Monday, 10 February 2014



SAHK in Hong Kong employs a considerable and varied staff. None are conductors but the whole organisation is structured and run 'conductively'.

The word 'conductive' (from the Latin), contrary to widespread assertion, means 'brought together', 'united':

Mr C. F. Fong is the Chief Executive Officer of SAHK. His account of the basis of a conductive model to develop all aspects of an organisation's operation, everyone and everything, is as far as I know unique within the world of Conductive Education (of all places!) His concise, hierarchical statement has been published on line in English since at least 2008. I cannot recall its having been cited in the Western world of Conduction Education – with one exception, Norman Perrin.

SAHK's model

To summarise Mr Fong's words:
  • At the top are corporate-driven business missions and objectives that are founded on our values and beliefs with CE in the core.
  • Our definition of CE is philosophical – an upbringing approach focusing on the education of will for building a robust personality.
  • Operationally CE is a person-centered approach that brings together different areas of development into a united whole in a well-structured environment.
  • The fourth level is our infrastructure and functions including people, service, finance, support and servicescape... work is organized around processes with customers at the centre... customers travel through a service unit through a series of task-oriented processes across their entire whole day.
  • We define our business process as a collection of cross-departmental intervention strategies that creates an output that is of value to the customers... implementation of CE is founded on redesigning these core business processes (the fifth level).
  • CE combines individual departmental efforts into a coherent whole by keeping our guiding philosophy and business strategies in mind while planning and
  • Continuous quality improvement relies on effective service management (the sixth level)... managing people and processes with quality effort... toward achieving our business objectives.CE is not only a unique way of service delivery, but also as guidance for building our ‘through-train’ network of business delivery channels (the bottom level).
He adds 
  • Our service expansion policy is also centered on the business objectives. This has, in turn, reinforced our successful implementation of CE.
His exposition is topped and tailed as follows –
  • For an organization of our size, we need a strong corporate approach. SAHK has consolidated its business logics into a model that governs its service under the branding of Conductive Education... This business model has transformed SAHK toward a competitive modern business designed to put our customers first. It is cascaded from the top down but it only works until it has permeated into every corner of the Association and not just among the professionals.

Fong, C. F. (n.d.) The business model of SAHK – a new vista for NGO corporatization

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Blogger NormanP said...

"I cannot recall its having been cited in the Western world of Conduction Education – with one exception, Norman Perrin"

.... but, unfortunately, Norman Perrin failed to persuade anyone at Paces to take any interest.

Actually, my colleague Karen Hague had pondered the question "Could an organisation be conductive?" well before I had read the fascinating SAHK business model and so I came to it with an open and inquiring mind.

I still think it should be compulsory reading for every Trustee, every manager and every conductor.

Thursday, 13 February 2014 at 23:14:00 GMT  
Blogger Andrew Sutton said...

One of Sod's Laws:

h → w ≠ d


h = horse
w= water
d = drink

As for reading, I am with Lao Tsu on this, see my posting of 13 February:

Chin, chin. Onwards and upwards,


Friday, 14 February 2014 at 08:10:00 GMT  

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