This document discusses patterns to promote individual and collective creativity. It begins by noting that while creativity is often thought of as an individual pursuit, social and cultural factors also play an important role. An analogy is made comparing individual golfers like Tiger Woods to the larger sport of golf and how both the individual and collective system benefit each other. The document then proposes a pattern language for collective creativity consisting of interrelated patterns to address problems and solutions regarding fostering creativity at both the individual and group level.
1308 226 PMDESIGNING QUALITATIVE RESEARCH PROPOSALSPage.docxmoggdede
1/3/08 2:26 PMDESIGNING QUALITATIVE RESEARCH PROPOSALS
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DESIGNING QUALITATIVE RESEARCH PROPOSALS
Some simple suggestions
Ethnographic or qualitative studies are always to some degree emergent: they're dances in which the
researchers follow the leads of the participants. Still, you've got to have some idea of what kind of dance
event it is (a masked ball or a rave) before you can proceeed. You need, in other words, a clear picture of
the issues and questions you want to investigate, some idea of how you're going to go about investigating
them, but also a readiness to improvise and revise. Ideally, you work out designs with colleagues and
advisors (including participants), but there are also some standard features, forms, and cautions that can be
suggested (the numbered components below are taken from the chapter titles in Joe Maxwell's Qualitative
Research Design: An interactive approach. Thousand Oaks, CA: Sage, 1996, the best available text on
design that I'm aware of (which isn't to say that I agree with all of it). The rest, e.g., my suggestions on
framing research questions, are my own, though it should go without saying that these are simply ways of
thinking that I've absorbed ideas from others over the years.).
1) What's the topic, the focal process you're interested in? What are the goals of the study? Why
do you want to conduct it? Why is it worthwhile?
Qualitative studies are ways of learning about how processes and events unfold. They are usually not useful
for asking questions about the distribution or variance of taken-for-granted-entities. So, a goal for an
ethnographic study might entail examining some taken-for-granted or ignored process that seems important
or central to some vital institution. It might involve questioning familiar categories (asking how they come
to be, for example). And so forth.
2) What is the context for the study? What are the theories, or the research literatures, or the
policy positions you anticipate drawing on, challenging, or addressing, through your research?
Bear in mind that "contexts" are not given in the phenomena or settings you study: in other words, your
research is a wau of creating or defining what counts as a context: you're crafting representations of people,
things, events within certain frames - either ones you've choosen, or the participants have choosen, or ones
promoted by governments, disciplines, organizations (and of course, the processes of contextualization and
framing should be topics of inquiry). My own preference is to recognize layers - or perhaps it would be
better to simply say "alternative" frames - of context. Multiply possible connections. Many theories are
better than one.
3) Research Questions: what do you want to get smart about? What are you presently ignorant
about?
These questions should be how questions, they shoul ...
The Crucible essay - GCSE English - Marked by Teachers.com. Essay On The Crucible Improving writing skills since 2002. Crucible Essay English Advanced - Year 12 HSC Thinkswap. quot;The Cruciblequot; Essay - GCSE English - Marked by Teachers.com. The Crucible Essay Year 12 HSC - English Advanced Thinkswap. The Crucible - A-Level English - Marked by Teachers.com. The crucible character analysis. The Crucible Analysis And Literary Analysis Essay Example - PHDessay.com. The Crucible Essay. Essay an on introduction for crucible the. College essay: An essay on the crucible. Essay Writing The Crucible. The Crucible Final Essay. Crucible Essay OTED2108 - English Critical Analysis - RMIT Thinkswap. The Crucible Essay Religion And Belief. Literature: Essay on The Crucible - GCSE English - Marked by Teachers.com. CRUCIBLE ESSAY. THE CRUCIBLE Essays.doc. The Crucible Essay - Google Docs. Crucible Essay by Jon Perry Teachers Pay Teachers. The Crucible Essay English Standard - Year 12 HSC Thinkswap. The Crucible essay Year 12 HSC - English Advanced Thinkswap. The Crucible Essay Religion And Belief Philosophical Science. Human Experience- The Crucible Essay English Advanced - Year 12 HSC .... Essay On The Crucible : Essay Writing services. The Crucible Essay Essay on The Crucible for Students and Children in .... The Crucible: Literary Analysis Essay. Essay on The Crucible - GCSE English - Marked by Teachers.com. Essay on The Crucible English Advanced - Year 12 HSC Thinkswap. The Crucible Essay English Advanced - Year 12 HSC Thinkswap. An essay about the crucible. 50 The Crucible Essay Topics, Titles .... The crucible essay introduction paragraph. Crucible Essay Example for .... The crucible essay - College Homework Help and Online Tutoring. The Crucible Essay Introduction The Crucible Essay Introduction
1308 226 PMDESIGNING QUALITATIVE RESEARCH PROPOSALSPage.docxmoggdede
1/3/08 2:26 PMDESIGNING QUALITATIVE RESEARCH PROPOSALS
Page 1 of 3file:///Users/joannelarson/Desktop/Current/Courses/ED%20507/Readi…rchives/DESIGNING%20QUALITATIVE%20RESEARCH%20PROPOSALS.webarchive
DESIGNING QUALITATIVE RESEARCH PROPOSALS
Some simple suggestions
Ethnographic or qualitative studies are always to some degree emergent: they're dances in which the
researchers follow the leads of the participants. Still, you've got to have some idea of what kind of dance
event it is (a masked ball or a rave) before you can proceeed. You need, in other words, a clear picture of
the issues and questions you want to investigate, some idea of how you're going to go about investigating
them, but also a readiness to improvise and revise. Ideally, you work out designs with colleagues and
advisors (including participants), but there are also some standard features, forms, and cautions that can be
suggested (the numbered components below are taken from the chapter titles in Joe Maxwell's Qualitative
Research Design: An interactive approach. Thousand Oaks, CA: Sage, 1996, the best available text on
design that I'm aware of (which isn't to say that I agree with all of it). The rest, e.g., my suggestions on
framing research questions, are my own, though it should go without saying that these are simply ways of
thinking that I've absorbed ideas from others over the years.).
1) What's the topic, the focal process you're interested in? What are the goals of the study? Why
do you want to conduct it? Why is it worthwhile?
Qualitative studies are ways of learning about how processes and events unfold. They are usually not useful
for asking questions about the distribution or variance of taken-for-granted-entities. So, a goal for an
ethnographic study might entail examining some taken-for-granted or ignored process that seems important
or central to some vital institution. It might involve questioning familiar categories (asking how they come
to be, for example). And so forth.
2) What is the context for the study? What are the theories, or the research literatures, or the
policy positions you anticipate drawing on, challenging, or addressing, through your research?
Bear in mind that "contexts" are not given in the phenomena or settings you study: in other words, your
research is a wau of creating or defining what counts as a context: you're crafting representations of people,
things, events within certain frames - either ones you've choosen, or the participants have choosen, or ones
promoted by governments, disciplines, organizations (and of course, the processes of contextualization and
framing should be topics of inquiry). My own preference is to recognize layers - or perhaps it would be
better to simply say "alternative" frames - of context. Multiply possible connections. Many theories are
better than one.
3) Research Questions: what do you want to get smart about? What are you presently ignorant
about?
These questions should be how questions, they shoul ...
The Crucible essay - GCSE English - Marked by Teachers.com. Essay On The Crucible Improving writing skills since 2002. Crucible Essay English Advanced - Year 12 HSC Thinkswap. quot;The Cruciblequot; Essay - GCSE English - Marked by Teachers.com. The Crucible Essay Year 12 HSC - English Advanced Thinkswap. The Crucible - A-Level English - Marked by Teachers.com. The crucible character analysis. The Crucible Analysis And Literary Analysis Essay Example - PHDessay.com. The Crucible Essay. Essay an on introduction for crucible the. College essay: An essay on the crucible. Essay Writing The Crucible. The Crucible Final Essay. Crucible Essay OTED2108 - English Critical Analysis - RMIT Thinkswap. The Crucible Essay Religion And Belief. Literature: Essay on The Crucible - GCSE English - Marked by Teachers.com. CRUCIBLE ESSAY. THE CRUCIBLE Essays.doc. The Crucible Essay - Google Docs. Crucible Essay by Jon Perry Teachers Pay Teachers. The Crucible Essay English Standard - Year 12 HSC Thinkswap. The Crucible essay Year 12 HSC - English Advanced Thinkswap. The Crucible Essay Religion And Belief Philosophical Science. Human Experience- The Crucible Essay English Advanced - Year 12 HSC .... Essay On The Crucible : Essay Writing services. The Crucible Essay Essay on The Crucible for Students and Children in .... The Crucible: Literary Analysis Essay. Essay on The Crucible - GCSE English - Marked by Teachers.com. Essay on The Crucible English Advanced - Year 12 HSC Thinkswap. The Crucible Essay English Advanced - Year 12 HSC Thinkswap. An essay about the crucible. 50 The Crucible Essay Topics, Titles .... The crucible essay introduction paragraph. Crucible Essay Example for .... The crucible essay - College Homework Help and Online Tutoring. The Crucible Essay Introduction The Crucible Essay Introduction
Abortion is one of the most difficult and controversial moral issu.docxannetnash8266
Abortion is one of the most difficult and controversial moral issues we will consider. Listen to both sides, even if it is difficult to do. Both sides have important moral insights, even if ultimately these insights are outweighed by the insights of the other side. The goal of this discussion is not to convince you to accept one position over the other, but to help you to understand both sides. As you consider this difficult issue, it is important to distinguish two questions:
· Is abortion morally wrong?
· Should abortion be illegal?
Choose one of the questions above and argue both sides with supporting evidence. Please write your discussion choice in the title line.
For this paper, you will analyze how foresight, creativity, and innovation are separate, yet interrelated, concepts. To prepare for this assignment, Moonshots for Management" (Hamel, 2009) and "Welcome to a World of Change: Life in the 21st century" (Puccio, et al, 2012) . Also consider the tensions between innovation and creativity addressed in the article "Institutionalizing Ethical Innovation in Organizations: An Integrated Causal Model of Moral Innovation Decision Processes". Use this article as a foundation for evaluating creativity, foresight, and innovation within an ethical model.
Select an organization – it could be your present company or a previous company for which you worked in the past, or an organization in your personal life (professional, fraternal, charitable, social, etc.) – and describe a situation that demonstrates this organization’s foresight, creativity, and innovation within an ethical model. Some examples situations might include the development of a new product or service, a removal of a barrier to productivity, an action to improve employee productivity, a marketing/advertising campaign that induced more sales, a fund raising drive, a membership drive, etc. Your paper should:
1. Provide an analysis of how the organization demonstrated each of these separate concepts (creativity, innovation, and foresight) in an interrelated and ethical way.
2. Next, analyze the specific situation you have presented in light of foresight, creativity, and innovation in one of the following ways:
3. Analyze how the situation you have presented reflects at least three workplace trends discussed by Puccio, et al. (2012) or,
4. Analyze how at least three of the management challenges and goals discussed by Hamel (2009) helped you to understand the situation you presented.
Sources to use for Puccio is https://class.content.laureate.net/ef3bc76fecf4b728238d30d1115dcfe1.pdf. Sources for Hamel is in the other attachment. Please only use these two references. Thank you.
1
Organizational creativity: a systems approach.
By Gerard J. Puccio and John F. Cabra
Excerpted from The Cambridge Handbook of Creativity, 1st Edition by Kaufman, J.; Sternberg, R.
Copyright 2010 by Cambridge University Press. Reprinted by permission of Cambridge University
Press.
Intro.
Abortion is one of the most difficult and controversial moral issu.docxaryan532920
Abortion is one of the most difficult and controversial moral issues we will consider. Listen to both sides, even if it is difficult to do. Both sides have important moral insights, even if ultimately these insights are outweighed by the insights of the other side. The goal of this discussion is not to convince you to accept one position over the other, but to help you to understand both sides. As you consider this difficult issue, it is important to distinguish two questions:
· Is abortion morally wrong?
· Should abortion be illegal?
Choose one of the questions above and argue both sides with supporting evidence. Please write your discussion choice in the title line.
For this paper, you will analyze how foresight, creativity, and innovation are separate, yet interrelated, concepts. To prepare for this assignment, Moonshots for Management" (Hamel, 2009) and "Welcome to a World of Change: Life in the 21st century" (Puccio, et al, 2012) . Also consider the tensions between innovation and creativity addressed in the article "Institutionalizing Ethical Innovation in Organizations: An Integrated Causal Model of Moral Innovation Decision Processes". Use this article as a foundation for evaluating creativity, foresight, and innovation within an ethical model.
Select an organization – it could be your present company or a previous company for which you worked in the past, or an organization in your personal life (professional, fraternal, charitable, social, etc.) – and describe a situation that demonstrates this organization’s foresight, creativity, and innovation within an ethical model. Some examples situations might include the development of a new product or service, a removal of a barrier to productivity, an action to improve employee productivity, a marketing/advertising campaign that induced more sales, a fund raising drive, a membership drive, etc. Your paper should:
1. Provide an analysis of how the organization demonstrated each of these separate concepts (creativity, innovation, and foresight) in an interrelated and ethical way.
2. Next, analyze the specific situation you have presented in light of foresight, creativity, and innovation in one of the following ways:
3. Analyze how the situation you have presented reflects at least three workplace trends discussed by Puccio, et al. (2012) or,
4. Analyze how at least three of the management challenges and goals discussed by Hamel (2009) helped you to understand the situation you presented.
Sources to use for Puccio is https://class.content.laureate.net/ef3bc76fecf4b728238d30d1115dcfe1.pdf. Sources for Hamel is in the other attachment. Please only use these two references. Thank you.
1
Organizational creativity: a systems approach.
By Gerard J. Puccio and John F. Cabra
Excerpted from The Cambridge Handbook of Creativity, 1st Edition by Kaufman, J.; Sternberg, R.
Copyright 2010 by Cambridge University Press. Reprinted by permission of Cambridge University
Press.
Intro.
Generation Differences Essay. ️ Generation differences essay. What is the dif...Beth Retzlaff
Generation Differences (essay) - Free Essay Example | StudyDriver.com. ⇉How Is Your Generation Different from the Generation of Your Parents .... From Millennials to Boomers: The Ultimate Generation-Gap Guide .... Generational Differences Printable Chart. Generation gap solution essay. Educational Theory and Practice: Generational Differences and Its .... Generational Differences Essay Example | StudyHippo.com. Generational differences - 545 Words - NerdySeal. Sample Essay: How generational divide shown through different .... ‘What are the Differing Racial Attitudes Between Generation X and .... Latest Trend For Teens: Americas Gift To My Generation Essay Ideas. e35111a48d41cb9da6d9005ebe234bef.jpg (960×664) | Generational .... Business paper: Generation differences essay. Descriptive essay: Generation gap essays. Generation Difference - Essay by Andychan022002. 30 Striking photos that show a generation gap at its widest .... Generations Today Template - American Society on Aging. 005 Essay Example Comparison Examples And Contrast Essays Ideas Maus .... The difference between generations: [Essay Example], 682 words | EssayPay. Generation Gap_essay. ⇉Generational Differences Essay Example | GraduateWay. (PDF) Generational differences at work: introduction and overview .... The New Generation Free Essay Example. short article writing the generation gap is destroying family life ....
Balanced Scorecard Essay. Balanced scorecard in restaurant Essay Example Top...Brandy Rose
The Balanced Scorecard - 524 Words | Free Essay Example on GraduateWay. ⇉The Balanced Scorecard Essay Essay Example | GraduateWay. (DOC) Balanced Scorecard essay 1000 words 1 | Ani Avanesyan - Academia.edu. Balanced Scorecard Essay - Federal Resume. Adoption of the Balanced Scorecard Essay Example | Topics and Well .... Helpful Balanced Scorecard Template for Strategy Execution | monday.com .... The Balanced Scorecard Essay Example | Topics and Well Written Essays .... The Balanced Scorecard Concept Essay Example | Topics and Well Written .... Applying balanced scorecard - 282 Words - NerdySeal. 31 Professional Balanced Scorecard Examples & Templates. Balanced Scorecard Essay – Telegraph. How To Make A Balanced Scorecard Template Pdf Template - Riset. Balanced Scorecard of Halifax, Inc Essay Example | Topics and Well .... the balanced scorecard essay. strategy simulation the balanced scorecard harvard. Balanced Scorecard Templates. Essays Balanced Scorecard Bachelor Thesis : — Balanced scorecard .... Balanced essay. Balanced Scorecard essay. 2022-11-05. Balanced Scorecard Approach in Organizations - 1932 Words | Report Example. Figure 1 from Application of the Balanced Scorecard in Higher Education .... balanced scorecard | Pathways International. Walmart Balanced Scorecard | Case Study Example. Balanced Scorecard Example Manufacturing Company. balanced scorecard exle intrafocus | Strategy map, Balance, Example. Online Essay Help | amazonia.fiocruz.br. The Cleveland Clinic's Balanced Scorecards - 5953 Words | Report Example. A Balanced Scorecard. Balanced Scorecard Assignment Report Example | Topics and Well Written ....
Assessing the Environment to Identify Strengths and W ea.docxfredharris32
Assessing the Environment to
Identify Strengths and
W eaknesses, Opportunities and
Challenges
You wouldn't think that something as complexly
busy as life would be so easy to overlook.
- Diane Ackerman, A Natural History of the Senses
So it is said that if you know others and know
yourself, you will not be imperiled in a hundred
battles; if you do not know others, but do know
yourself, you win one and lose one; if you do not
know others and do not know yourself, you will be
imperiled in every single battle.
- Sun Tzu, The Art of War
To respond effectively to changes in their environments,
public and nonprofit organizations (collaborations a11d
communities) must understand the external and internal
contexts ·within which they find themselves, so that they can
develop effective strategies to link the two in such a way that
significant and long-lasting public value is created. The word
context comes from the Latin for "weave together," and that
is exactly what well-done external and internal
environmental assessments help organizations do: weave
together their understandings and actions in a sensible way
so that organizational performance is enhanced. As Weick
(1995, p. 104) observes, "Sensemaking is about context.
Wholes and cues, documents and meanings, figures and
ground, periphery and center, all define one another.
Sensibleness de1ives from relationships, not patts."
Sensemaking is needed to weave hindsight, foresight, and
insight into sensible action.
The sheer pace of change in the world at large heightens
the need for effective assessments. It seems as if the future is
hurtling toward us more quickly, dratnatically, a11d
disruptively than ever- and this can be alternately confusing,
pleasing, or dowmight scary. There are disputes about
whether or not the pace of change is accelerating (Mintzberg,
1994; Barkema, Baum, & Mannix, 2002; Ball, 2004).
Whether it is or not, there is enough change all around that
wise organizational leaders feel compelled to pay attention.
In part this is because change so often occurs where, when,
STRATEGIC PLANNING FOR PUBLIC AND NONPROFIT ORGANIZATIONS: A GUIDE TO STRENGTHENING AND SU ...
how, and in a form that is least expected- which, of course, is
exactly what you should expect in a complex, richly
interconnected world (Kelly, 1994; Ball, 2004; Senge, 2006).
In other words, the pace of change may or may not have
increased, but the complexity of the systems that make up
tl1e world almost certainly has. A complex system is:
One made up of a large number of parts that have
many interactions .... [In] such systems the whole is
more than the sum of the parts in the weak but
important pragmatic sense that, given the
properties of the parts and the laws of their
interaction, it is not a trivial matter to infer the
properties of the whole
(Simon, 1996,pp.184- 185).
As a result, change anywhere can result in unpredictable
results elsewhere as t ...
Talk on how to repair the digital divide among political factions. Suggested socio-technical pattern language for intelligent discourse. John C. Thomas
What Type of Digital Transformation? Reinventing Social Thought and Action...Douglas Schuler
Presentation at International School for Digital Transformation, July 20, 2009. Porto, Portugal.
Discusses the concept of civic intelligence and the Liberating Voices pattern language project as an example of civic intelligence.
Presentation of and discussion guide for James Hoggan and Richard Littlemore's book "Do the Right Thing: PR Tips for a Skeptical Public," used in PR Research & Strategies class at Florida A&M University.
Speech Self-Critique Free Essay Example. Informative speech critique. 003 Critique Essay Example Of Research Paper 131380 ~ Thatsnotus. Reflection essay: Critique speech example. What is a Critique | Essays | Argument | Free 30-day Trial | Scribd. Critique Paper Example -
PositiveNegative· Can increase social interaction for those wh.docxChantellPantoja184
Positive
Negative
· Can increase social interaction for those who have trouble creating relationships with humans (for mental, physical, or circumstantial reasons): discussed in Brown, Turkle
· Make our lives easier/ more convenient: discussed in Diana, Brown, Sharkey
· Can perform jobs/ activities that are considered unsafe for humans: Discussed in Sharkey, Brown
· Can decrease social interaction and cause people to lose touch with human relationships: discussed in Sharkey, Turkle
· Lead us to rely too much on technology. Humans are almost unable to function without technology: discussed in Turkle, Brown, Diana
· Create safety concerns (physical, mental, privacy): discussed in Brown, Diana, Sharkey
We have read four different perspectives on the issue of the development of robotics. Some people believe that the use of robotics is positively advancing our society. Others contend that such developments are changing society negatively. What is your position on this issue? Is the development of robotics helpful or harmful?
You can draw from all perspectives to make a statement about the development of robotics in general, e.g. The development of robotics has negative effects on society, or make a claim that focuses on specific types/uses of robots, e.g. “While the development of human-controlled robotic devices has the potential to make our lives more convenient and entertaining, the development of autonomous robots poses serious risks and must be stopped”, or you can align yourself with the claims of one of the four texts. Either way, your comments and suggestions need to be supported with examples from the texts.
Multitasking: A Poor Study Habit
Noelle Alberto
A recent National Public Radio program described the study habits of a modern teenager, Zach Weinberg of Chevy Chase, Maryland. On a typical evening, he worked on French homework while visiting his e-mail and Facebook, listening to iTunes, messaging a friend, and playing an online word puzzle. According to the story, Zach is a successful student, but many studies of multitasking suggest that he could be better if he focused on one thing at a time. While human beings are capable of doing two things at once if one of those things does not require much attention, like driving and drinking your morning coffee, there are some things that require a single focus, like school work. Multitasking between studies and recreational technology is not an effective way to study because multitasking wastes time, wastes money, damages student’s ability to learn, and prevents students from learning how to pay attention to one thing at a time.
One misconception that students may have about their multitasking is that they are saving time. One student named Mike Lutz, for example, claims that he gets much more work done when he multitasks (as cited in Hamilton, 2008). Some say that they feel they get more done in a shorter amount of time, but they are actually not doing two things at once. They are s.
Abortion is one of the most difficult and controversial moral issu.docxannetnash8266
Abortion is one of the most difficult and controversial moral issues we will consider. Listen to both sides, even if it is difficult to do. Both sides have important moral insights, even if ultimately these insights are outweighed by the insights of the other side. The goal of this discussion is not to convince you to accept one position over the other, but to help you to understand both sides. As you consider this difficult issue, it is important to distinguish two questions:
· Is abortion morally wrong?
· Should abortion be illegal?
Choose one of the questions above and argue both sides with supporting evidence. Please write your discussion choice in the title line.
For this paper, you will analyze how foresight, creativity, and innovation are separate, yet interrelated, concepts. To prepare for this assignment, Moonshots for Management" (Hamel, 2009) and "Welcome to a World of Change: Life in the 21st century" (Puccio, et al, 2012) . Also consider the tensions between innovation and creativity addressed in the article "Institutionalizing Ethical Innovation in Organizations: An Integrated Causal Model of Moral Innovation Decision Processes". Use this article as a foundation for evaluating creativity, foresight, and innovation within an ethical model.
Select an organization – it could be your present company or a previous company for which you worked in the past, or an organization in your personal life (professional, fraternal, charitable, social, etc.) – and describe a situation that demonstrates this organization’s foresight, creativity, and innovation within an ethical model. Some examples situations might include the development of a new product or service, a removal of a barrier to productivity, an action to improve employee productivity, a marketing/advertising campaign that induced more sales, a fund raising drive, a membership drive, etc. Your paper should:
1. Provide an analysis of how the organization demonstrated each of these separate concepts (creativity, innovation, and foresight) in an interrelated and ethical way.
2. Next, analyze the specific situation you have presented in light of foresight, creativity, and innovation in one of the following ways:
3. Analyze how the situation you have presented reflects at least three workplace trends discussed by Puccio, et al. (2012) or,
4. Analyze how at least three of the management challenges and goals discussed by Hamel (2009) helped you to understand the situation you presented.
Sources to use for Puccio is https://class.content.laureate.net/ef3bc76fecf4b728238d30d1115dcfe1.pdf. Sources for Hamel is in the other attachment. Please only use these two references. Thank you.
1
Organizational creativity: a systems approach.
By Gerard J. Puccio and John F. Cabra
Excerpted from The Cambridge Handbook of Creativity, 1st Edition by Kaufman, J.; Sternberg, R.
Copyright 2010 by Cambridge University Press. Reprinted by permission of Cambridge University
Press.
Intro.
Abortion is one of the most difficult and controversial moral issu.docxaryan532920
Abortion is one of the most difficult and controversial moral issues we will consider. Listen to both sides, even if it is difficult to do. Both sides have important moral insights, even if ultimately these insights are outweighed by the insights of the other side. The goal of this discussion is not to convince you to accept one position over the other, but to help you to understand both sides. As you consider this difficult issue, it is important to distinguish two questions:
· Is abortion morally wrong?
· Should abortion be illegal?
Choose one of the questions above and argue both sides with supporting evidence. Please write your discussion choice in the title line.
For this paper, you will analyze how foresight, creativity, and innovation are separate, yet interrelated, concepts. To prepare for this assignment, Moonshots for Management" (Hamel, 2009) and "Welcome to a World of Change: Life in the 21st century" (Puccio, et al, 2012) . Also consider the tensions between innovation and creativity addressed in the article "Institutionalizing Ethical Innovation in Organizations: An Integrated Causal Model of Moral Innovation Decision Processes". Use this article as a foundation for evaluating creativity, foresight, and innovation within an ethical model.
Select an organization – it could be your present company or a previous company for which you worked in the past, or an organization in your personal life (professional, fraternal, charitable, social, etc.) – and describe a situation that demonstrates this organization’s foresight, creativity, and innovation within an ethical model. Some examples situations might include the development of a new product or service, a removal of a barrier to productivity, an action to improve employee productivity, a marketing/advertising campaign that induced more sales, a fund raising drive, a membership drive, etc. Your paper should:
1. Provide an analysis of how the organization demonstrated each of these separate concepts (creativity, innovation, and foresight) in an interrelated and ethical way.
2. Next, analyze the specific situation you have presented in light of foresight, creativity, and innovation in one of the following ways:
3. Analyze how the situation you have presented reflects at least three workplace trends discussed by Puccio, et al. (2012) or,
4. Analyze how at least three of the management challenges and goals discussed by Hamel (2009) helped you to understand the situation you presented.
Sources to use for Puccio is https://class.content.laureate.net/ef3bc76fecf4b728238d30d1115dcfe1.pdf. Sources for Hamel is in the other attachment. Please only use these two references. Thank you.
1
Organizational creativity: a systems approach.
By Gerard J. Puccio and John F. Cabra
Excerpted from The Cambridge Handbook of Creativity, 1st Edition by Kaufman, J.; Sternberg, R.
Copyright 2010 by Cambridge University Press. Reprinted by permission of Cambridge University
Press.
Intro.
Generation Differences Essay. ️ Generation differences essay. What is the dif...Beth Retzlaff
Generation Differences (essay) - Free Essay Example | StudyDriver.com. ⇉How Is Your Generation Different from the Generation of Your Parents .... From Millennials to Boomers: The Ultimate Generation-Gap Guide .... Generational Differences Printable Chart. Generation gap solution essay. Educational Theory and Practice: Generational Differences and Its .... Generational Differences Essay Example | StudyHippo.com. Generational differences - 545 Words - NerdySeal. Sample Essay: How generational divide shown through different .... ‘What are the Differing Racial Attitudes Between Generation X and .... Latest Trend For Teens: Americas Gift To My Generation Essay Ideas. e35111a48d41cb9da6d9005ebe234bef.jpg (960×664) | Generational .... Business paper: Generation differences essay. Descriptive essay: Generation gap essays. Generation Difference - Essay by Andychan022002. 30 Striking photos that show a generation gap at its widest .... Generations Today Template - American Society on Aging. 005 Essay Example Comparison Examples And Contrast Essays Ideas Maus .... The difference between generations: [Essay Example], 682 words | EssayPay. Generation Gap_essay. ⇉Generational Differences Essay Example | GraduateWay. (PDF) Generational differences at work: introduction and overview .... The New Generation Free Essay Example. short article writing the generation gap is destroying family life ....
Balanced Scorecard Essay. Balanced scorecard in restaurant Essay Example Top...Brandy Rose
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Assessing the Environment to Identify Strengths and W ea.docxfredharris32
Assessing the Environment to
Identify Strengths and
W eaknesses, Opportunities and
Challenges
You wouldn't think that something as complexly
busy as life would be so easy to overlook.
- Diane Ackerman, A Natural History of the Senses
So it is said that if you know others and know
yourself, you will not be imperiled in a hundred
battles; if you do not know others, but do know
yourself, you win one and lose one; if you do not
know others and do not know yourself, you will be
imperiled in every single battle.
- Sun Tzu, The Art of War
To respond effectively to changes in their environments,
public and nonprofit organizations (collaborations a11d
communities) must understand the external and internal
contexts ·within which they find themselves, so that they can
develop effective strategies to link the two in such a way that
significant and long-lasting public value is created. The word
context comes from the Latin for "weave together," and that
is exactly what well-done external and internal
environmental assessments help organizations do: weave
together their understandings and actions in a sensible way
so that organizational performance is enhanced. As Weick
(1995, p. 104) observes, "Sensemaking is about context.
Wholes and cues, documents and meanings, figures and
ground, periphery and center, all define one another.
Sensibleness de1ives from relationships, not patts."
Sensemaking is needed to weave hindsight, foresight, and
insight into sensible action.
The sheer pace of change in the world at large heightens
the need for effective assessments. It seems as if the future is
hurtling toward us more quickly, dratnatically, a11d
disruptively than ever- and this can be alternately confusing,
pleasing, or dowmight scary. There are disputes about
whether or not the pace of change is accelerating (Mintzberg,
1994; Barkema, Baum, & Mannix, 2002; Ball, 2004).
Whether it is or not, there is enough change all around that
wise organizational leaders feel compelled to pay attention.
In part this is because change so often occurs where, when,
STRATEGIC PLANNING FOR PUBLIC AND NONPROFIT ORGANIZATIONS: A GUIDE TO STRENGTHENING AND SU ...
how, and in a form that is least expected- which, of course, is
exactly what you should expect in a complex, richly
interconnected world (Kelly, 1994; Ball, 2004; Senge, 2006).
In other words, the pace of change may or may not have
increased, but the complexity of the systems that make up
tl1e world almost certainly has. A complex system is:
One made up of a large number of parts that have
many interactions .... [In] such systems the whole is
more than the sum of the parts in the weak but
important pragmatic sense that, given the
properties of the parts and the laws of their
interaction, it is not a trivial matter to infer the
properties of the whole
(Simon, 1996,pp.184- 185).
As a result, change anywhere can result in unpredictable
results elsewhere as t ...
Talk on how to repair the digital divide among political factions. Suggested socio-technical pattern language for intelligent discourse. John C. Thomas
What Type of Digital Transformation? Reinventing Social Thought and Action...Douglas Schuler
Presentation at International School for Digital Transformation, July 20, 2009. Porto, Portugal.
Discusses the concept of civic intelligence and the Liberating Voices pattern language project as an example of civic intelligence.
Presentation of and discussion guide for James Hoggan and Richard Littlemore's book "Do the Right Thing: PR Tips for a Skeptical Public," used in PR Research & Strategies class at Florida A&M University.
Speech Self-Critique Free Essay Example. Informative speech critique. 003 Critique Essay Example Of Research Paper 131380 ~ Thatsnotus. Reflection essay: Critique speech example. What is a Critique | Essays | Argument | Free 30-day Trial | Scribd. Critique Paper Example -
PositiveNegative· Can increase social interaction for those wh.docxChantellPantoja184
Positive
Negative
· Can increase social interaction for those who have trouble creating relationships with humans (for mental, physical, or circumstantial reasons): discussed in Brown, Turkle
· Make our lives easier/ more convenient: discussed in Diana, Brown, Sharkey
· Can perform jobs/ activities that are considered unsafe for humans: Discussed in Sharkey, Brown
· Can decrease social interaction and cause people to lose touch with human relationships: discussed in Sharkey, Turkle
· Lead us to rely too much on technology. Humans are almost unable to function without technology: discussed in Turkle, Brown, Diana
· Create safety concerns (physical, mental, privacy): discussed in Brown, Diana, Sharkey
We have read four different perspectives on the issue of the development of robotics. Some people believe that the use of robotics is positively advancing our society. Others contend that such developments are changing society negatively. What is your position on this issue? Is the development of robotics helpful or harmful?
You can draw from all perspectives to make a statement about the development of robotics in general, e.g. The development of robotics has negative effects on society, or make a claim that focuses on specific types/uses of robots, e.g. “While the development of human-controlled robotic devices has the potential to make our lives more convenient and entertaining, the development of autonomous robots poses serious risks and must be stopped”, or you can align yourself with the claims of one of the four texts. Either way, your comments and suggestions need to be supported with examples from the texts.
Multitasking: A Poor Study Habit
Noelle Alberto
A recent National Public Radio program described the study habits of a modern teenager, Zach Weinberg of Chevy Chase, Maryland. On a typical evening, he worked on French homework while visiting his e-mail and Facebook, listening to iTunes, messaging a friend, and playing an online word puzzle. According to the story, Zach is a successful student, but many studies of multitasking suggest that he could be better if he focused on one thing at a time. While human beings are capable of doing two things at once if one of those things does not require much attention, like driving and drinking your morning coffee, there are some things that require a single focus, like school work. Multitasking between studies and recreational technology is not an effective way to study because multitasking wastes time, wastes money, damages student’s ability to learn, and prevents students from learning how to pay attention to one thing at a time.
One misconception that students may have about their multitasking is that they are saving time. One student named Mike Lutz, for example, claims that he gets much more work done when he multitasks (as cited in Hamilton, 2008). Some say that they feel they get more done in a shorter amount of time, but they are actually not doing two things at once. They are s.
A Perfect Storm: Ubiquity and Social ScienceJohn Thomas
A keynote talk at a Ubicomp 2014 workshop. This talk looks at the opportunities for social science due to ubiquitous computing and offers some techniques for problem finding, problem formulation and problem reframing.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Patterns to Promote Individual and Collective Creativity
John C Thomas
IBM T.J. Watson Research Center
PO Box 704
Yorktown Heights, New York 10598 USA
jcthomas@us.ibm.com
www.truthtable.com
Abstract
To some, “Collective Creativity” sounds like an oxymoron. In American culture, at least, the culturally accepted
icon of creativity is of the lone inventor, struggling against all odds, perhaps an outcast, “swimming against the tide”
until she or he is ultimately successful (or not). This story-line is supported by the Patent System which presumes a
basic dichotomy between those who “were” and those who “were not” involved in the innovation behind a patent.
In classical Aristotelian story, there is a “hero” who overcomes all odds and enemies to become successful in the
end. From a social engineering perspective, there is an advantage to the promulgation of such a myth. It might help
prevent discouragement from those who are on an exploratory path far from the mainstream. However, the
downside risk is that this myth minimizes both the impact of the larger social and cultural context within which
innovation occurs and the more local impacts of family, community of practice, and industrial policy. Moreover,
even in the unlikely (though appealing) story of an isolated individual breakthrough effort, whether or not that effort
influences the rest of society depends on cultural and social factors. The truth lies more in the acceptance of a kind
of tension between individual and collective creativity.
Perhaps an apt analogy may be drawn from golf. Tiger Woods is obviously an amazingly able individual combining
innate talent with early and persistent training. On the other hand, it would be meaningless to ask “how good a
golfer would Tiger Woods be if the game did not exist?” The existence of golf courses, instructors, manuals,
traditions, rules, best practices, and an economic infrastructure all support the development of such an individual.
On the other hand, it is also true that this particular individual has increased the economic infrastructure for the
game generally through his popularity and has increased the number of future players through his foundation. This
is a prototypical example. The individual both benefits from and contributes to the social system and the social
system both gives rewards to and benefits from those individuals who manifest advances in a field.
In an attempt to recognize and facilitate this reciprocal relationship between the individual and the social context (at
various levels of scale), we propose a Pattern Language for Collective Creativity which comprises an inter-related
set of named recurring problems and their associated solutions. Patterns include: “Who Speaks for Wolf?”, “Small
Successes Early”, “Support Conversation at the Borders”, “Special Roles for Special Purposes”, and “Cycle of Unity
and Diversity.” A current real-world application of these patterns is to support a community of practice in
consulting which requires both flexibility to deal with individual clients and uniformity so that knowledge gained in
one arena may be used in another.
1 Background and Motivation
An agent (individual human, group, organization, or software agent) can be said to have a problem if there is a
mismatch between the current state and some desired state and there is no pre-existing algorithm for transforming
the current state to the desired state. Problems can be categorized according to whether the starting state, the ending
state, and the allowable transformations are well-defined or ill-defined. Proving a Euclidean Theorem is an example
of a completely well-defined problem while designing a house, a useful software system, a new business process and
writing a teaching story are examples of completely ill-defined problems. There are many software tools for helping
people solve various types of well-defined problems; however, relatively few tools exist for helping people solve ill-
defined problems such as design problems. Yet, design problems are often extremely high leverage problems. For
instance, errors in design, whether in software, drugs, business processes, public buildings, or automobiles are
extremely costly, compared, for instance, with coding errors or manufacturing errors. Conversely, effective and
innovative designs can be extremely lucrative; innovation is one of the hallmarks of long-lived companies (Collins
and Porras, 1994; DeGeus, 1997).
2. The world is changing more quickly but the ability of people to creatively design has not increased in any noticeable
way. As a result, there is a widening gap between the degree of flexibility and creativity that is needed to adapt and
the capacity of individuals and organizations to do so (Drucker, 1995). In particular, failure to innovate is not
random, but can generally be ascribed to two main difficulties: 1. Individuals or groups do not engage in effective
and efficient processes of innovative design. 2. The necessary skills, talents, and knowledge sources are not brought
to bear on the problem. Laboratory (e.g., Thomas, 1974; Carroll, et. als, 1980; Farnham, 2000) as well as field
research (e.g., Carroll, Thomas, & Malhotra, 1979; Olson & Bly, 1991; Poltrock & Englebeck, 1999) over the last
several decades has established that the major process difficulties of individuals and groups are mainly due to a
limited number of errors and that these errors can be avoided or ameliorated by providing appropriate structure.
The appropriate overall structure for innovation has several sub-steps and structure is necessary both to help
facilitate the progress through these steps and to help guide the separate sub-steps; distinct guidelines are appropriate
for each of these sub-steps (Stein, 1974; Thomas, 1989). As an example of a common failure in the overall control
structure, people typically fail to spend sufficient time in the early stages of design; viz., problem finding and
problem formulation (cf. Sobel, 1995). As an example of a common failure during a specific stage of innovative
design, people often bring critical judgment into play too early in the idea generation phase of problem solving. As
another example, empirical evidence shows that, unlike Newell and Simon‟s (1972) normative model of ideal
problem solving, in fact, people‟s behavior is path-dependent and they are often unwilling to take what appears to be
a step that undoes a previous action even if that step is actually necessary for a solution (Thomas, 1974). As a third
example, most people find it difficult to generate additional solutions after they have generated one that they feel
solves the problems. No doubt, there are cases where time pressure may require this approach, but in many cases,
the generation of additional solutions may be critical. Other solutions may not only meet the requirements, but
exceed them in various ways. Or, conditions may change in a way that makes the first solution no longer tenable. A
particularly insidious type of example occurs in the interpretation of ordinary social interactions. Since human
behavior is so complex, we can consider the creation of an interpretation or narrative as a kind of creative endeavor.
Consider the following example. You are sitting in a meeting room and note that Fran is not there. The clock reads
10:04 and according to your calendar the meeting is supposed to start at 10:00. You create the following
interpretation: “Fran does not really care about this project.” This might be true. According to the Iroquois “Rule of
Six” (Underwood, 1999) however, before acting on such an interpretation, one should generate five additional
interpretations. In this case, additional solutions might include: 2) Your calendar is wrong. 3) The clock is wrong.
4) Fran comes from a culture where 10:00 means sometime near ten. 5) Fran got waylaid on the way to the meeting
by the company President and is currently pitching the project. 6) Fran is stuck in a traffic jam.
Regarding the second issue (bringing to bear necessary skills, talents and knowledge sources), evidence suggests
that individuals have a large amount of relevant implicit knowledge which they often will not bring to bear on a
problem and that giving appropriate strategies (Thomas, 1974), knowledge sources (Thomas, Lyon, and Miller,
1977) or representations (Carroll, Thomas, and Malhotra, 1980) can significantly improve an individual‟s
effectiveness in problem solving and innovation. In controlled laboratory experiments, for instance, Carroll,
Thomas, and Malhotra (1980) showed that subjects did significantly better in a temporal design task when they used
a spatial representation; yet, very few subjects spontaneously adopted such a representation. The impact of
felicitous representations, however, is not confined to laboratory demonstrations. Speech research advancements
accelerated greatly when waveforms were largely replaced with speech spectrograms and Feynman diagrams
allowed similar breakthroughs in atomic physics.
2 Pattern Languages
A Pattern is a recurring problem in a specified context, an analysis of that problem, and the (named) outline of a
solution. In its full form, a Pattern consists of several parts: a useful, evocative, and mnemonic pattern name, the
author (with reviewer and revision dates), synonyms for the pattern name, an abstract (possibly including an
evocative picture), a statement of the problem that the pattern attempts to solve, a statement of the context(s) in
which the problem occurs, an analysis of the forces in the problem, the solution (possibly including one or more
schematics), some examples of how the pattern might be applied, the likely resulting context(s) of applying the
pattern, the rationale explaining how and why the solution works, references to related patterns, reference to some
known uses, and a reference section listing any relevant literature. A Pattern Language is a set of inter-related
3. patterns that deals with some coherent domain. While each individual pattern has utility, a Pattern Language also
has emergent utility. A Pattern Language makes an implicit claim about how to partition complex problems into
more manageable sub-problems. The structure of the language itself helps designers find those Patterns relevant to
the task at hand. Work presented here focuses on the Socio-technical area because technological and social issues
must be addressed concurrently. Many failures to reap the proposed benefits of systems come from trying to solve
problems either by technology alone or by social practice alone.
The first Pattern Language was developed by an architect named Christopher Alexander (Alexander, et. als., 1977).
The Pattern Language approach has since been applied to many different fields; first, and most notably to Object
Oriented Programming design (e.g., Gamma, et. al, 1995; Vlissides, et. als., 1996). In addition, attempts have been
made to build pattern languages in Human Computer Interaction, Business Process Design, Change Management,
and Organizing Software Projects. Technological and social support for increasing individual and group creativity
may be generalized appropriately through the development of a socio-technical Pattern Language.
3 Patterns for Creativity Enhancement
In this paper, we cannot present an entire Pattern Language for Creativity Enhancement (and, to the best of my
knowledge, such a complete Pattern Language does not exist); however, some example patterns are given in outline
in order to exemplify such patterns.
Small Successes Early
Abstract: Some problems require large teams of relative strangers to work together cooperatively in order to solve
the overall problem. Yet, people generally take time to learn to trust one another as well as to learn another's
strengths and weaknesses and preferred styles. Plunging a large group of strangers immediately into a complex task
often results in non-productive jockeying for position, failure, blaming, finger-pointing, etc. Therefore, insure that
the team or community first undertakes a task that is likely to bring some small success before engaging in a
complex effort.
Context: A complex undertaking requires the interaction of many people with various backgrounds, skills, and
temperaments. Often, whether in an industrial setting or a community building effort, many of these people have
not worked together before. The group wants to get started and wants to be successful. Although their diversity is a
potential source of strength, at first, there is likely to be natural confusion about how to proceed because people will
have different experiences about the best way to organize and proceed.
Forces:
* Problems are often too complex for all aspects to be addressed simultaneously.
* If a problem is understood, it is logically better to deal with the hardest constraints first.
* The structure of complex problems often becomes clearer as one tries to solve the problem.
* A part of any complex problem solving process requiring more than one person is the interaction and relationship
among the people.
* People in a new team need to learn about each other's skills, working styles, and trustworthiness.
* When people get frustrated because of non-success, they tend to blame each other.
* As people work toward a goal, the goal tends to become viewed as more valuable and therefore people are willing
to work harder to reach it.
Solution: Therefore, when bringing new teams or organizations together, it is useful to begin with a small success.
In this way, people begin to learn about each other and trust each other. People learn more about the nature of the
problem domain. This makes tackling more difficult problems later relatively easier.
Example: At the kick-off to a new software development project, rather than having the people be invited to
"attend" an event that is "thrown" for them, encourage them to organize a party, cook-out, pot-luck, song-fest, or
storytelling event among themselves. In the process of organizing and carrying out this activity, they will learn about
each other's styles, learn about the trustworthiness of others, and be encouraged by having a success.
Alternatively, the team might simply work on an aspect of the problem to be solved, provided it is something fairly
clear that will result in "success" quickly. For instance, the team might initially work profitably on a short
presentation about the project, a poster, or a scenario but not immediately jump into working on a systems design or
a requirements document.
Rationale: As people experience team success, they tend to view the others in the team more positively. Teamwork
4. is often hard under the best of circumstances. In highly complex problems, when people come together from
different cultures, backgrounds, or agendas, it often becomes so difficult as to seem impossible. Rather than having
people simultaneously attempt to solve a complex problem AND at the same time learn to work together as a team,
it is often more effective to separate the otherwise tangled problems. First, have the people solve a tractable
problem where it is clear that they have a common agenda. A successful experience working together to solve that
simple problem will help people learn each other's styles, strengths, weaknesses and so on. With this knowledge and
trust, they can now move on to try to solve more difficult problems. Some care should be given to the task and
setting. The "small successes early" task should allow some degree of give and take, some opportunity for
expressive, not just instrumental communication. People should have the opportunity and space for doing something
creative, for sharing stories, for physical interaction.
Support Conversation at the Borders
Abstract: In complex business processes, it is often the case that many people and or computer programs in
sequence are required to perform the complete process. Designers of business processes try to anticipate the
information necessary to flow along these sequences in order to make sure the entire process works consistently.
However, in reality, it often occurs that unanticipated additional coordination is required among the sequential
components in a complex process. Therefore, across each transition, an additional facility should exist for
conversation; that is, the transfer of unanticipated but vital coordinating information.
Problem: One would like to have processes that are efficient and effective and lead to customer satisfaction even if
the assumptions about the needs for information interchange among sub-processes in a more complex process turn
out to be insufficient in scope.
Context: Businesses today are always striving to become more efficient. Part of the solution offered for this
striving toward greater efficiency is to automate some steps. When a human being is required to perform some steps
in the process, most organizations choose to specialize function; that is, train one group of people to perform one
function and then “hand off” the process to another group of people that has been trained to perform another
function and so on. In fact, the level of integration that organizations strive for now commonly extends across
formal corporate boundaries so that various elements in a supply chain attempt to coordinate their efforts. There is
no doubt that such larger scale integration can result in greater efficiency. Systems are seldom designed, however,
with a complete understanding of every possible contingency that can arise. Indeed, that is probably impossible in
principle. What often happens is that systems are designed under a set of assumptions that are often, but not always
true. When the assumptions break down, it is important for people on both sides of a functional boundary to be able
to have a cooperative conversation in order to solve the problem left by the gap between the actual reality of a
situation and the model implied by the system design. Luckily, given the right atmosphere, culture, and incentive
structure, people can generally solve such problems. It helps greatly if they have the time and the appropriate space
(preferably real, but at least virtual) to keep informal communication paths open through conversation. In this way,
when a problem arises, they are much more likely to “bridge the gap” constructively rather than point fingers.
Historically, many organizations have recognized the need for such informal conversational ties and have provided
both special places (Officer‟s Club; Traditional Pub; Company Cafeterias) and events (Company Picnics; Religious
Retreats; Holiday Parties; Clubs) to facilitate such interchanges. As organizations attempt integration across ever
wider scales however, providing appropriate venues becomes increasingly challenging. In some cases, two related or
sequential functions will report to a single manager. In such cases, the manager may serve part of the
communication bridging function. Clearly, however, in complex, multi-step processes, formal management
methods alone will be insufficient for coordination across all the boundaries. When links in a processing chain do
not converse, inefficiency and poor customer service result.
Forces
* Modern business processes are often too complex to be understood in detail by any single person.
* Performance on any task is generally a logarithmic function of time on task.
* A person‟s time is limited.
* Complex systems are typically designed and built by decomposition.
* Systems to automate, semi-automate, or coordinate are generally designed by people who are not the people who
actually do the tasks.
* Designs can never anticipate all contingencies.
* Human beings can negotiate to solve novel coordination problems via conversation.
5. * People find conversation in the service of finding and solving problems rewarding.
* People are subject to forming “in-groups” and “out-groups.”
* If “in-groups” and “out-groups” are formed, rather than negotiating a solution to a problem that is globally
optimal, each group will try to “win” by forcing the solution that is optimal for their sub-function.
Solution
At a minimum, Time, Space, and Means as well as Motivation must be provided for employees who form a bridge
from one step in a process to the next to carry on continuing informal conversation. Employees must have time to
carry on such conversations. A space must be provided in which such conversations can take place. If a physical
space convenient to both parties is not feasible, some means of support for informal distant collaboration and
conversation is necessary. Payoffs must accrue to the parties across a bridge jointly for solving problems, not for
proving that the other party is to blame.
Examples
At IBM Research, I used to play a lot of tennis with other IBMers including an inter-company league. In the course
of playing tennis, I met someone in the corporate tax department. I also used a system called ITIRC which returned
the abstracts of scientific and technical articles that were predicted to be interesting to me based on a key-word in
context search. Such systems are not terribly accurate and I got many false positives. One in particular had nothing
whatever to do with my interests; it was about a new federal program that allowed highly profitable companies to
trade tax credits with companies that were losing money. Instead of throwing this in the trash, because I had had
conversations with Frank, I forwarded the abstract to him who looked into this program and saved a lot of money for
IBM. This case illustrates that ideally people with no obvious process connection should be able to converse
informally.
In planning the first Universal Usability Conference (ACM SIGCHI), it was necessary to delegate various functions
to various parties. While, we attempted to plan ahead of time by standard tools such as budgets and project
timelines, there were numerous unanticipated problems that needed to be solved. A weekly conference call among
all the functional heads allowed us to identify and solve such problems effectively and efficiently.
In WorldJam (an on-line 3 day company-wide electronic meeting in which all IBMers were invited to participate;
generate ideas and comment on them in ten topics), moderators and facilitators used Babble (an electronic blended
synchronous/asynchonous chat) and Sametime (a synchronous chat system) as backchannels to collectively solve
problems, as well as to coordinate information among the ten topics.
In Hanna Pavillion, a children‟s psychiatric hospital in Cleveland, each change of shift is marked by a short joint
staff meeting in which any particularly novel observations or issues are discussed so that a continuity of knowledge
persists across the shift boundaries (this is common in most medical settings, in fact). In addition, at least some
people work double shifts or rotating shifts and get to know people from various shifts. There are ample
opportunities for informal conversation during the course of the day as well as in various special outings. On these
occasions, staff members can insure coordination of treatment for a specific child across the boundaries of the
various nurses, psychiatrists, occupational therapists, and child care workers who interact with each child.
Resulting Context
In the ideal case, trust and even friendships can develop among people working on related processes even though
they belong to different functions and report to different managers. Unanticipated problems can be identified,
solutions designed and implemented in a cooperative spirit. As a result, the workforce is more productive and more
satisfied leading to lower turnover, absenteeism, and sabotage. Further, the customers ultimately benefit from
improved service and feel as though they are dealing with an integrated and intelligent entity and not an
uncoordinated collection of selfish “not my job” people.
Rationale
People are naturally social beings. Conversation with others to solve jointly identified problems is a pleasurable and
useful activity. However, people also have a tendency to form “in-groups” and “out-groups” which resist globally
optimal solutions. The balance of these opposing tendencies can be shifted by allowing people the time, appropriate
space, and lending management support to conversation and informally solving problems without resort to officially
escalation.
Radical Co-location
Synonyms
“Put the team in one room for the duration of the project”, “War rooms”
6. Abstract: When small to medium teams of people need to solve a problem or design a novel solution and there are
many highly interactive parts, it is useful for the people to work in one large room where people have easy access to
each other and shared work objects can be easily viewed, modified, and referred to when necessary.
Problem
Some problems are amenable to decomposition; that is, the overall problem can be broken down into a series of sub-
problems and when each of the sub-problems is solved, the overall problem will be solved, possibly with slight
modification to some of the sub-solutions.
In other cases, especially problems that are relatively novel, complex, or “wicked”, such decomposition is not
possible. If decomposition is attempted and each of the sub-problems is solved, the resulting composition of sub-
solutions will not be anything close to an overall solution. Under these circumstances, people working alone on
their sub-problem will become frustrated because all the progress they thought they had made will prove illusory.
Morale will suffer. Management will become upset that the apparent progress has not been real and typically
attempt a variety of counter-productive measures such as requiring more frequent reports and adding new personnel
to meet a schedule.
Context
In the design of complex systems with many interacting parts, it is often the case that understanding how best to
“decompose” a problem cannot be determined ahead of time. Examples include complex software systems,
especially where the overall system includes human-human and human-computer interaction, new machinery, novel
nuclear power plant designs, complex military operations. In such a context, handing out separate “assignments” to
various individuals or small teams will at first seem to produce progress as each individual or small team carries out
their assignment. Unfortunately, when an attempt is made to compose or integrate these sub-solutions into an
overall solution, the result doesn‟t work because of unanticipated interactions.
For instance, suppose that a software development team is designing an integrated office support package.
Independently, various teams or individuals design various functions. Each of these may be well-designed in itself.
However, the combination will be flawed on at least three counts. First, numerous functions will have been
duplicated in separate modules. Second, some functionality that would have been useful for the whole package will
not have been implemented at all because it would have been too much work for any one team. Third, the user
experience will be scattered and inconsistent as separate designers make independent choices about what the user
experience will be. In addition, it is quite likely that hard bugs will also be in the design due to the inconsistent
treatment of data objects, deadlocks, infinite loops, etc.
There are two main general solutions common in the software development community. First, there may be an
attempt to set “ground rules” or “style guides” that everyone is supposed to follow. These will help ameliorate the
problem but cannot solve it entirely. Second, there may be overall project meetings where people report on progress
or even do mutual design reviews. Again, this helps but even if problems are found and resolved, the resolution will
require considerable rework.
Forces
* People are naturally gregarious.
* People can concentrate better on difficult mental tasks when it is quiet and when there are a minimum of
interruptions.
* Some problems are amenable to decomposition into relatively independent sub-problems; others are not.
* Social cues can be used as a guide to when to interrupt others.
* Having work-related shared artifacts that can be viewed and understood by others continually leads to
productivity.
* Shuffling work artifacts in and out of view in a small space takes time.
* Space costs money and is therefore limited.
* A group will tend to develop useful social conventions when they are co-located.
* Noticing and resolving conflicts among sub-solutions early will result in minimizing rework.
* Noticing common problems and solving them collectively as soon as possible will result in maximum efficiency.
* Human performance often shows a “social facilitation” effect; that is, people perform better in the presence of
others.
Solution
When small to medium sized teams work on non-decomposable problems, it is useful for them to be radically co-
located in one large room. This room should provide each person some private space and individual work tools
(e.g., a computer, a drawing table) as well as numerous spaces for public display of large scale work artifacts (e.g.,
designs, work plans, diagrams, decisions, group rules, etc.).
7. Examples:
In the Manhattan Project, people from all over the country were relocated to a relatively remote and isolated area.
There they had large workrooms to work on complex problems together.
Recently, automobile companies have empirically compared software work teams that were radically co-located
with traditional software development and found the former to be significantly more productive. Interestingly,
although before the experience, people thought that they would hate working in a single room, afterwards they said
they preferred it.
Resulting Context:
Prior to the experiments at the auto companies, developers were afraid that they would be too distracted by noise
and interruptions to get much work done. In fact, social cues can be read fairly well and a potential interrupter can
gauge the time to interrupt. In radical co-location, a person might have to wait minutes or hours to resolve an issue
by conversation and mutual problem solving. In traditional software development, they may have to wait for a
weekly meeting or not discover a problem until integration testing.
People working under conditions of radical co-location tend to develop common vocabulary and artifacts quickly
and can easily and efficiently refer to these artifacts. Motivationally, it is also easier to see where the individual‟s
work fits into the larger whole.
Rationale:
In a complex problem solving process, it is most efficient to solve the most difficult constraints first. Similarly, the
sooner potential design conflicts or potential design commonalities are discovered, the more efficient the global
optimization. Social groups that work together can rely on subtle cues about whether to interrupt or not. Being
alone in the office may seem more conducive to concentration but is still amenable to a knock on the door or a
phone call; in this case, the person interrupting generally does not know the state of concentration of the person
being interrupted. When we work separately, it is easy to imagine that others are “slacking off.” If we actually see
all of our colleagues working, it tends to motivate us to work harder as well.
Who Speaks for Wolf?
Problem: Problem solving or design that proceeds down the wrong path can be costly or impossible to correct later.
As the inconvenience and cost of a major change in direction mount, cognitive dissonance theory (Festinger, 1957)
makes it somewhat likely that the new information will be ignored or devalued so that continuance along the wrong
path is likely.
Context: Complex problems such as the construction of new social institutions or the design of complex interactive
systems require that a multitude of viewpoints be brought to bear. Unfortunately, this is all too often not the case.
One group builds a "solution" for another group without fully understanding the culture, the user needs, the extreme
cases, and so on. The result is often a "system" whether technical or social, that creates as many problems as it
solves.
The idea for this pattern comes from a Native American (Iroquois) story transcribed by Paula Underwood (1983).
In brief, the story goes as follows. The tribe had as one of its members, a man who took it upon himself to learn all
that he could about wolves. He became such an expert, that his fellow tribes-people called him “Wolf.” While Wolf
and several other braves were out on a long hunting expedition, it became clear to the tribe that they would have to
move to a new location. After various reconnaissance missions, a new site was selected and the tribe moved.
Shortly thereafter, it became clear that a mistake had been made. The new location was in the middle of the wolves‟
breeding ground. The wolves were threatening the children and stealing the drying meat. Now, the tribe was faced
with a hard decision. Should they move again? Should they post guards all day and night? Or, should they destroy
the wolves? And, did they even want to be the sort of people who would kill off another species for their own
convenience? At last it was decided they would move to yet another new location. But as was their custom, they also
asked themselves, “What did we learn from this? How can we prevent making such mistakes in the future.”
Someone said, “Well, if Wolf would have been at our first council meeting, he would have prevented this mistake.”
“True enough,” they all agreed. “Therefore, from now on, whenever we meet to make a decision, we shall ask
ourselves, „Who speaks for Wolf‟ to remind us that someone must be capable and delegated to bring to bear the
knowledge and interests of any missing stakeholders.”
Forces:
* Gaps in requirements are most cheaply repaired early in development; it is important for this and for reasons of
acceptance (as well as ethics!) by all parties that all stakeholders have a say throughout any development or change
process.
*Logistical difficulties make the representation of all stakeholder groups at every meeting difficult.
8. *A new social institution or design will be both better in quality and more easily accepted if all relevant parties have
input.
* Once a wrong path is chosen, both social forces and individual cognitive dissonance make it difficult to begin
over, change direction or retrace steps.
9. Solution: Provide automated reminders of stakeholders who are not present. These could be procedural (certain
Native Americans always ask, "Who Speaks for Wolf" to remind them) or visual or auditory with technological
support.
Examples: Some groups make it a practice to “check in” at the beginning of any meeting to see whether any group
members have an issue that they would like to have discussed. In “User Centered Design”, and “Contextual
Design” methodologies, an attempt is made to get input from the intended users of the system early on in the design
process.
Resulting Context: When every stake-holder‟s views are taken into account, the solution will be improved in
quality and in addition, there will be less resistance to implementing the solution.
Rationale: Much of the failure of "process re-engineering" can be attributed to the fact that "models" of the "is"
process were developed based on some executive's notion of how things were done rather than a study of how they
were actually done or asking the people who actually did the work how they were done. A "should be" process was
designed to be a more efficient version of the "is" process and then implementation was pushed down on workers.
However, since the original "is" model was not based on a very complete picture of reality, the "more efficient"
solution often left out vital elements. We hope that this type of mistake is not being remade in the field of
knowledge management, but fear that many such systems are attempts to provide a purely technological solution in
a situation that calls for a socio-technical approach (Thomas, Kellogg, and Erickson, 2001). In any complex human
endeavor, once a wrong path is initiated, it becomes progressively more difficult to change. For instance, in “A
behavioral analysis of the Hobbit-Orcs problem”, (Thomas, 1974), people found it difficult to solve a simple puzzle
when it appeared that they had to “undo” progress that has already been made. In more complex endeavors, not only
does individual cognitive dissonance make changing direction difficult. In addition, social and logistical factors
multiply the difficulties of changing paths.
Technological and sociological "imperialism" provide many additional examples where the input of all the
stakeholders is not taken into account. Of course, much of the history of the US government's treatment of the
Native Americans was an avoidance of truly including all the stakeholders. A challenge in applying the "Who
Speaks for Wolf" pattern is to judge honestly and correctly whether, indeed, someone does have the knowledge and
delegation to "speak for Wolf." If such a person is not present, we may do well to put off design or decision until
such a person, or better, "Wolf" can be present.
Known Uses: As a variant of this, a prototype creativity tool has been created. The idea is to have a "board of
directors" consisting of famous people. When you have a problem to solve, you are supposed to be reminded of, and
think about, how various people would approach this problem. Ask yourself, "What would Einstein have said?"
"How would Ghandi have approached this problem?" And so on. This prototype can be viewed at the following:
www.research.ibm.com/knowsoc/
In a previously published study (Desurvire & Thomas, 1993), Human Computer Interaction specialists, computer
programmers, and individuals with a background in neither field were asked to do a kind of “heuristic evaluation” of
a user interface design under one of two conditions. In one condition, they were simply asked to find as many
potential problems as possible and to suggest new features. In a second condition, they were successively asked to
try to find potential problems and suggest new features from various perspectives including a cognitive
psychologist, a behaviorist psychologist, an occupational therapist, a worried mother, and so on. Subjects in the
various conditions had equal amounts of time, but people whom were specifically asked to take different
perspectives, on average, found more actual usability problems and made a greater number of suggestions than those
who were not given the suggestion to look at the problem from these various perspectives.
10. Discussion. In the case of the tribal experience that gave rise to the story and subsequent heuristic pattern, “Who
Speaks for Wolf?” the people of the tribe knew every member of the tribe. That is, all the stakeholders were known,
even if all were not present. Furthermore, because of the nature of their culture, it was presumed that each person
would have to “live with” the consequences of every other person and their family and friends continuing to be a
part of that tribe. Thus, not only were all the stakeholders known, but every stakeholder was likely to remain a
stakeholder with continuing influence. Under these circumstances, everyone is wise to consider quite seriously the
concerns and perspectives of every other stakeholder, not only because greater overall wisdom will result, but also
because of future negative consequences that would occur if someone‟s concerns were not at least respectfully
considered. In many circumstances today, we live under more complex circumstances. During discussions at the
DIAC02 conference, it was brought up that we may not always know who all the relevant stakeholders are.
Furthermore, because of complex property rights and power relationships, some people may believe that some
stakeholders may be ignored without consequence. There are certainly many similar stories in today‟s complex
society wherein people really do want to include all relevant stakeholders but finding them can be challenging. The
following related patterns are meant to offer various suggestions relevant in such situations.
Related Patterns. Radical Co-location. (See above).
Advocates. In this pattern, rather than each individual being on the look-out for activities, changes, and situations
that may be highly relevant to their concerns (which would be extremely time consuming), a single person (or small
group) is charged with the task of understanding the concerns of a related group of individuals and making it their
business to watch the environment for situations in which this group should be considered as stakeholders.
Examples include public advocates, lobbyists, and activists.
Honey-pot. In this pattern, the systems designers, in order to attract the input of all relevant stakeholders, produce
an event, or a thing which has extremely wide appeal and wide publicity; e.g., a party, a fair, a website, a free gift.
Associated with this is an appeal for input from anyone who has an interest in doing so.
Exploring the Formal Organization. In this pattern, one finds a person or small group of people who know the
entire formal organization, or one uses a tool that displays the entire formal organization and then explores links to
any functions that may be relevant to the situation at hand, contacting those people whose job title, interests, or
function may relate. Not all of these will be stakeholders, but clusters who are stakeholders may be revealed with
minimal effort or disruption. For example, IBM has a world-wide directory called “Blue Pages” that allows one to
search not only by name, but also by job responsibility, project, expertise and interests. This still does not solve the
problem that you may not know or recognize the correct term to indicate an important relationship .
Exploring the Informal Organization via Chaining. Here, one begins with people one knows and asks them who
they know who would be most likely to be a stakeholder or know a stakeholder relevant to the situation you
describe. By working in this recursive fashion, one can connect to relevant stakeholders fairly quickly.
Gaming Scenarios. In this technique, one assigns separate known stakeholder roles to each of several people on the
project team. Each is given a different perspective to take and a different set of payoffs. They begin to “play”
through a scenario and begin negotiating requirements. In the process of doing this, however, people will be on the
look-out for “missing players.” Once people begin to confront a concrete (though imagined) reality, other
stakeholders who are not being represented become clear.
Hypothesized Anti-Hero. In writing good fiction, it is important, not just to have good heroes, but, perhaps even
more important to create interesting, powerful, and believable villains. It is natural in undertaking a project to think
of all the benefits of the project and to imagine ourselves as systems designers as the “heroes.” Step back and try to
imagine that there is someone completely opposed to the system you are designing. What would this person be like?
Try to avoid the temptation to imagine them as idiotic, misinformed, or evil (although that can also be a useful
exercise). Instead, try to imagine a smart, well-informed, good-intentioned person who is against the project. Why?
What is their perspective? What history led to their view?
Multiple Agents. Although so-called “intelligent agents” have not really reached the point where they exhibit
intelligence in the human sense, multiple agents can help remind people of sources of knowledge and viewpoints
that they might not have otherwise considered.
11. Public Notice. It might seem too obvious to mention, but of course, wherever feasible, projects whose implications
are widespread should be given public notice in appropriate forums; in some, but not all cases, this is a legal
requirement. However, the utility of public notice goes beyond the avoidance of a lawsuit. It can result in better
design.
Environment Change. Typically, a design is produced for a specific context. One way to test the robustness of
design is to imagine a change in the envisioned environment. As a part of that thought experiment, a new set of
stakeholders may come to mind as well. Some of these same stakeholders may well be relevant to the project as it
stands; they are simply more saliently relevant in the changed environment.
Extreme Characters. Just as stories typically portray the edges of human social and emotional experience, and for
that reason we find them fascinating and instructive, we also find extreme characters to be interesting.
Djajadinangrat, Gaver, and Frens (2000) from the Royal College of Art have been using a technique during design
of imagining some extreme but very different characters and then building scenarios for how those characters would
react to a design; how they might use it; what their concerns might be.
Similar Past Experience. Although it may well be the case that no-one on the design team has experience with
exactly the current set of circumstances, it may prove worthwhile to exchange stories of past design projects in
which there were forgotten stakeholders; how those stakeholders could have been found earlier. Then, the team can
reflect on how that knowledge might apply to the current situation.
Of course, designing any new socio-technical system is a difficult undertaking and none of the methods
expressed in these patterns can guarantee that all relevant stakeholders will be discovered ahead of time. Taken
together, however, we believe such methods have three important effects. First, the methods increase the chances of
finding previously undisclosed stakeholders. Second, the methods generally increase the sensitivity of the design
team to potential “side-effects” of their design. Third, such actions demonstrate a values-based design process and if
and when new stakeholders are found, negative reactions are more likely to be restricted to material concerns and
not include emotional negativity due to being ignored.
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13. 4 Potential Applications
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References