16700

D R A F T Subject to Improvement!
MOR 554 (Section 16700R)

Leading Innovation and Change, Fall 2014
JKP 212; Mon-Wed, 12:30 1:0
Terance J. Wolfe, Ph.D.
Email: Terance.Wolfe@marshall.usc.edu
Office: Bridge 307-F
Phone: 23.7!0.07"#
FAX: 23.7!0.3#$2
Office Hours: Th, 3%!# & !%!#P', () a**oin+men+
Course Overview
GOAL:
The goal of this course is to enhance participant understanding of the nature and the processes of
innovative organizations, and what it takes to lead and manage them as a process of change.
Whether you read Business Week, Fortune, Fast Company, the Wall Street Journal, or Inc., they
each have their own annual list of the most innovative companies. Innovation has been one of
the most widely and consistently written about topics in the popular business press for the past
fifteen years. While financial meltdowns and recessions/depressions are episodic in the nature of
their press coverage, the coverage of innovation has been consistent across economic cycles.
Innovation is considered the wellspring of American competitive advantage, whether it be
through entrepreneur or intrapreneurship. It is seen as the source of industry development,
vitality and renewal. As such, it is essential that we develop an appreciation for what it is, how
to do it, and how to diffuse, spread or otherwise internalize it as a core organizational capability.
When seen in this way, innovation is nothing short of !change". Thus, we are interested in
understanding the re#uisites of an innovative organization, and what it takes to lead one
$rganizations are always in pursuit of competitive advantage % at least they should be& 'ost
would argue that the root of competitive advantage is differentiation. (egardless of public sector
or private, profit or non, organizations have a need to differentiate themselves. )ifferentiation is
dependent upon creativity and innovation and, more fundamentally, the acceptance and diffusion
of innovation % both within the organization as well as the marketplace. *ustained competitive
viability is dependent upon creating and innovating in a continuous way.
This course will review approaches to strategic, organizational, product/service, and process
innovations. A variety of influences on innovation and change will be e+amined including the
role of creativity, leadership, motivation, organizational culture, resistance, problemsolving and
decisionmaking. ,sing case studies, class e+ercises, and action research pro-ects, participants
will develop their understanding of innovation and the management of change. The course will
also utilize guest speakers and videos.
Fall 2012 Syllabus 554-1!00"#DRAFT
.
OBJECTIVES/
The ob-ectives of this course focus on creativity, innovation and leading change or diffusion.
The ma-or ob-ectives for the participants in this course are to/
.. 0rovide a knowledge base for understanding different types of organizational innovation.
1. ,nderstand organizational and e+traorganizational forces that influence innovation success.
2. )evelop an appreciation of the processes and challenges of leadership and change
management as they apply to innovation effectiveness.
Instructional Philosoph
The key to ac#uiring knowledge is involvement. As a graduate student, you are e+pected to
participate actively, responsibly, and competently. Involvement will be in the form of discussion,
#uestioning, analysis, reports and presentations, and problemsolving. I have high e+pectations
for your participation. Involvement re#uires that you take the initiative to prepare ade#uately for
each session through reading, e+ploring, and analyzing the assigned material.
3ach student can achieve the course ob-ectives through the following process/
.. 4ompetent preparation demonstrated by active participation in assigned activities,
including case preparation, analysis, and discussion.
1. Integration of sub-ect matter demonstrated through oral and written reports.
2. 0rofessional approach demonstrated by reflecting a mature, responsible, and managerial
perspective to the analysis and understanding of organizations and the concepts under review.
This may be evidenced by respect for the thoughts and contributions of your classmates as
well as the instructor.
5. Attendance and 0unctuality demonstrated by timely arrival for each class session, as well
as timely delivery of course assignments.
Course !alues
*everal values will be useful for orienting yourself to the attitude and approach of the course.
These include the following/
.. Attitude of e+perimentation
1. $rientation towards risk
2. Transcending boundaries and selfimposed limits
Course "or#at
The course will employ a variety of pedagogical approaches including lecture, discussion, in
class e+ercises, case analyses, videos, guest speakers and individual and team presentations.
1
Re$uire% &e'ts
'ichalko, 'ichael. 1667. $%inkertoys& ' (an)book o* Business Creati+ity *or t%e ,-0s, 2
n)
e).
8erkeley, 4A/ Ten *peed 0ress.
http///www.amazon.com/Thinkertoys9andbook4reativeThinkingTechni#ues
1nd/dp/.:;66;<<27/ref=sr>.>.?ie=,T@;As=booksA#id=.1<5166BB:Asr=;.
'oserWellman, Annette. 166.. $%e Fi+e Faces o* .enius& Creati+e $%inkin/ Styles to succee)
at Work. Cew Dork/ 0enguin.
http///www.amazon.com/@ive@acesEenius4reativeThinking/dp/8661*8;$@1/ref=sr>.>.?
ie=,T@;As=booksA#id=.1<516.672Asr=;.
0earnin/ Style In+entory, Fersion 2. 8oston, 'A/ T(E 9ay/'c8er. Dou can complete the G*I
HG*I2I online Hfor a fee I at the following site
%ttp&112223%ay/roup3com1tl14uestionnaires#Workbooks15olb#0earnin/#Style#In+entory3asp6
4ourse (eader/ A set of 9arvard materials Harticles and casesI.
2
&e'ts o( Interest
Adams, J. *tacy. 166.. Conceptual Blockbustin/& ' .ui)e to Better I)eas. 0erseus 8ooks.
4hristensen, 4layton. .BB<. $%e Inno+ator7s 8ilemma& W%en 9e2 $ec%nolo/ies Cause .reat
Firms to Fail. 8oston, 'A/ 9arvard 8usiness *chool 0ress.
4hristensen, 4layton A (aynor, 'ichael. 1662. $%e Inno+ator7s Solution& Creatin/ an)
Sustainin/ Success*ul .ro2t%. 8oston, 'A/ 9arvard 8usiness *chool 0ress.
)rucker, 0eter. .B;:. Inno+ation an) :ntrepreneurs%ip. Cew Dork/ 9arper8usiness.
Eladwell, 'alcolm. 1661. $%e $ippin/ ;oint& (o2 0ittle $%in/s Can <ake a Bi/ 8i**erence.
Cew Dork/ Gittle 8rown.
Kelley, Tom. 166.. $%e 'rt o* Inno+ation. Cew Dork/ )oubleday.
Kemper, *teve. 1662. Co)e 9ame .in/er& $%e Story Be%in) Se/2ay an) 8ean 5amen7s 4uest
to In+ent a 9e2 Worl). 8oston, 'A/ 9arvard 8usiness *chool 0ress.
Kubie, Gawrence. .B7.. $%e 9eurotic 8istortion o* t%e Creati+e ;rocess. Cew Dork/ @arrar,
*traus A Eirou+.
Geifer, (ichard, 'c)ermott, 4hristopher, 4olarelli$L4onnor, Eina, 0eters, Gois, (ice, 'ark A
Feryzer, (obert. 1666. "a)ical Inno+ation& (o2 <ature Companies Can =utsmart
>pstarts. 8oston, 'A/ 9arvard 8usiness *chool 0ress.
'ay, (ollo. .BB5. $%e Coura/e to Create. Cew Dork/ WW Corton.
'oore, Eeoffrey. 1661. Crossin/ t%e C%asm& <arketin/ an) Sellin/ (i/%-$ec% ;ro)ucts to
<ainstream Customers. Cew Dork/ 9arper8usiness 3ssentials.
0ink, )aniel. 166:. ' W%ole 9e2 <in)& <o+in/ *rom t%e In*ormation '/e to t%e Conceptual
'/e. Cew Dork/ (iverhead 8ooks.
(obinson, Alan A *tern, *am. .BB<. Corporate Creati+ity& (o2 Inno+ation an) Impro+ement
'ctually (appen. *an @rancisco, 4A/ 8errettKoehler.
(ay, 'ichael A 'yers, (ochelle. .B;;. Creati+ity in Business. 'ain *treet 8ooks.
(ogers, 3verett. 1662. 8i**usion o* Inno+ations, 5
t%
:)ition. Cew Dork/ @ree 0ress.
*chwartz, 0eter. .BB.. $%e 'rt o* t%e 0on/ ?ie2& ;lannin/ *or t%e Future in an >ncertain
Worl). Cew Dork/ )oubleday.
*chwartz, 0eter. 1662. Ine+itable Surprises& $%inkin/ '%ea) in a $ime o* $urbulence. Cew
Dork/ Eotham 8ooks.
Thackara, John. 1667. In t%e Bubble. 4ambridge/ 'IT 0ress.
Toffler, A. .B<63 Future S%ock. Cew Dork/ 8antam.
Tushman, 'ichael A Anderson, 0hilip Heds.I. .BB<. <ana/in/ Strate/ic Inno+ation an)
C%an/e& ' Collection o* "ea)in/s. Cew Dork/ $+ford ,niversity 0ress.
Fan )er 9ei-den, Kees. .BB7. Scenarios& $%e 'rt o* Strate/ic Con+ersation. 4hichester,
3ngland/ John Wiley.
5
Re$uire#ents ) *ra%in+
In order to pass the course, you must receive a passing grade on each grading criterion. Dou will
be evaluated based upon your performance relative to your classmates on the following criteria/
.. Advanced preparation of class assignments
1. 4lass participation 16M
2. *elfdescription pro-ect .:M
5. (esearch report Hwritten and oralI 16M
*ubtotal Individual 3valuations ::M
:. Eroup 0ro-ect
0rofessor 3valuation 1:M
0eer 3valuation .6M
4lass (ankings .6M
*ubtotal Eroup 3valuations 5:M
TOTAL .66M
EVALUATIONS
Assessments of student performance fall into two broad classes of evaluation/ individual
contributions, and group analyses and presentations.
A. Individual Evaluations (55%)
3ach student has direct and complete control over fiftyfive H::I percent of her/his final
grade. There are three basic components of this grade/ class participation H.:MI, self
description pro-ect H.:MI, and research report H16MI. Eood performance on each of
these is essential for overall individual success.
Class Participation (20!"
The primary instructional vehicle is discussion and engagement in classroom e+ercises
and cases. The ma-ority of class time will be devoted to these activities. 4lass
participation is essential to course success. It is imperative, therefore, that students
thoroughly prepare in advance of each class.
As part of the participation grade each participant will submit a brief synopsis Honepage,
typed, singlespacedI synopsis for each case A synopsis should address the following/
What typeHsI of innovation is HareI the focus of the case?
What makes this case particularly interesting to you from an innovation pointof
view?
9ow do the assigned readings inform your understanding of the case? 8e specific
about how the concepts in the articles contribute to your understanding.
9ow do the case and the assigned readings contribute to your understanding of
innovation and/or innovation processes in organizations more broadly?
:
What are your specific innovation takeaways? What generalizations can you
make from the case and articles to other situations % including your own.
Sel#$Description (%&! 'n(erstan(in) *our personal creativit*
3+plore how your life e+periences, thinking styles, imagination, attitudes and blocks to
creativity Hmental, emotional, cultural and organizationalI influence your personal
creative problem solving process.
a. Apply inventories and readings. Analyze your !right brain/left brain" styles.
9ow do they affect the way you meet challenges, solve problems, think things
through, e+ercise imagination, etc. 4onsider successes as well as failures.
b. Analyze influences Hpersonal demographics, family, schools, employers,
undergraduate ma-or, career, subcultures, religion, etc.I on your creativity.
c. )iscuss your thinking styles and attitudes in light of pertinent inventories He.g.,
+earnin) St*le Inventor* (re,uire(!, Five Faces (re,uire(!, '8TI, etcI.
d. $bserve the way you approach creative challenges.
e. 9ow does your style serve your creative potential? 9ow does it hinder it?
f. 9ow does all of this relate to your career and your work behavior, especially in
regard to solving problems, realizing opportunities, e+pressing creativity and
producing innovation?
g. @ormulate an action plan for further enhancing/developing your personal
creativity. 8e sure to identify specific behaviors or pursuits you can undertake.
In completing this assignment, you may find it interesting to visit the following sites/
www.wherecreativitygoestoschool.com/vancouver/left>right/rb>results.pl
http///www.typelogic.com
http///www.personalitypage.com
http///www.planetpsych.com/zinteractive/brain.htm
This paper should be appro+imately : pages, doublespaced, Times (oman .1 font.
Researc- Paper (20! 'n(erstan(in) innovation"
3ach participant (or pair! will submit a :.6 page paper Hdoublespaced, .1point fontI
and make an inclass oral presentation on a personally selected aspect of innovation.
There are three options for this assignment.
.ption % Process Innovation
Eoal % 0ropose a modification to enhance the efficiency, effectiveness, satisfaction of a
-ob or a work process.
0art I/ 4hoose either a -ob or a process for analysis. $bserve a work situation % either a
-ob or a process % for 2676 minutes. Write as much of the details of what you observe as
possible. What do you understand about the nature of the -ob Hthe processI in terms of its
purpose, goals, structure, flow, sociotechnical interface, and outcomes. Include any
observations or inferences about the re#uired duties, responsibilities, reporting
relationships, level of authority/responsibility, etc as a result of your observations? Think
about the elements of the -ob Hor processI, as well as the conte+t within which the task or
7
process is performed Hsetting, physical and social environment, structural/hierarchical
conte+t, etcI. (eturn to the same work situation at another pointintime Hpreferably time
delayed % .: daysI. 4apture your impressions rather than your observations. 9ow do
you imagine workers engaged in this -ob HprocessI feel about what they are doing? What
are your feelings as the observer?
0art II/ After completing 0art I, interview two or more participants in this work setting to
better understand their e+perience of the -ob HprocessI. What do they en-oy the most
about what they do? What do they en-oy the least? If it were up to them to redesign the
work HprocessI, what would they do differently? What would they keep the same?
0art III/ Taking into account details, impressions, feelings, and the e+periences of those
who actually perform the -ob HprocessI, how might this activity be accomplished in a
different way? 3+plore this situation through the application of at least four H5I
thinkertoys % at least two linear and at least two intuitive thinkertoys. 0ropose an
alternative/innovative approach to the same work re#uirement.
.ption 2 Pro(uct or Service Innovation
Eoal % 0ropose an innovative product or service. HDou might think about identifying a
current !irritant". What kind of product or service could address this irritant?I.
0art I/ Identify an e+isting product or service of interest to you. What is the productLs
HserviceLsI primary function? That is, what problemHsI does it solve? What are its
distinguishing features or characteristics? Which features present the greatest market
appeal? Why? Which features are less appealing? Why?
0art II/ Identify two or more users of this product HserviceI. Interview them about what
they use the product for. What do they see as its most appealing features? Its least
appealing features? What additional functionality, or other distinguishing features, would
they like to see the product HserviceI do Hor haveI that it currently does not?
0art III/ 8rainstorm about alternative ways of providing the same Hor enhancedI
functionality or features. 3+plore this situation through the application of at least four H5I
thinkertoys % at least two linear and at least two intuitive thinkertoys. 9ow might this
product HserviceI be redesigned to enhance its functionality, its features, and to improve
its market appeal? What potential do you see for a !disruptive" innovation, that is, an
innovation that fundamentally alters the playing field in this product HserviceI category?
What would be the characteristics of this disruptive innovation?
.ption / 0usiness Concept Innovation
Eoal 0ropose a disruptive business model for satisfying an e+isting or unmet, need.
0art I/ Identify an organization of interest % either an e+istent organization or one that
you would propose. Identify that organizationLs reason for being, that is, its mission.
What is its primary purpose? What is its vision? What is its strategy? What need is it
satisfying Hor does it hope to satisfyI in the market? Who has that need? What do you
estimate to be the market size for that need?
0art II/ 8rainstorm alternative strategies for meeting the market need. 3+plore this
situation through the application of at least four H5I thinkertoys % at least two linear and at
least two intuitive thinkertoys. 9ow might these strategies improve upon or enhance an
organizationLs ability to meet that need? 9ow should the business model be changed in
order for this strategy to be successful?
<
Erading of the research paper will be based on the following criteria/
Innovativeness&&&
'a-or concepts identified and appropriately discussed
0resentation to the class
9ow well the material was understood and communicated to the class
(esponse to #uestions
(esearch report inclass oral presentations are scheduled at various points throughout the
term. Dou will have ten H.6I minutes for your presentation. *ee syllabus for schedule.
B. Ta! Evaluations " G#ou$ Anal%sis and &#sntation ('5%)
@ortyfive H5:I percent of each individualLs grade is a function of her/his ability to work
with others and make contributions toward collective analyses and presentations. An
essential attribute of organizational success, and a #uality often stressed by recruiters, is
the ability to work effectively with others. This course allows you to develop your skills
in contributing to task groups and collective performance. It does this through a written
group pro-ect and oral presentation.
The purposes of the group pro-ect are to enable each student, through individual effort
and group interaction, to H.I e+plore different aspects of the innovation process, and H1I
apply that understanding to realworld situations. To achieve these purposes, students
will form themselves into groups of fourfive students each. Eroup pro-ects will be
-ointly evaluated by the professor H::M of the pro-ect, 1:M of the total gradeI and team
and class members H5:M of the pro-ect, 16M of the total gradeI.
(e#uirements/ The organizational and e+traorganizational forces that influence the
selected type of innovation should be identified and illustrated. Appropriate processes for
the management of change should be proposed that address the role of leadership,
motivation, organizational culture, resistance, problemsolving and decisionmaking.
Innovation an( Di##usion
4hoose a significant issue Hpollution, outsourcing, 9IF/AI)*, globalization, global
warming, prison overpopulation, etc.I and propose a creative/innovative way of
addressing it including an action plan for buyin and diffusion.
(. )efine the issue.
). Identify at least three different perspectives Hor framesI from which this issue can
be viewed.
*. 9ow might these different !framings" lead to alternative problem definitions and
solutions?
'. 3+plore your selected situation through the application of at least four H5I
thinkertoys % at least two linear and at least two intuitive thinkertoys.
5. 0resent a solution and a plan for action.
8e creative and innovative in your classroom presentation. 4onsider multiple forms of
media, engagement, etc. 0repare a report and deliver a group classroom presentation.
;
Written an) =ral "eport @25AB
3ach group will prepare a 1626 page written report Htyped, doublespaced, edited, spell
checked, $a+inatdI, and present it to the class as a whole. 3ach group will have 26
minutes to present Hthis assumes 5 pro-ect teamsI. Eroups should plan for appro+imately
twentyfive H1:I minute presentations, and five H:I minutes of #uestions and discussion.
HC$T3 % this may vary depending on final enrollment numbersI. Written pro-ects are
due from all groups at the start of class on 1e(nes(a*2 December /. Gate submissions
will be penalized Hone full letter gradeI.
Class "ankin/s @10AB3
3ach team presentation will be ranked by the rest of the class from . Hmost effectiveI to :
Hleast effectiveI. The team ranked most effective will receive an ANO the team ranked
least effective will receive a 8. The remaining teams will be distributed in between. Ten
H.6I percent of your total grade, and twentytwo H11I percent of your group grade, will be
assessed through class rankings.
;eer :+aluations @10AB
As one might e+pect, group assignments pose evaluation problems as to the contributions
of individual members a problem well acknowledged in the literature on organizational
economics. *pecifically, this poses a problem of PPopportunismLL or PPshirkingLL in team
production. To control for such opportunism, each team memberLs performance will be
evaluated by every other memberO that is, by those who are most likely to know, and
therefore most capable of evaluating, individual contributions to group effort. Ten H.6I
percent of your total grade, and twentytwo H11I percent of your group grade, will be
assessed through peer evaluation. Anonymous peer evaluations are due at the final class
session. *ee attached peer evaluation form. 3.T4" t-e total number o# A5s per )roup is
constraine( % see below.
It is important to be aware that the distribution of PPALsLL within a group is constraine(O
this includes AN, A, and A.
Dou cannot assign ALs Hof any formI to more than 76M of your total group members.
A 5person group cannot have more than two ALs, :person = 2 ALs, 7person = 5 ALs, <
person = 5 ALs.
0lease review the peer evaluation form in advance so that you understand the criteria and
the conditions of peer evaluations.
B
BEGINNING T,E COU-SE
In preparation for our first class session, please do the following/
(ead 'ichalko, $%inkertoys
Warning
0reface to the Cew 3ditionO The 8arking 4at HIntroductionI
4hapters . % 5
4hapters 2; % 2B
0ractice !creative affirmations" as suggested on pages B.6.
3+plore your creativity @,)* through !TickTock" Hpps 5<I
*elect two Hor moreI !'ind 0umping" e+ercises from 4hapter 1. 0ractice
them, and come prepared to share and discuss your e+periences in class.
.6
,ournals an% Resource Materials
ACA.E/IC &O&ULA- &-ESS
'ca)emy o* <ana/ement Journal
'ca)emy o* <ana/ement "e+ie2
')ministrati+e Science 4uarterly
'merican Sociolo/ical "e+ie2
Business (oriCons
Cali*ornia <ana/ement "e+ie2
(ar+ar) Business "e+ie2
(uman "elations
Journal o* 'pplie) Be%a+ioral Science
Journal o* <ana/ement InDuiry
Journal o* =r/aniCational C%an/e <ana/ement
<ana/ement Science
=r/aniCational 8ynamics
=r/aniCation Science
=r/aniCation Stu)ies
Sloan <ana/ement "e+ie2
Barons
Business 230
@out o* print, but C99 online arc%i+esB
%ttp&11money3cnn3com1ma/aCines1business2
%ttp&11money3cnn3com1/alleries1200!1biC210
!0E1/allery3ne6t#)isruptors3biC2
Business Week
Fast Company
Forbes
Fortune
Inc3
$%e Futurist
Wall Street Journal
..
&er# Pro-ect Resources
The following materials may be useful pointsofdeparture for your term pro-ect research.
Businss Con0$t 1 St#at+%
8rown A 3isenhardt, Competin/ on t%e :)/e
4hristensen, $%e Inno+ator7s 8ilemma
4hristensen, $%e Inno+ator7s Solution
9amel, 0ea)in/ t%e "e+olution
Kim A 'auborgne, Blue =cean Strate/y
Ferganti, 8esi/n-8ri+en Inno+ation
O#+ani2ation 1 St#u0tu#
Ashkenas, et al, $%e Boun)aryless =r/aniCation
9ock, Birt% o* t%e C%aor)ic '/e
0asternack A Fiscio, $%e Centerless Corporation
*emler, <a+erick
&o$l
Adams, Conceptual Blockbustin/
@letcher A $lwyler, ;ara)o6ical $%inkin/
'ay, $%e Coura/e to Create
$LKeeffe, Business beyon) t%e Bo6
*enge, et. al., ;resence& (uman ;urpose an) t%e Fiel) o* t%e Future
&#odu0t1&#o0ss
Eoldenberg A 'azursky, Creati+ity in ;ro)uct Inno+ation
0isano, $%e 8e+elopment Factory
/ana+in+ C3an+
Eladwell, $%e $ippin/ ;oint
Erove, =nly t%e ;aranoi) Sur+i+e
Jacobs, "eal $ime Strate/ic C%an/e
'oore, Crossin/ t%e C%asm
Cadler, C%ampions o* C%an/e
(ogers, 8i**usion o* Inno+ations @5
t%
e)B
Gn#al
Johnson, W%ere .oo) I)eas Come From
*enge, Kleiner, (oberts, (oss A *mith, $%e Fi*t% 8iscipline Fiel)book
Business Week
Cali*ornia <ana/ement "e+ie2
Fast Company
Fortune
Sloan <ana/ement "e+ie2
Wall Street Journal
.1
.ca%e#ic Inte+rit Polic
The 'arshall *chool is committed to upholding the ,niversityLs Academic Integrity code
as detailed in the *4ampus Euide. It is the policy of the 'arshall *chool to report all
violations of the code. Any serious violation or pattern of violations of the Academic
Integrity 4ode will result in the studentLs e+pulsion from the degree program.
It is particularly important that you are aware of and avoid plagiarism, cheating on e+ams,
fabricating data for a pro-ect, submitting a paper to more than one professor, or submitting
a paper authored by anyone other than yourself. If you have doubts about any of these
practices, confer with a faculty member.
(esources on academic dishonesty can be found on the *tudent Judicial Affairs Web site
Hhttp///www.usc.edu/studentaffairs/*JA4*.I. The !Euide to Avoiding 0lagiarism"
addresses issues of paraphrasing, #uotations, and citation in written assignments, drawing
heavily upon materials used in the universityLs writing program. !,nderstanding and
avoiding academic dishonesty" addresses more general issues of academic integrity,
including guidelines for adhering to standards concerning e+aminations and unauthorized
collaboration. The !166:1667 *4ampus" Hhttp///www.usc.edu/scampusI contains the
universityLs student conduct code.
Stu%ents with /isa0ilities
Any student re#uesting academic accommodations based on a disability is re#uired to
register with )isability *ervices and 0rograms H)*0I each semester. A letter of
verification for approved accommodations can be obtained from )*0. 0lease be sure the
letter is delivered to me as early in the semester as possible. )*0 is located in *T, 26.
and is open ;/26 a.m. % :/66 p.m., 'onday through @riday. The phone number for )*0 is
H1.2I <566<<7.
.2
&-O4ESSIONAL E5&E-IENCE
)r. Wolfe is the founder and principal of A3
1
EI* Eroup providing consultation services in strategydriven
performance and change management, as well as the design, delivery, and evaluation of management and
e+ecutive development programs. )r. Wolfe has consulted for a variety of organizations in the public and
private sectors both domestically and abroad Hclient listing available upon re#uestI.
4onsultation and 3+ecutive )evelopment services include strategydriven performance management,
organizational assessments, change management, conflict resolution, interpersonal communication,
leadership and top management team development, work force diversity, and strategic planning. )r. Wolfe
has provided a variety of supervisory, managerial, and e+ecutive development workshops in the aerospace,
high tech, and telecommunications industries, and for the ,* )epartment of )efense in West Eermany.
)r. Wolfe served as Assistant )irector of 4omputing *ervices at the ,4GA Anderson Eraduate *chool of
'anagement where he formulated and implemented a strategic computing and information systems plan.
)r. Wolfe has a broad network of e+ecutives, and local and national elected representatives in Taiwan and
Thailand where he also provides educational and consulting services. 4urrently, he serves as e+ecutive
consultant to the 0resident of *ripatum ,niversity, 8angkok, Thailand.
ACA.E/IC E5&E-IENCE
)r. Wolfe began teaching at the ,niversity of 'aryland in .B<7. 9e spent four years in West Eermany with
the ,niversity of 'arylandLs 3uropean )ivision. 9e has held teaching responsibilities at ,4GA,
0epperdine, 4alifornia *tate ,niversity, and the 4alifornia *chool of 0rofessional 0sychology where he
taught in the $rganizational 0sychology doctoral program and served as the Acting )irector of the
$rganizational 0sychology 0h) 0rogram. 9e has taught a wide variety of management and organizational
psychology courses at the undergraduate, '8A, and 0h.). levels.
4urrently, )r. Wolfe serves as ad-unct faculty in the 3+ecutive '8A 0rogram at 0epperdine ,niversity, the
'A in 'anagement at )ominican ,niversity, as well as in the e+ecutive doctoral program in *trategic
Geadership in the 4ollege of $rganizational *tudies at 4*00/Alliant ,niversity. 'ost recently, )r. Wolfe
has given invited presentations to 3+ecutive )evelopment 0rograms in Thailand and Taiwan.
)r. Wolfe has authored/coauthored book chapters and -ournal articles, serves as an ad hoc reviewer for
academic -ournals and conferences, and has presented at conferences in the ,* and abroad. 9is current
research is on strategic mindsets, the development of strategic sensemaking, and dimensions of high
performance management. 9e is a member of the Academy of 'anagement, Western Academy of
'anagement, *trategic 'anagement *ociety, World @uture *ociety, World Affairs 4ouncil, Asian 8usiness
Geague, Gos Angeles Fenture Association, and the 3mpowering Work/Action (esearch Cetwork.
E.UCATION
0h.)., $rganization A 9uman *ystems )evelopment, Anderson Eraduate *chool of 'anagement, ,4GA
8.*. and '8A, $ld )ominion ,niversity, Firginia
CO//UNIT6 SE-VICE
)r. Wolfe is active with the Cational 4onference for 4ommunity and Justice HC44JI, and the 'useum of
Tolerance, organizations committed to pre-udice reduction and combating bias, where he facilitates
intergroup dialogue. As pro bono service, he developed a multicultural campus community in the 0asadena
,nified *chool )istrict. 9e served as a member of an GA,*) *teering 4ommittee charged with
developing a multicultural relations course. )r. Wolfe sits on the 8oards of )irectors of two nonprofit
educational organizations % $live Fiew,4GA 'edical 4enter @oundation, and Ashay/ 3ducational
(esources for a 'ulticultural World. 9e also sits on the 0rograms *ubcommittee of the 8oard for 0ro-ect
Angel @ood, and the Institutional (eview 8oard at $live Fiew,4GA 'edical 4enter.
.5
&# -atin+ 4o#! 7o# Ta! &#o80t
&#o80t Na!: 9999999999999999999999
(ank order each of the members of your group IC4G,)ICE yourself on each of the items
below H. is best, 1 is ne+t best, etc.I. The 0eer 3valuation counts towards each studentLs final
grade. ,se the back of this form for re#uired comments as per the guidance at the bottom of this
page.
0lease list each of your group members below in al$3a:ti0al o#d# by last name. 8e sure to
include yourself.
A+P6A by LAST NA/E
Eroup 'embers/ A. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
8. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
4. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
). >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
3. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
@. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
E. >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
(ating 4riterion / Eroup 'ember A B C . E 4 G
.. Quality of contribution to group discussions
1. Quality of contribution to writing the assignment
2. Quality of contribution to organizing the assignment
5. Quality of initiative when something needed to get done.
:. (eliability in completing assigned responsibilities
7. Amount of effort put forth.
<. 4ommitment to the group
;. Geadership, motivation provided to the group.
B. 3mphasis on getting the task done.
.6. 3mphasis on cooperation and working well with others.
... Would want to work with this group member again.
TOTAL
Assign an alphabetical grade to each member of the group
based on your $F3(AGG impression of her/his contribution to
the groupLs performance. Dou may assign a group member any
grade from 6 to AN. 9owever, you cannot assign ALs to more
than 76M of your total group members. A 5person group
cannot have more than two ALs, : person = 2 ALs, 7 person = 5
ALs, < person = 5 ALs.
$n the following page, provide at least three directly observable be-aviors that represent what you
believe each team member did well, AN. at least three be-aviors that you observed that represent areas
for improvement/development for each team member. This is C$T about personalities, but rather it is
about those behaviors that are in service and supportive of successful team work and those behaviors that
are not.
Peer Rating Form_Team Project Page .:
&# -atin+ 4o#! 7o# Ta! &#o80t
&#o80t Na!: 9999999999999999999999
A/>>>>>>>>>>>>>>>>>>>
)id Well HbehaviorsI/
Area for improvement/development HbehaviorsI/
B/>>>>>>>>>>>>>>>>>>>
C/>>>>>>>>>>>>>>>>>>>
./>>>>>>>>>>>>>>>>>>>
E/>>>>>>>>>>>>>>>>>>>
4/>>>>>>>>>>>>>>>>>>>
Peer Rating Form_Team Project Page .7
/O- 55' " LEA.ING INNOVATION ; C,ANGE
S03dul o7 Sssions< -adin+s and .liv#a:ls " T3u#sda%s< =:*> " ?:*>< ACC )>5
@A .ATE TO&IC ; -EA.INGS INBCLASS
. Aug 1:
1<
INT-O.UCTION 1 OVE-VIE@ 1 C-EATIVIT6
'ichalko. WarningO 0reface H+i+vIO The 8arking cat H+vii % ++IO
Initiation/ 4. % 45O 3ndtoys/ 42; % 42B
(eview 4hap 1/ <in) ;umpin/. 0ractice
two or more e+ercises, and come prepared to
discuss in class
1 *ept .2 C-EATIVIT6 HcontinuedI
'oserWellman. Fi+e Faces o* .enius % (ead All
4omplete the Fi+e Faces o* .enius ;ro*iler Hpps. .2 % 16I.
4omplete the Gearning *tyle Inventory
4mail me *our Five Faces Pro#ile Scores (p %7! an( *our +SI st*le no
later t-an Sun(a*2 Au) 28
4ome prepared to do an inclass e+ercise
based upon your !)ominant @aces".
2 *ept ;
.6
C-EATIVIT6 HcontinuedI
Amabile A Khaire, 4reativity and the (ole of the Geader, (B"
8eckman A 8arry, Innovation as a Gearning 0rocess, C<"
http///www.ted.com/talks/lang/eng/-ill>bolte>taylor>s>powerful>stroke>
of>insight.html
'ichalko chapters/
Ginear Thinkertoys/ *lice A )ice, Think 8ubbles, Idea 8o+
Intuitive Thinkertoys/ The Three 8Ls, (attlesnakes A (oses, Cot
Kansas
5 *ept .:
.<
/ENTAL /O.ELS ; 4-A/ES
*enge, The GeaderLs Cew Work/ 8uilding Gearning $rganizations, S<",
@all .BB6
8urgelman A Erove, *trategic )issonance, C<", Winter .BB7
Jie Giang 0hone 9ome HAI A H8I
C$T3 % this case NOT for case writeup
*elfdescription pro-ects due
(must inclu(e +earnin) St*le Inventor* an(
Five Faces!
Fall 2011 Syllabus_554-16700R_Final Page .<
: *ept 11
15
INNOVATION " An Int#odu0tion
)rucker, The )iscipline of Innovation, (B", .B;:/1661
*karzynski A Eibson, 8uilding a *ystemic Innovation 4apability, (BS,
166;
9ustin A *akkab, 4onnect A )evelop/ Inside 0AELs Cew 'odel for
Innovation, (B", 'arch 1667
Thinkertoys/ G % 4<, 4.6, 4.;O I % 417, 41B, 422
7 *ept 1B
% $ct .
BUSINESS CONCE&T INNOVATION
Kim A 'auborgne, Falue Innovation/ The *trategic Gogic of 9igh
Erowth, (B", Jan % @eb .BB<
Kim A 'auborgne, 4reating Cew 'arket *pace, (B", Jan % @eb .BBB
The 3volution of the 4ircus Industry HAI
C$T3 % this case C$T for case writeup
Individual presentations of understanding the
creativity/ innovation process H.I % n = :
< $ct 7; &-O.UCT 1 SE-VICE INNOVATION
8ower A 4hristensen, )isruptive Technologies/ 4atching the Wave, (B",
Jan % @eb .BB:
8erry, et al, 4reating Cew 'arkets through *ervice Innovation, S<",
Winter 1667
http///www.ted.com/talks/lang/eng/-ane>mcgonigal>gaming>can>make>a
>better>world.html
CintendoLs )isruptive *trategy/ Implications
for the Fideo Eame Industry
3l 8ulli/ The Taste of Innovation
creativity/ innovation process H1I % n = :
; $ct .2
.:
&-OCESS INNOVATION
0isano, A @ramework for 0rocess )evelopment The 8oeing 4ompany/ 'oonshine *hop
B $ct 16
11
O-GANICATIONAL INNOVATION
'intzberg A Fan der 9eyden, $rganigraphs/ )rawing 9ow 4ompanies
(eally Work, (B", .BBB
'alone, 8ringing the 'arket Inside, (B", 1665
$ticon A/*/ 0ro-ect 226
Fall 2011 Syllabus_554-16700R_Final Page .;
.6 $ct 1<
1B
T,E INNOVATIVE O-GANICATION
'ossKanter, Teaching $ld 4ompanies Cew Tricks/ The 4hallenge
of 'anaging Cew *treams within the 'ainstream, (BS, 1661
Innovation at Timberland/ Thinking $utside the
*hoebo+
creativity/ innovation process H:I % n = :
.. Cov 2
:
.I44USION O4 INNOVATION
Eourville, Cote on Innovation )iffusion/ (ogersL @ive @actors, (BS,
1667
9ansen A 8irkinshaw, The Innovation Falue 4hain, (B", 166<
Kim A 'auborgne, Tipping 0oint Geadership, (B", 1662
Innovation at Gego Eroup
Innovation at 2'
.1 Cov
.6.1
LEA.E-S,I&
(eread *enge Hsee week 5I, The GeaderLs Cew Work/ 8uilding
Gearning $rganizations, S<", @all .BB6
9ill, et al, ,nlocking the *lices of Eenius in Dour $rganization/
Geading for Innovation, (BS;, 16.6
Geading Innovation at Kelvingrove HAI
'anaging Innovation at Cypro
creativity/ innovation process H<I % n = :
.2 Cov
.<.B
INTEG-ATION ; -EVIE@
Team 0ro-ect 0reparation
.5 Cov 15 TB.
Cov 17 T,ANDSGIVING B-EAD
.: )ec .2 4INAL TEA/ &-ESENTATIONS Team 0resentations % AGG
@inal Team 0ro-ect (eports )ue
Fall 2011 Syllabus_554-16700R_Final Page .B

16700

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D R A F T Subject to Improvement!

MOR 554 (Section 16700R)

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