL
SEDENTARY
INDUSTRIAL
URBAN
5,000 to 2,000 BC
NOMADIC
1400-1800
COLLABORATIVE
TODAY

TRANSITIONS BETWEEN STAGES
• Transitions are progressive
– Some local cluster(s) are more advanced and drive the change
– Change spreads geographically
• Transitions always correspond to a crisis

– Exhaustion of natural resources due to a new production system
– Political crisis
– new elite community taking advantage of the new production
system
– New political system
– Remaining people feeling lost
– Categories previously representing majority become pressure groups
• Sometimes, in some locations, transitions fail or are delayed

because of these crisis

TRANSITIONS BETWEEN STAGES - examples
• Transition from hunter-gatherer to agricultural
– Crisis – nomad against sedentary, the transhumance shepherd
syndrome
• Transition from agricultural to industrial

– Failed transition: China 1400’s – exhaustion of natural resources ?
– Crisis: deforestation in Europe and energy crisis 1600’s ; the French
Revolution
– New education: the scientific studies in university
– The farmers become a pressure group after 1950’s
• Transition from industrial to collaborative

– Current manufacturing industry crisis
– Blue collar workers become a pressure group now
– Globalization
10 | © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

– the underlying root cause
• Transition from one stage to the other corresponds to the

development of new humankind collective cognitive
capabilities
– Speech (100,000 BC) è hunter-gatherers
– Writing (8,000 BC) è agricultural
– Broadcasting (printing, then radio, TV) (1450-1700) è

industrial
– Long distance communication/ networking (2000’s) è

collaborative

Flow of information (per year)
Short distance & long distance interactive

Speaking: Phone:
4 DVD’s <1DVD
Books & 100 DVD’s

newspapers 4 DVD’s 40 DVD’s 40 DVD’s internet
<1 DVD TV, radio, books
Before After After invention After invention

printing printing of radio of TV after the invention of broadband
Internet
Long distance Broadcast

Easily accessible data (original data)
A container ship
Full of DVD’s
50 DVD’s
20 DVD’s
12 DVD’s <1 DVD
Alexandria Middle Age Public library Home

library monastery End 19th century 1970’s Internet 2010

Cost of long-distance interactive communication
Cost (inflation-adjusted currency)
Telephone Telephone
(Intercity) (Intercontinental)
Telegraph
Letter by post
1800 1850 1900 1950 2000 years

ATTRIBUTE OF EACH STAGE
• A particular:
– Political system
– Society hierarchy / elite
– Education system
– Economic system
– Tax base
– Social security-insurance
– Typical organizations
– Typical occupations for average persons
– Typical management legitimacy
– Typical values

HUNTER-GATHERER SOCIETY
Value production system: hunting & gathering naturally available food
Attributes
Political system: Extended family group / tribe
Hierarchy/Elite: Eldest
Education system: imitating parents
Economic system: hunting, gathering / gifts, barter
Tax base: none
Social security-insurance: tribe
Typical organizations: hunting party
Typical occupations: man – hunter, woman - gatherer
Typical management legitimacy: strongest muscles
Typical values: survival, oracle & other ways of predicting destiny
Value improvement factor: change location to benefit from fresh supplies
Intrinsic potential crisis / limiting factor : local food availability

AGRICULTURAL SOCIETY
Value production system: growing plants & raising animals
Transition crisis: nomads / sedentary territory occupation conflicts
Attributes
Political system: Village
Hierarchy/Elite: Feudal / Aristocratic - Priests
Education system: imitating parents + read, write, count
Economic system: exchange, tangible money (gold, silver),
Tax base: agricultural production
Social security-insurance: village
Typical organizations: clerical / craftsman corporations
Typical occupations: farmer, stockbreeder, specialized craftsman, slave
Typical management legitimacy: divine
Typical values: conservatism, respect of established order, community
Value improvement factor: selection of plants & animals for productivity

and adaptability
Intrinsic potential crisis / limiting factor : soil exhaustion

INDUSTRIAL SOCIETY
Value production system: mass production of commodities
Transition crisis: urbanization, rural-urban migration
Attributes
Political system: Town – State - territory
Hierarchy/Elite: Economic worth, capital / Merchant class
Education system: (scientific) universities
Economic system: non-tangible money, banks
Tax base: personal income, VAT, property
Social security-insurance: public, linked to a territory
Typical organization: bureaucracy, manufacturing Corporation
Typical occupations: skilled and unskilled workers in manufacturing
Typical management legitimacy: unshared knowledge, command & control
Typical values: diploma, money, individualism, patriotism
Value improvement factor: production, productivity, cost
Intrinsic potential crisis / limiting factor : class struggle, natural

resources exhaustion
COLABORATIVE SOCIETY
Value production system: knowledge generation & utilization
Transition crisis: opposition nomadic - sedentary
Attributes
Political system: Worldwide governance & regulation, multilateralism
Hierarchy/Elite: Potential future value / Entrepreneurs
Education system: Life-time learning
Economic system: Electronic money
Tax base: VAT, capital, property, (income)
Social security-insurance: Private multinational
Typical organization: Project-oriented organizations
Typical occupations: Knowledge worker
Typical management legitimacy: Soft skills, leadership
Typical values: Egalitarian, networking, virtual worlds, communication
Value improvement factor: networking, tribe, creativity
Intrinsic potential crisis / limiting factor : world mobility /

transportation ; link with reality
The development centers
Hunting-gathering
Agricultural
Industrial
Digital

Deep into the digital
civilization
Deep into the digital civilization
• Tim Berners Lee on Opening Data
• Access the video here
Sir Timothy John "Tim" Berners-Lee (born 8 June 1955)

British engineer and computer scientist and MIT professor
credited with inventing the World Wide Web, making the first
proposal for it in March 1989. On 25 December 1990, with the
help of Robert Cailliau and a young student at CERN, he
implemented the first successful communication between an
HTTP client and server via the Internet.

The knowledge worker
concept
The knowledge worker concept
• The ‘knowledge worker’ concept has been popularized by
Peter Drucker in the 1980’s and 1990’s
• It is the typical worker of the digital age

– Opposed to the ‘blue collar worker’ of the industrial age – the
middle class, the most important population group in all
developed countries in the 1950’s
% of population (developed countries)
Knowledge
Farmers Blue collar workers
workers
1900 1950 2000

• It is not a homogeneous group like the blue collar

‘proletariat’
– The coherent, recognizable ‘class’ of Marx
• Knowledge worker gains access to work through (formal)

education and development
– specialization
• Knowledge workers are on a competitive marketplace

where they sell their own talents
– they are nomads (both companies & locations)
• Knowledge workers own their means of production

– Their brains !
• Knowledge workers own capital

– Pension funds, companies savings plans, stocks
Information civilization Industrial civilization

Knowledge worker Blue collar worker
Specialized Not specialized
Highly educated & knowledgeable Poorly educated
Not easily replaced Easily replaced
Owns his production tools (brains) Does not own it’s production tools
Does not produce anything tangible Produces something tangible but
by himself – requires an that is not sufficient to constitute
organization the whole product
Flat management based on Bureaucratic management, many
leadership layers, based on knowledge
Empowered, Entrepreneurial- TELL ARE TOLD - Follows instructions
Drives his career Career driven by Corporation
Several careers in a life span, non One linear career
linear career
The K.E.E.N. concept
The K.E.E.N. concept – a new concept for the
Collaborative Age
• The knowledge worker is a limited concept
– Supposes employment by organizations
– ‘worker’ still has a connotation of alienation
– Static view of knowledge, not evolving
– Does not imply importance of teamwork
• The typical elite member of the Collaborative Age will be

the K.E.E.N
Knowledge Exchanging Enhancing

Networker
• ‘E’ can also stand for Exploring, Experimenting
• The nomadic K.E.E.N will be the typical representative of

the new elite
Today’s management
challenge
Today’s management challenge
• Management has been recognized as a concept only after
1850 in the Industrial Age
– (ensuring that organizations work in a coordinated manner is
a very old issue)
• A lot of effort has gone into developing efficient industrial

manufacturing operations with standard techniques
– Manufacturing productivity has increased incredibly
• But, management in the Collaborative Age is still in it’s

infancy
– The productivity gain potential is immense

– Productivity in the information civilization cannot yet be
guaranteed consistently
– There are no standard approaches to ensuring a knowledge
based organization can consistently produce at the maximum
for the long term
• Typical issues not resolved consistently
– Retention of the knowledge worker

– Developing rewards, recognition and career opportunities for
specialists
– Creating a unified vision in the digital organization
– Devising the best management structure
– Ensuring the supply, preparation and testing of top
management executives
– Responsibility for information and knowledge
– Managing multiple careers for the benefit of the organization

HOW CAN WE ENSURE THAT
A KNOWLEDGE-BASED ORGANIZATION
IN THE COLLABORATIVE AGE
PERFORMS CONSISTENTLY ?

Leadership & Management
definitions
Definitions
• Management
– Management in all business and human organization activity is
simply the act of getting people together to accomplish desired
goals and objectives.
– Management comprises planning, organizing, staffing, leading,
directing, facilitating and controlling or manipulating an
organization (a group of one or more people or entities) or effort
for the purpose of accomplishing a goal.
• Leadership: different definitions

– process of social influence in which one person can enlist the aid
and support of others in the accomplishment of a common task
– Leadership is ultimately about creating a way for people to
contribute to making something extraordinary happen
– effective Leadership is the ability to successfully integrate and
maximize available resources within the internal and external
environment for the attainment of organizational or societal goals
Efficiency & effectiveness
• The difference between leadership and management is

the same as between effectiveness and efficiency

Leadership & management
Leadership Management
Leaders are people who do Managers are people who do
the right thing things right
Leadership is about coping with Management is about coping
Change with and optimizing Processes
Leaders are concerned with Managers are concerned about
what things mean to people how things get done
Leaders are the architects Managers are the builders
Leadership focuses on the Management is the design of

creation of a common vision work… it is about controlling…
From Stephen R. Covey, the 8th habit

HIGH
The
“Leadership
Zone”
Level of
complexity
The
“Management
Zone”
LOW
HIGH Level of control LOW

Leadership Management
People Things
Spontaneity, serendipity Structure
Release, empowerment Control
Effectiveness Efficiency
Programmer Program
Investment Expense
Principles Techniques
Discernment Measurement
Direction Speed
Top line Bottom line
Purposes Methods
Principles Practices
“Is the ladder against the right Climbing the ladder fast
wall”

Issue Old industrial age Knowledge worker age

Leadership A position (formal authority) A choice (moral authority)
Management Control things & people Control things, release people
(empower)
Structure Hierarchical, bureaucratic Flatter, boundary-less, flexible
Motivation External, carrot & stick Internal – whole person
Performance appraisal External, sandwich technique Self-evaluation, 360 deg feedback
Information Short term financials Balanced scorecard (long & short)
Communication Primarily top-down Open – up, down, sideways
Culture Social rules of workplace Principle centered values
Budgeting Primarily top-down Open, flexible, synergistic
Training & development Sideshow, skill-oriented, Maintenance, strategic, whole
expendable person, values
People Expense on P&L Investment with the highest leverage

Leadership is not just charisma
• Leadership can be learned
• There are definite skills that can be taught and practiced

Leadership & Management
in a career perspective
Leadership & management: Industrial Age view
HIGH CAREER
The
“Leadership
Zone”
Level of
complexity
The
“Management
Zone”
LOW
HIGH Level of control LOW

Management to leadership
• The classical Industrial Age career view
% of tasks
“the gap”
“the crisis”
Leadership
Management
20’s 30’s 40’s 50’s 60’s age

Management to leadership
• The classical Industrial Age career view
% of tasks
Leadership
Management
20’s 30’s 40’s 50’s 60’s

Thinking time !!!
• Consider the knowledge worker
–The linear career assumption does

not stand
–What is the consequence for this

model – draw a new model

Thinking time !!!
• Provocation:
–Management and leadership

should not be opposed, they
are complementary skill-sets
to be used simultaneously

Theories of leadership
• There are many theories about leadership
• These theories are dependent on the civilization
– Hunter-gatherer: muscles, age, magic
– Agricultural: muscles, divine
– Industrial: many theories developed since late 1800’s

• Need to recognize that the approach to leadership needs

to be adapted to the situation
– Organizational context (open, closed, etc)
– Situation faced
• Different approaches will work well in different situations

Four modern approaches to leadership
• The command & control approach
• The rationalist approach

Dependency
Buy-in
Hierarchy
• The transformational approach
Formal visibility
• The mutual learning approach

The command & control approach

VERY ADAPTED TO CERTAIN SITUATIONS

…FORMAL VISIBILITY
OF THE LEADER…

• Leading through expertise – the leader knows what to do

and how to do it
– Predictable, certain situations
– Willing followers
– Purpose is to ‘Get the job done’ – ‘just tell them what to do’
– Leader as a controller, sets clear directions and standards,
decisive (quick decisions)
– Hierarchy, power, status, control
• Example: armies, old IBM

The rationalist approach

The rationalist approach
• Managing people and events, bringing them under control, in
order to achieve results
• The initial ‘Business School’ – ‘MBA’ approach

– Still privileged in many business schools
– Harvard university – the first ‘management degree’ 1908
• The McKinsey / BCG type consulting approach

– McKinsey - Founded 1926
– ‘McKinsey already had an established practice in budgeting and
finance when he decided to test his theory that so-called
"management engineers" could go beyond rescuing sick companies to
helping healthy companies thrive and grow. His vision opened the
door to others who shaped a new profession as they built one of the
world's best-known professional services firms’ (from the Company
website – 2009)

The rationalist approach - historical
• Developed in the XXth century
– Taylorism / Fordism
– FW Taylor ‘Principles of scientific management’ - 1911
– Henry Gantt – the Gantt chart 1910’s
– Ford – assembly line, 1910’s
F.W. Taylor H. Gantt H. Ford

The rationalist approach - history
Patent for a ‘method of shop management’

The rationalist approach - history

The modern rationalist approach
• The rationalist approach developed and expanded toward
strategy
– Michael Porter (Harvard business school professor) is typical of the
rationalist approach
– Example of tools & techniques

– Porter’s 5 forces
– Directional policy matrix
– Key success factors
– Value chains
– BCG’s product matrix
– etc

Example of the rationalist approach
• The directional policy matrix
HIGH
Defend or
grow
Attractiveness
Consolidate
Consider
withdrawal
LOW
LOW Strength vs competition HIGH

Example of the rationalist approach
• The BCG matrix - 1970
HIGH
STAR PROBLEM CHILD /

QUESTIONMARK
Market growth
6%
CASH COW DOG
LOW
HIGH Market share LOW

The modern rationalist approach
• A rational solution based approach

– “we share a structured problem–solving approach, where all
opinions and options are considered, researched, and
analyzed carefully before recommendations are made” –
McKinsey website 2009
• The rationalist leadership

– Rigorous thinking to know where to go
– Thorough planning
– Toughness to align the organization to the objective
• Weakness of the rationalist leadership

– The people side

The transformational leadership approach

• “The lengthened shadow of one great person” – Warren

Bennis

You are a transformational leader when you have
• Guiding vision • A clear idea with the strength to persevere
• Passion • A vocation – you love what you do
• Integrity • Know your strengths and weaknesses, be true to your

principles, learn from and work with others
• Trust • You have earned it
• Curiosity • Wonder about everything and learn as much as you can
• Daring • Experiment and take risks
From Warren Bennis ‘On becoming a leader’ - early 1990’s

When to be a transformational leader
• If you need people to follow you on a ‘risky mission’ –

restructuring, downsizing, re-engineering, starting up
• When Change has to be implemented
• When people are de-motivated and lack inspiration
• When people are demanding clarity and direction
• Within an already existing organization

The ‘mutual learning’ approach

The ‘mutual learning’ approach to leadership
• Leadership in the context of

– an unpredictable future
– fuzzy organization boundaries, people networks
• ‘Leadership is communicating to people their worth and

potential so clearly that they come to see it in themselves’
– S. Covey, the 8th habit
• Leadership in the context of a mutual exchange based on

learning

• Future is truly unknowable, and it is absolutely impossible

to reason back from a desired state to the actions needed
to produce it
• Strategy & leadership require action and feedback

– “Strategy formulation and implementation are not separate,
sequential processes”
– “Successful leaders move forward incrementally so that by
the time strategies begin to crystallize, pieces of them are
already being implemented”
– (Mintzberg, 1990’s)

• The mutual learning leadership does not require any

formal position in the network
• It is based a mutual, equal exchange of knowledge
• Important tools are

– Influencing
– Coaching
– Networking (face-to-face & virtual)
– Creative, Lateral thinking

• Typical leader behavior include
– The job of the leader is to make sense of the present, not to

pretend to foretell the future
– Be prepared to say “I don’t know”
– “Strategies grow like weeds” - be on the look out for emerging
opportunities and patterns
– Tell the truth as you see it
– Identify and challenge assumptions / patterns
– Recognize and learn from “strategy in action”
– Encourage variation and experimentation
– Influence
– Develop an environment in which mutual learning can happen
– Help others find their voice
– Emotional exchanges lead to everybody’s development

• Typical leader behavior include
– Overcome the tyranny of the ‘OR’ by showing the genius of the

‘AND’
– Overcome apparent paradox of opposites by finding a 3rd
way

The 5 practices of exemplary
leadership (Kouzes-Posner)
The 5 practices of exemplary leadership
• One of the ‘transformational leadership’ approaches
• Book first edition dates 1995
• Effective in an organizational context
• CAUTION: while it can be a useful leadership style, it

might not be applicable in all situations in the new
Collaborative Age

The 5 practices of exemplary leadership
• Model the way
• Inspire a shared vision
• Challenge the process
• Enable others to act
• Encourage the Heart

Model the way
• Leaders establish principles concerning the way people

should be treated and the ways goals should be pursued
• Leaders create standards of excellence and then set

example for others to follow
• Leaders set interim goals so that people can achieve small

wins as they work toward larger objectives
• Leaders unravel bureaucracy when it impedes action
• Leaders put signposts when people are unsure of where

to go or how to get there
• Leaders create opportunities for victory

Inspire a shared vision
• Leaders passionately believe they can make a difference
• Leaders envision the future, creating and ideal and unique

image of what the organization can become
• Leaders enlist others in their dreams through magnetism

and persuasion
• Leaders breathe life into their visions and get people to

see exciting possibilities for the future

Challenge the process
• Leaders search for opportunities to change the status quo
• Leaders look for innovative ways to improve the

organization
• Leaders experiment and take risks
• Leaders know that risk involves mistakes and failures,

and they accept the inevitable disappointments as
learning opportunities

Enable others to act
• Leaders foster collaboration and build spirited teams
• Leaders actively involve others
• Leaders understand that mutual respect is what sustains

extraordinary efforts
• Leaders strive to create and atmosphere of trust and

human dignity
• Leaders strengthen others, making each person feel

capable and powerful

Encourage the Heart
• Leaders recognize contributions that individual make, to

keep hope and determination alive, because
accomplishing extraordinary things in organizations is
hard work
• Leaders celebrate accomplishments, because in every

winning team, the members need to share in the rewards
of their efforts
• Leaders make people feel like heroes

The ‘level 5 leader’
The level 5 leader
• A concept developed in the ‘Good to Great’ book
• Identified as a significant attribute of the companies that

succeed in the transition from ‘good’ to ‘great’

The 5 levels of leadership
Level 5 executive
Level 5 Builds enduring greatness through a paradoxical blend of
personal humility and professional will
Effective leader
Level 4 Catalyzes commitment to and vigorous pursuit of a clear and
compelling vision, stimulating higher performance standards
Competent manager
Level 3 Organizes people and resources toward the effective and
efficient pursuit of pre-determined objectives
Contributing team member

Level 2 Contributes individual capabilities to the achievement of group
objectives and works effectively with others in a group setting
Highly capable individual

Level 1 Makes productive contributions through talent, knowledge,
skills, and good work habits
Characteristics of a level 5 leader
Extreme personal HUMILITY with intense professional WILL
HUMILITY
• Look ordinary, with simple tastes
• Generally not known from the general public, self effacing, shy
– Who knows the leaders from 3M etc
• Channel their ego into building a great organization
• A compelling modesty
WILL
• Focused on the organization (in the long term)
• Incurable need to achieve results, never satisfied
• Inspiring standards
• Succeed in succession planning and focus on grooming successors

The 2 sides of level 5 leadership
PROFESSIONAL WILL PERSONAL HUMILITY
• Creates superb results • Demonstrates compelling
modesty, never boastful
• Demonstrates an
unwavering resolve to do • Acts with quiet, calm
whatever it takes for the determination, relies on inspired
best long term results standards
• Sets the standard of • Channels ambition into company,

building an enduring great not the self; sets up successors
company for greater future success
• Looks at oneself to • Apportion credit for the success

apportion responsibility for of the Company to other people,
poor results, never blaming external factors and good luck
others, bad luck

Modern leadership practices
Some modern leadership practices
• “Ask the executive coach”
• Marshall Goldsmith interview: How is the leader from the

future different from the leader of today ?

Some modern leadership practices
• “Leveraging the informal organization” by Katzenbach &

Khan video

Leaders everywhere: leveraging the informal
organization
HOW IT REALLY WORKS

Leaders everywhere: leveraging the informal
organization
• Conclusion: it is OK to
have coffee with your
peers in the morning !
• Also to have an HR
policy to move between
functions… and foster
informal organization

References
References
• Knowledge worker
– Different books and articles by Peter Drucker
– ‘The effective executive’
– ‘on the profession of management’
– ‘the essential Drucker’
– Etc
• Great Organizations today

– Jim Collins – ‘Good to great’
– Jim Collins & J. Porras ‘Built to last’
– ‘Mavericks at work’ – Taylor & Labarre
– Total Quality Management literature
• Collaborative Age
– ‘Here comes everybody’ – Clay Shirky
– ‘The wisdom of crowds’ – James Surowiecki
– ‘Purple cow’, ‘tribes’ etc - Seth Godin
– Register to the blog of Seth Godin !

REFERENCES
• Evolution of civilization
– Jared Diamond
– ‘Collapse: how societies choose to fail or succeed’
– ‘Guns, Germs and Steel: the fate of human societies’
– Jacques Attali
– ‘A Brief History of the Future: A Brave and Controversial Look at
the Twenty-First Century’
• Transformational Leadership Model

– ‘The leadership challenge’ Kouzes & Posner
• Other
– ‘The 8th habit’ - Stephen Covey
– ‘Success built to last’ - Jerry Porras, Stewart Emery, Mark Thompson
– ‘Linchpin: are you indispensable’ - Seth Godin
– ‘Leader without title’ - Robin Sharma

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Management & leadership

in the new civilization

© 2009-2010 Jeremie Averous

– Practical glimpse into management and leadership in the

At any age, in any position, we need

They can be learned and practiced

2| © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

3| © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

5| © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

• We are now at one of the key stages of civilization

– A transition has started between Industrial & Collaborative

• This has a significant impact on the skills and abilities

– We cannot reproduce the preceding generation’s schemes &

6| © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

• Each stage correspond to a particular production system

• Productivity increase between stages is huge - x 10 or x 100

7| © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

8| © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

• Transitions always correspond to a crisis

• Sometimes, in some locations, transitions fail or are delayed

9| © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

• Transition from agricultural to industrial

• Transition from industrial to collaborative

10 | © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

• Transition from one stage to the other corresponds to the

– Speech (100,000 BC) è hunter-gatherers

– Writing (8,000 BC) è agricultural

– Broadcasting (printing, then radio, TV) (1450-1700) è

– Long distance communication/ networking (2000’s) è

11 | © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

Short distance & long distance interactive

Books & 100 DVD’s

Before After After invention After invention

12 | © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

Alexandria Middle Age Public library Home

13 | © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

1800 1850 1900 1950 2000 years

14 | © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

15 | © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

Value improvement factor: change location to benefit from fresh supplies

Intrinsic potential crisis / limiting factor : local food availability

16 | © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

Transition crisis: nomads / sedentary territory occupation conflicts

Value improvement factor: selection of plants & animals for productivity

17 | © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

Transition crisis: urbanization, rural-urban migration

Value improvement factor: production, productivity, cost

Intrinsic potential crisis / limiting factor : class struggle, natural

Transition crisis: opposition nomadic - sedentary

Value improvement factor: networking, tribe, creativity

Intrinsic potential crisis / limiting factor : world mobility /

20 | © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

• Access the video here

Sir Timothy John "Tim" Berners-Lee (born 8 June 1955)

22 | © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

• It is the typical worker of the digital age

% of population (developed countries)

1900 1950 2000

24 | © 2009-2010 Jeremie Averous Visit www.thefourthrevolution.org

• It is not a homogeneous group like the blue collar

• Knowledge worker gains access to work through (formal)

• Knowledge workers are on a competitive marketplace

• Knowledge workers own their means of production