Rhem-Westhoff

Assignment III

Validate Timeline in School & Non-School Organizations

EDT646

02/08/06

11/9/89

Flattener #1 - The Fall of the Berlin Wall

In his text Friedman names the fall of the Berlin wall as a flattener because he believes it started a “democracy domino affect” worldwide. It enabled us to see the world as a seamless whole (p.51), tap into each other’s knowledge pool and perhaps most importantly it paved the way to adopting standards. (p.52) With the advent of Windows Friedman notes that the walls had fallen and windows had opened resulting in a flatter world. (p. 54)

Flattener #1 - GHSP – Grand Haven Stamped Products, Grand Haven, MI

In 1985 there was a departmental IBM PC that was shared among five engineers. Applications included a basic AutoCAD program and Lotus 123. The computer use was integrated slowly as applications became available. With the release of Windows 3.0 in 1995 all the engineers were given a PC of their own. The effects that were immediately evident included self-sufficiency (they no longer needed secretaries), the amount of information available at their fingertips and the virtually instant communication made possible with e-mail. Less face-to-face communication changed the dynamic of someone being put on the spot for answers. They could read the e-mail, think about a solution or answer – and then respond.

The fall of the Berlin Wall in 1989, enabled GHSP to open a plant in Dresden which was formerly behind the Wall. The date the plant opened was 10 years beyond the fall of the wall (1999). The company also acquired business with Audi that would not have been possible under East Germany’s Communist rule.

Flattener # 1 – Comments from the Director of Technology for the Muskegon

Area Intermediate School District (MAISD)

When you look at the history of technology in education you get a real sense that the power of technology was not realized until the late 1990’s despite the domino affect put into motion with the fall of the Wall and ‘opening of Windows.’ I remember working with a menu system for DOS using Word Perfect menu software. Navigating through DOS was difficult for the end users and there were very many programs that provided a menu front end. Applications were limited because of the protected memory issues and they impacted the hardware. When OS/2 was released it was the beginning of applications working in a protected memory space as well as the beginnings of the GUI interface. Later Windows 3.1 and Windows 3.11 were released. The latter being the first networking Windows application.

With the advent of the MAC operating system (borrowed from Xerox) applications took off in the classroom because of the ease of use.

Yes, I would say that the GUI (advent of Windows) facilitated an acceleration in educational technology applications and use.

11/8/89 – Present

Flattener # 10 – The Steroids

The steroids as Friedman refers to them are: Digital, Mobile, Personal, & Virtual. The steroids will increase the inherent ability of the other nine flatteners to empower individuals and companies to derive as much as possible from the advantages offered by a flat world.

Flattener #10 – GHSP

Virtually all GHSP employees have a pager, a cell phone or both as provided by the company. The sales force employees also have Blackberry devices. On the shop floor in this manufacturing company, the team coordinators have Nextels to contact employees to receive immediate response to any problems. VoIP is currently being evaluated and should be implemented later this year. For many years they have had PicTel capability to allow electronic face-to-face meetings. (Video conferencing) This technology includes a virtual drawing board where you can place a part so the person on the other end can have a visual rather than just a verbal description. Web conferencing is also widely used both internally and externally. These steroids have indeed been a part of GHSP from 1989 to the present just as Friedman suggests.

Flattener #10 – Comments from the Director of Technology, MAISD

What Friedman coins steroids will, in my opinion increase exponentially as far as opportunities for schools. From the advent of Windows 3.0, Netscape and Google, on to wireless connectivity and fiber connecting not only the nations of the world but connecting schools and even households. Laptops on carts providing mobile, wireless connectivity to schools have empowered teaching and learning without requiring the purchase of computers for every location/room. Laptops are being produced as we speak that will run Linux, have a hand crank battery, fold up into a little suitcase kids can carry – all for $100.00! I see this flattener as by far the most exciting and far reaching.

1991

Flattener #4 – Open Sourcing

Friedman correctly defines groups of Open Source developers as self-organizing collaborative communities. Peer reviewed science is another descriptor he uses. He explains that the two primary types of open sourcing making it a flattener are intellectual commons and free software. The intellectual commons form of open sourcing spread quickly and self-organizing collaborative communities sprang up in many areas. (p.93) Friedman stresses that open source is an important flattener because it can challenge hierarchical structures with a horizontal model of innovation. (p. 102)

Flattener #4 – GHSP

Other than communication protocols used on the company networks and an apache server the interviewee could not name an instance of open source use. The apache server was installed in 1999.

Flattener #4 – Comments from the Director of Technology, MAISD

I would say the 1991 date is pretty close to my introduction of open source software in the schools. Perhaps 1996 is a bit more accurate. Either way, open source software is making great strides in education because of the low cost of implementation. It is usually free or the cost is negligible, which makes it very attractive to schools faced with budget crunches. Companies such as Novell have adopted an open source software direction for the corporate structure and will only run open source software on their desktop and server applications. Star Office by Sun is now backwards compatible with Microsoft applications so that students can take information from anyone and use it in their Sun software applications.

Until it becomes more widely adopted commercially, I think we do our students a disservice by attempting to train them only on Open Source software. The world like it or not, is still controlled by Microsoft and until they are unseated we need to give our students training on what they will face in the corporate world.

08/09/95

Flattener #2 – When Netscape Went Public

Netscape further flattened the world by turning the PC into a tool for ordinary folks. A tool that sparked the Internet boom. The demand for things in digital format resulted in companies over-investing in the laying of fiber-optic cable. The fiber connected the world like never before. Just as important (in my opinion) was the commitment the Netscape owners had to ensuring that the protocols used on the Web remained open. Together the dot-com boom and the Telecommunications Act of 1996 launched the fiber-optic bubble. (p. 67) The fiber cable that provided global connectivity was a ‘permanent’ outcome of the dot-com boom despite the dot-com bust, and prepared the way for the next flattener.

Flattener #2 – GHSP

Like most people and most organizations, GHSP went through a “Hey, what’s this Internet thing?” phase. In 1996 they caught on and developed their own Web site, GHSP.com. Initially the Web site was promotional and informational in nature but evolved into a source for company standards and supplier manuals needed by suppliers. The Web site allowed for supplier visualization. They could get shipping schedules online eliminating the need to call or have them faxed. In 1997 the company IT department developed an Intranet. The Intranet’s purpose was to provide interdepartmental information to the employees. The company president’s vision was “a single point of truth” meaning that what is on the Intranet is the “truth” and anything else is uncontrolled. The Intranet empowered the individual by providing access to vast amounts of data in a reduced amount of time. Shortening the time it took to find the data left more time for the increased analysis of the data leading to more productivity.

Flattener # 2 – Comments from the Director of Technology, MAISD

Gone are the days of the Gopher and Pine! When the Internet came into the mainstream about 1995, schools grappled with having to use the DOS based applications to get out and explore the Internet. When Mozilla began to write the standard for what we have today, it changed the face of the Internet. I can’t image trying to get kids to surf for information on the Internet using Gopher, and writing e-mails to their instructors with Pine. It has opened up an entirely different educational process.

1995 – Present

Flattener # 9 – In-forming

Friedman states “There is no bigger flattener than the idea of making all the world’s knowledge, or even just a big chunk of it, available to anyone and everyone, anytime, anywhere.” (p.153) He goes on to say that in-forming is the individual’s personal analog to open-sourcing, outsourcing, insourcing, supply-chaining and offshoring.(p.153) Being able to “inform” ones self empowers individuals and companies to take advantage of the other flatteners.

Flattener #9 – GHSP

A single point of truth is the goal of GHSP’s Intranet. The Intranet was developed in 1997. Any hardcopies are purely for convenience and not considered to be the “Gospel” unless they happen to be identical to what is on the Intranet. They strive to have customers, employees and suppliers find what they are looking for on the Intranet with four clicks max. Employees submit engineering data for approval by the customer through an Internet service called Powerway. Presently suppliers have access to information allowing them to make their own supply chains more efficient. The submissions of engineering sample data to customers are now approved electronically, eliminating the need for physical signoffs. They are very disciplined with ensuring that all information sharing and meeting data is available on the Intranet.

Flattener #9 – Comments from the Director of Technology, MAISD

The ability for students to do research has changed forever with the advent of Google beginning in 1995. My daughter for instance had to do a research project recently and the Internet was down at the house. I suggested that she use the encyclopedias that we have to complete her assignment and she had no idea how to do the work. Our students today are dependent on the Internet for all of their research and homework assignments. We should get back to teaching our students and kids how to do research without the use of the Internet so that they don’t lose the skills necessary to be successful later.

1996 – Present

Flattener #8 – Insourcing

Friedman describes insourcing in terms of synchronizing your business’ supply chain, creating in effect a dynamic supply chain manager. Insourcing is another form of collaboration that creates value horizontally. (p.143) It allows big companies to act small and small companies to act big. I think it is especially beneficial for the smaller companies who without insourcing would not be able to be nearly as efficient with their supply chain.

Flattener #8 – GHSP

Some time around 1997 GHSP began to use insourcing more effectively, resulting in delivery of more sophisticated services to the end customer. This translates into higher value in that GHSP is able to provide more technology value versus physical value. The use of Electronic Data Interchange (EDI) has brought about the death of the blueprint and the end of hand forming prototype parts. Suppliers can design parts from data uploaded right into machining centers. Tool and Die employees become CNC operators. The dates for this flattener are congruent with GHSP’s experience.

Flattener #8 – Comments from the Director of Technology, MAISD

Similar to my comments for supply-chaining, I see the school system using technology to collaborate and shorten the supply chain of teaching students and ultimately posting grades. As stated in the supply chaining section (Flattener # 7), this collaboration is made available with the networking of the district schools. In addition to the parent viewer software mentioned for Flattener # 7, we also have available the electronic gradebook. This allows the in-house processing of grades. Grades no longer need to be submitted by teachers to a REMC system or district mainframe for calculation. This shortens the supply chain for calculating and posting student grades. The electronic gradebook fits more closely with this section as far as Friedman’s dates of 1996 – present whereas the parent viewer software was perfected a bit later (around 2000).

Mid to Late 1990’s

Flattener #3 – Work Flow Software

Following the wall-Windows-Netscape phase the world needed software written that would allow software applications to connect and communicate with other applications. More protocols allowing this type of server to server (both hardware and software) connectivity were needed. The development of XML (a metalanguage) and SOAP a transport protocol allowed this to occur. Common standards were, and still are the key.

Flattener #3 – GHSP

Work flow software implementations at GHSP include suppliers having online Intranet access to shipping schedules and the ability to upload data into their machines to build parts. They also electronically submit roughed out designs for parts to China where they are detailed overnight while this country sleeps and sent back completed in the AM. The EDI mentioned for Flattener #2 would also fit into this flattener. Friedman’s dates for this flattener accurately reflect GHSP’s experience.

Flattener #3 – Comments from the Director of Technology, MAISD

Work flow software that comes to mind is again the electronic gradebook and the parent viewer applications. The purchase order system for the districts was streamlined with applications that became more widely available and better written during this time period (mid to late 1990’s). Even more recently (2000 or so) a substitute call-in system was developed. This allows teachers to call in or login to the system when they need a substitute rather than having to bother someone with a phone call.

Y2K

Flattener #5 – Outsourcing

After the dot-com bust, the scarcity of capital and need to cut costs, coupled with the huge task of correcting potential software millennium bugs, outsourcing was put on the fast track. Though GE outsourced as early as the late 1980’s, it is when the world approached Y2K that outsourcing took off at an accelerated rate. People became aware of this new form of collaboration and horizontal value creation. (p.108)

Flattener #5 – GHSP

Outsourcing to remain competitive became a part of company strategy for GHSP initially in 1996/97 when they acquired ownership stake in a plant called Fico-Triad near Barcelona in Spain. The Fico-Triad plant was able to make some parts more cheaply. The plant in Spain was a first foray into penetrating the European market. Between 2000 and 2002 the company acquired ownership stake in another plant, this time in India. This plant also manufactured parts at a reduced cost. The first time GHSP outsourced any engineering capability was in 2002 when they opened GHSP Shang Hai. Currently the engineers in Grand Haven start a task/project, send it as an electronic file, the Indians pick it up and work on it while we sleep and GHSP Grand Haven gets it back in the AM (EST).

Flattener #5 – Comments from the Director of Technology, MAISD

Collaboration and horizontal value creation are exactly the terms that can be used to describe a form of outsourcing we use in the schools. I am referring to using distance learning for staff development. In an effort to save travel time and money, schools are collaborating by using and sharing distance learning tools and experiences. Teachers and staff who find it difficult or cost prohibitive to leave their buildings for staff development can still participate through distance learning. Another indirect example that comes to mind is the CPA firm who does the accounting work for the ISD. Like many other firms, the actual number crunching tasks are shipped overseas. I would concur with Friedman’s Y2K date for the examples I mention.

12/11/2001

Flattener #6 – Offshoring

China joined the WTO on 12/11/01 opening the door for international law to regulate the rules of importing, exporting and foreign investing for global companies who wished to do business there. Friedman writes that the true flattening aspect of China and offshoring is the resulting competitive flattening. In other words, other countries will compete with China to become the recipients of businesses and companies who offshore. The standard will continue to be raised as these countries compete for global business.

Flattener #6 – GHSP

It was 2004 (three years later than the 2001 date Friedman mentions for this flattener) before GHSP actually bought an entire plant overseas. It was a final assembly plant of parts that are shipped directly from the plant to Honda Asia which manufactures Japanese built Accords. This local supply of parts was the beginning of a solid and fruitful relationship with Honda Japan. GHSP is now the single source of shifters for Civics worldwide. The shifters for the Civic are manufactured in Hart, MI. The company also purchased a company in Germany to manufacture Audi components.

Flattener #6 - Comments from the Director of Technology, MAISD

Currently I do not see a true example of offshoring as far as my experience in the school system. I suppose students who begin to take online courses from universities and high schools overseas may qualify as an example of offshoring. Also, perhaps students studying overseas for a semester or term may qualify as participating in offshoring and this surely has become easier with the flattening of the world.

Early to Mid 2000

Flattener #7 – Supply-Chaining

Friedman defines supply-chaining as a method of collaborating horizontally – among suppliers, retailers, and customers – to create value. (p. 129) The more supply chains grow, the more they encourage common standards which allow more and more pieces of a company’s and even the world’s supply chains to work together. Points of friction at borders says Friedman, will be eliminated.

Flattener #7 – GHSP

Around 2002-03 GHSP changed the name of the purchasing department from Purchasing to Supply Chain Management. Around 2000 they started a bar coding system that barcodes supplies and aids in electronic production reporting. Electronically they can determine how many supplies/parts were sent and how many are still owed. This freed up workers for more strategic tasks and planning such as looking for better, alternate sources (raw materials, suppliers, etc.) Upon delivery, supplies are scanned right off the truck. GHSP hires out a lot of trucking and the trucks make a ‘milk run’ – several stops at multiple places. The barcodes are used to know where to efficiently place the items on the truck. This adds efficiency to the ‘milk run’ plan.

Flattener #7 – Comments from the Director of Technology, MAISD

A form of supply-chaining I see in the school system using technology that became available in early to mid-2000, is the collaboration made available with the networking of the district schools. The schools being the retailers in Friedman’s example, the parents and teachers perhaps the suppliers and the students the customers. All the schools are online and can collaborate by sharing information. For example, the Career Tech Center can access information about member students from their sending schools and students can access information about post- secondary schools including articulation opportunities and agreements. The availability of Parent Viewer software allows real-time access to a student’s grades. This dramatically shortens the supply chain of work assigned by the teachers, completed by the students, assessed by the teachers and then results communicated back to the students and parents.