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Session 3 -- leadership through innovation


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Session 3 -- leadership through innovation

  1. 1. Leadership through Innovation
  2. 2. Innovation: Incremental and Disruptive
  3. 3.  Continuous improvement achieves (near) perfection. Think Toyota. None of its innovations were particularly disruptive to automobile design, but, the company achieved near perfect quality. Incremental innovation can produce disruptive effects. Returning to Toyota, consider the disruption of Toyota quality to the US’s Big Three automakers; and ultimately, to European car makers when Big Three quality approached that of Toyota. Incremental innovation is far more sustainable a business model. Hardly any company can be a disruptive innovator. Saito bemoaned “miles of dead, burned-out companies” that pinned their hopes on the next iPod.
  4. 4.  It anticipates unmet needs, rather than fulfill old ones. Incremental innovation would have made a healthier horse, whereas disruptive innovation begat the automobile. Disruptive innovation has a cascading effect of possibilities. The Internet began as a method of communication, which begat search engines (replacing encyclopedia) and online collaboration (bringing globally diverse teams together), and made way for thousands of companies and millions of jobs. Disruptive innovation draws upon a collective consciousness, where incremental innovations rely upon thousands of good and small ideas from a closed ecosystem (like the Toyota employee base). The Internet is improved and innovated in a continuous feedback cycle, across a global ecosystem of companies and users.
  5. 5. “The Innovator’s Dilemma isabsolutely brilliant. ClaytonChristensen provides aninsightful analysis of changingtechnology and its importanceto a company’s future success. Ihighly recommend this book foranyone interested in business orentrepreneurship.”— Michael R. Bloomberg
  6. 6. The Innovator’s Dilemmapresents a set of rules forcapitalizing on the phenomenonof disruptive innovation:  When it is right not to listen to customers.  When to invest in developing lower-performance products that promise lower margins.  When to pursue small markets at the expense of seemingly larger and more lucrative ones.
  7. 7. “This book lives up to its promise: more thanan engrossing read shot through withChristensen’s rigorous thinking andtrademark clarity, it’s a valuable tool forevery aspiring upstart.” — Fast Company“The Innovator’s Solution teachescompanies to become the hunter instead ofthe prey.” — Newsweek“Fresh thinking aplenty… nothing less thana handbook for managers who would ratherdisrupt than be disrupted.” — Financial Times
  8. 8. “The Innovator’s DNA sheds new light on theonce-mysterious art of innovation by showingthat successful innovators exhibit commonbehavioral habits—habits that can boostanyone’s creative capacity.” — STEPHEN R. COVEY“The Innovator’s DNA is the ‘how to’ manual toinnovation, and to the fresh thinking that is theroot of innovation. It has dozens of simple tricksthat any person and any team can use today todiscover the fresh ideas to solve the importantproblems. Buy it now and read it tonight.Tomorrow you will learn more, createmore, inspire more.” — SCOTT D. COOK
  9. 9. “Innovation is at once important forbusiness success but somehow dauntingto many companies. The other side ofInnovation shows — using practicalexamples and ideas and clear writing —how to marry the company’s corebusiness with new activities. With itsemphasis on the importance ofimplementation, the book provides awonderful complement to the emphasison creativity and discovery so commonin the innovation literature.”— Jefrey Pfeffer
  10. 10. “Innovation – the process oftaking new ideas through tosatisfied customers – is thelifeblood of any organizationtoday. Nothing stultifies acompany and the individualsworking in it more than a lack ofinterest in positive change. Youcannot stand still: either you gobackwards or move forwards.”
  11. 11. The Nine Lives of Innovationinclude: Focus: tune out the distracting“noises” of everyday life. Preparedness: be ready tospring when you least expect it. Perspective: break from thetired old way of looking at things. Intellectual Provocation:everything is fascinating … if youknow where to look.
  12. 12. “A breakthrough for thegenre… Peters is not onlythe father of thepostmodern corporation …he may well have producedthe first piece ofpostmodern managementliterature.” — Los Angeles Times
  13. 13. “In today’s ever-changingeconomic landscape,innovation has become evenmore of a key factorinfluencing strategic planning.This helpful volume will helpthe reader recognize and seizeinnovation opportunities.”
  14. 14. ‘This book is incredibly importantbecause it is a way to share with thewhole world the most importantinnovations that are happening. Howdo we learn about what is happeningaround the world if we do not haveWISE? This book educates us andshares best practices. We are verygrateful to WISE and we need to getthis book into everyone’s hands: it is avery valuable resource.’— Ms Carolyn Acker, Founder, Pathwaysto Education
  15. 15. "A brilliant teacher, Christensenbrings clarity to a muddled andchaotic world of education." —Jim Collins“Just as iTunes revolutionized themusic industry, technology has thepotential to transform education inAmerica so that every one of thenation’s 50 million studentsreceives a high quality education.Disrupting Class is a must-read, asit shows us how we can blaze thattrail toward transformation.” —Jeb Bush, former Governor of Florida
  16. 16. How Disruptive Innovation helps
  17. 17.  Disruption has several definitions in the English language, and not many of them positive in nature. A television commercial can disrupt a viewer; students can disrupt a class by talking out of turn; and the introduction of new technologies can disrupt traditional means of getting the job done. The disruptive "factor" halts progress and creates complications that someone must deal with in order to get things moving in the right direction.
  18. 18.  A disruptive technology, also known as a disruptive innovation, is an innovation that transforms an existing sector or creates a new one by introducing simplicity, convenience, accessibility, and affordability, where before the product or service was complicated, expensive, and inaccessible. Its initially formed in a narrow foothold market that appears unattractive or inconsequential to industry incumbents.
  19. 19.  The biggest one were seeing broadly throughout education centers around online learning. It looks like a classic disruption in that the early "PowerPoint and an Internet connection" iterations of it were pretty clunky. Significant strides have been made in the online education world over the last few years, and it now reaches students who previously lacked access to quality courses, and those who need credit or dropout recovery options. As a result, online learning is now growing significantly, both in the K-12 and the higher education space.
  20. 20.  The personal computer is the classic example of a disruptive innovation. Before it came along, computing was done through mainframe or "mini computer" centers where an expert handled the task with punch cards. This was expensive, with the computers themselves costing about a quarter of a million dollars. And while the earliest personal computers couldnt handle complicated tasks, they did put computing at everyones fingertips. Over time, this disruptive innovation has completely transformed the computing industry.
  21. 21.  When you look at the nations K-12 system, one of its biggest struggles it faces involves the standardized batch model testing process that conflicts with the fact that students learn in very different ways, and at differing paces. The exciting aspect of disruptive innovations such as online learning is that it helps education break out of that monolithic mold and over to a more "student-centric" system. Through online learning, students can proceed down different paths, thus creating a more constant, mastery- based environment based on competency models. This is an exciting transformation thats certain to lead to more upheaval of traditional systems over the next 10 years.
  22. 22.  The fact that disruptive innovations have historically tripped up the existing institutions in any field. Digital Equipment Corporation was the mini-computer leader, for example, and was disrupted by Apple and IBM. Eventually, the entire mini-computer industry collapsed, proving that disruptive innovations are difficult for existing institutions to "catch." This challenge can be turned into opportunity in the educational field, where teachers and administrators can continue to run existing systems while simultaneously implementing disruptive innovations at the fringes--say, by benefitting students who arent being served by our schools (through online education, for example). Such dexterity can be difficult and will present leadership and managerial challenges, but Im optimistic that our schools can do it.
  23. 23.  Contrary to the common view that schools have changed little in the past century, in fact they have changed in very substantial ways. In seeking to improve achievement of US students, enhancing and building upon students’ intrinsic motivation is a key area in which schools can excel. Customizing learning to the student is a key factor in making education intrinsically motivating for students. Schools’ use of technology has had limited benefits. Education has avoided disruptive influences that force fields to evolve and change. Online learning as it is being implemented today is often replacing non-consumption.
  24. 24.  Ensuring that students and parents are free to choose online courses and schools. ƒEncouraging schools of education to incorporate online instruction as part of the curriculum for future teachers, to include pre-service training in teaching online, and creating additional professional development options for certified teachers. ƒAllowing teachers to teach across state lines by encouraging reciprocity of recognition of teaching credentials. ƒ
  25. 25.  Creating true national content standards so online content does not need to demonstrate alignment with countless different content frameworks. ƒ Revising accounting standards for funding to get away from count dates, seat time, and other measures that don’t apply to the online environment. ƒ Establishing some standard metrics for basic quality assurance and measurements, such as consistent measures for course completions, etc.
  26. 26. The Independent Educator andthe Entrepreneurial University
  27. 27. We are often skeptical of theGovernment and its regulatingagencies understanding ofchallenges to education, and theircomplete indifference toovercoming these challenges.
  28. 28. Our hope is in independenteducators who as responsibleprofessionals help you bridge thegap between where the rest of theworld is heading, and our myopic ifnot cataract vision for our learners.
  29. 29. If one were to pursue the professionof medicine, law, architecture oreven finance as in a CA, CFA or CFE(Certified Fraud Examiner), onecould choose to be employed by alarge corporation, the Governmentor be self-employed.
  30. 30. But these options are not availableto a qualified educator. One mayhave a teaching credential or aPh.D. with impeccable academiccredentials, but one cannot teach asa self-employed academic forrecognised qualifications.
  31. 31. One of the undesirableconsequences is that the goals ofuniversal primary education are notbeing met, nor is the desired grossenrolment ratio being achieved forhigher education.
  32. 32. With 4 recent technological trends ofsmartphones in every hand and moreeducational Apps becoming available,better data plans for Internet, and moresolutions on the cloud and offlinegroups supporting online communitiesor forming offline communities basedon online groups. These becomesmaller learner cohorts in an otherwiseMOOC model.
  33. 33. Just as salaried theatre artists evolvedinto independent actors and nowmillionaire superstars, we may seeindependent educators, practicing asfreelance educators within theframework of existing Institutions laterevolving to Institutions themselves,especially in an entrepreneurialuniversity environment.
  34. 34. Once it is made possible, it is clearthat many academics would love tobe a freelance educator, offeringcourses online and earning whatthey can earn.
  35. 35. This requires two things: a teachingenvironment, and accreditation. Severalpeople have already built the first; allthats lacking is the second. And oncewe acknowledge that providing highquality learning for future generationsis more important than preserving oldunviable models, the correspondingaccreditation models would also workout.
  36. 36. By way of information, among thedozens of choices available forindependent professors, Udemy andStraighterline are 2 very good optionsand in India we have wiziq andquampus as 2 similar options. As thismodel gets more successful, may moresolutions would crop up to support oneperson academies. Possibly a21stcentury version of our owntraditional gurukul.
  37. 37.  Was a vision ( or perhaps a dream ) of Burton Clark, who desired academics to pursue their goals rather independently. .... We find the entrepreneurial university or be a place that diversifies income to the point where its financial portfolio is not heavily dependent upon the whims of politicians and bureaucrats who occupy the seats of state policy, nor upon business firms and their commercial influence nor even upon student tuition as main Effective stewardship comes to depend not on the state or " the market" , but on university guidance and self- determination. The entrepreneurial university does indeed provide a new basis for achievement".
  38. 38.  Unlocking the commercial value of the knowledge created and held in a University, is more feasible in the Knowledge economy than in the Industrial Age or the agricultural age. The idea is very suitable to implementation in the coming years, and can be a good idea to develop and pursue in the New Year. We cant call it a University, because under section 3 of the UGC Act, only a body created by Parliament or State Legislature can be permitted to use the label University.
  39. 39.  Mainly driven by the technologies mentioned above, it will be for enterprising learners, enterprising faculty and enterprising business leaders. This will be an academic learning community with a difference. Seeking independence and acknowledging that he who pays the piper calls the tune and that ‘the Government funded autonomous Institute is a myth, is able to establish both financial and academic autonomy without being at the mercy of the Government or large business corporates.
  40. 40.  Chaired by Shri Sunil Mitra on “Angel Investment & Early Stage Venture Capital” June 2012 The report highlights that the entrepreneurship engine in India, over the next decade, has the potential to create 2500 successful high growth ventures, with combined revenue of over Rs. 10 lakh crore (nearly USD 200 billion), and to generate 10 million direct & 20-30 million indirect jobs. Consequently, powering India’s economic progress with inclusive economic development, innovative products/services for India’s young population, India as a hub for frugal innovation, and attracting investment flows and creating substantial wealth.
  41. 41.  The concept of the ‘Entrepreneurial University has to be put in place. We will not get entrepreneurs as a bye- product of an educational system designed to train bureaucrats, or engineers or managers for large corporations, but we must catch them (those who have a spirit of enterprise and a passion and drive for change) young and train them for the role of leadership that we expect from them.
  42. 42. Thank you !Email: mmpant@gmail.comWebsite: