Tag Archives: lecture

How the analytical skills are required even for IoT and BI.

IoT (Internet of Things) and BI(Business Intelligence) are recent typical buzzwords.

But many business people pay attentions to those new “epoch-making” technologies and keep investing huge amount of money to them.

In my opinion, only technologies or tools(application etc.) may not necessarily help you to resolve your business issues.

But you need a certain level of “analytical skills” to draw a meaningful result from the technology or tools.

In more specific, you need the skill to analyze the outputs which are visualized by a BI tool. A BI tool only gives you an “output” but not” conclusion”.

Likewise, those tools need an input to make an output, which the analyst needs to define.

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My training programs improve such analytical skills, which cannot be replaced by any kinds of machines so far. In reality, many of my clients recognized the fact that the technology is just a tool and improved their human skills to reach better performance.

 

 

 

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How you properly summarize your observations? (Induction)

Induction was the main topic in my “Business Logics and Team Consensus” class at Yokohama National University in Japan for the international students.

 

The first exercise at today’s class was to make a summary of the following three statements:

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  • Japanese is busy
  • Japanese is punctual
  • Japanese acts quickly
  • Japanese is always in a hurry

It seems that they all make a sense.  But wait a minute!

Did you add your personal assumptions when you reach the conclusion???

For instance, “Japanese is busy”…. Acting quickly does not necessarily mean the person is “busy”. The conclusion comes from such assumption which is not drawn from the real observation or fact.

Such mistake makes your logic weak.

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As one of the techniques you should remember when you develop your logic using induction, ask yourself about the assumption(s) you make. If the assumption(s) is valid, you may have no problem in your story..

 

 

Here are some other exercises in the class today.

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An answer to the question above is as follows:

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This is not an only the answer. But I felt that the students were getting more skilled to construct their ideas logically.

This was the last exercise for today, which took more time to reach to the answer:

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My answer was quite simple, while some students made more complex answers..

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Today’s points were:

Don’t add your assumptions too much when you make a conclusion by summarizing your observations. Try to be based on the facts only.

 

Please contant me if you are interested in the practical business skill classes in your country.

 

 

How to develop a “Logic Tree” for problem-solving

This is an exercise in my problem-solving class at Yokohama National University in Japan.

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Drawing a logic tree to show a whole picture of the stakeholders in the university, assuming that the diagram is used to make priority to implement an evacuation program for earthquake.

The students are learning how to breakdown the people into small pieces to show more details (such as students, professors and workers etc.).

In such exercise, they learn what is the effective category and what is the appropriate level of information to make a decision and how to avoid to miss critical information.

 

They learned to use MECE technique in the exercise as well.

Following is another exercise in the class to re-allocate the boxes and make an effective logic tree.

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And, here is an answer:

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The key point of this exercise was to keep the same level of the issue in the same layer and to gain the skills to summarize small pieces of information in a logical way.

 

My programs are quite unique as they are designed for the  (undergraduate) students to gain very practical business skills.

 

If you are interested in those academic but extremely practical programs, please contact me.

http://data-story.net/english/

 

“Business Logics and Team Consensus” class at Yokohama National University

“Business Logics and Team Consensus” is designed for undergraduate studnets at Yokohama National University in Japan.

 

I made the program for the students who need busines skills to develop a logical conclusion individually or as a team. The new semester just staeted last week for English-speaking students from all over the world.

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In this class, the students are required to learn how to develop thier arguments logically as communication, negotiation, presentation and planning skills in any kinds of business settings.

The class will follow the four principles described in the chart above: (1) through (4).

 

In the next class, we will discuss the point (1) above (The message/final conclusion is clearly defined).

My class is extremely practical so that they can use the skills very practically in the real business world. It contains lots of practical exercises.

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Many people may start to tackle logic development once those conclusion is given.

But wait! It is too early and you may get lost in the later stages.

For example, when you see the statement “Every child should learn English”, the statement is specific enough? The answer is NO.

You can make it even more specific, which will make your logic more focused and convincing.

  • What does ” Every child ” mean? Every child in Japan? or all children in general? or children who want to work globally in the future? Definition may make a big difference in your logic development.
  • What is the situation of “local industry is active”? The size of the market is growing? Stable employment? Lots of innovations are generated? etc.
  • “Improvemment of operation”? in terms of cost effectiveness, efficiency or something else?

There are many aspects you have to consider to make it more specific before starting to develop your logic. Otherwise you will never know what your logic answers to…..

 

This is just an entrance of my class and logic development.  Have fun!

 

 

 

 

Business management (Profit simulation) class at Yokohama National University VOL2

This is another video from my class “Business management with accounting and finance” at Yokohama National University for the international students.

Students are developing their own financial plan(simulation) for the business with Excel.

This is a technique I used to use in Nissan to propose a new business and/or new affiliate companies to the executives including the CEO.

You can make a profit simulation to see when and how much profit you will get in a certain year in the future with a variety of assumptions.

It is extremely practical, which you cannot learn at an ordinary schools or universities.

 

I would be happy to conduct an intensitve course (a few days/ a week etc.) in you need the program.

【 Final presentation at Yokohama national university 】

My students are preparing team presentations at my logical problem solving class.

Each student is required to make a group and make a team conclusion of the following topic:

XXXX is the most critical factor for new graduates to get a job.

 

You are also required to show how you choose XXXX as your first priority. Showing some criteria to make the priority was suggested.

 

During the team discussion, they are expected to experience and learn:

1) how to apply the problem-solving and/or logical thinking techniques learned in the class.

2) how to manage the diverse team members to reach a conclusion in a limited time, including (logical) facilitation skills

 

This is a virtual but extremely PRACTICAL experience for student to solve an issue whitinthe global business environment.

 

I am excited to train those global students.

I am happy to consider any possobility to provide my PRACTICAL programs to your organization even outside of Japan. My programs are all developed by myself based on my business transformation experience in a large global organization, Nissan Motor Company. You will be able to learn how to logiclly and quantitatively solve an issue and develop your conclusions.

Please contact me if you need more information!

Logical problem solving class #8 at Yokohama National University

Today we started with the group discussion on the “digital camera” case. Each group presented their own conclusion and stories to logically support it.

 

I found a very common mistake in their logic development.

When they develop a logical structure which is called logic pyramid, you have to make sure that lower layer has to be a reason of the upper layer. In such case you can ask yourself, WHY SO? And SO WHAT?

You can make sure by asking “WHY SO?” that the lower layer is a direct reason of the upper layer.

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In the same way, you can make sure by asking “SO WHAT” that upper layer is a conclusion of the lower layer.

 

For example, let’s assume that your conclusion is “digital camera business is being shifted from Japan to the emerging countries”. And a reason to support this conclusion, which comes lower layer, is “parts used for digital camera is being communized”.

 

Obviously this is NOT a direct reason of the final conclusion. You have logic gap between the two. I made sure that we still need to repeat those exercise more for each student to develop a logical storyline by themselves.