MTBiz is for you if you are looking for contemporary information on business, economy and especially on banking industry of Bangladesh. You would also find periodical information on Global Economy and Commodity Markets.
Signature content of MTBiz is its Article of the Month (AoM), as depicted on Cover Page of each issue, with featured focus on different issues that fall into the wide definition of Market, Business, Organization and Leadership. The AoM also covers areas on Innovation, Central Banking, Monetary Policy, National Budget, Economic Depression or Growth and Capital Market. Scale of coverage of the AoM both, global and local subject to each issue.
MTBiz is a monthly Market Review produced and distributed by Group R&D, MTB since 2009.
Our latest white paper shares new global research based on 7000 employee surveys in the US, Brazil, UK, Germany, Australia, Singapore and China, UAE, Saudi Arabia, and Egypt. We look at questions like: Can anyone be creative? How do employers build creative cultures? Is playing at work the answer? What are the business rewards of inspiring creativity—and the risks of failing to?
Learn the 5 Discovery Skills of Out-Performing Innovators
Based on the innovator’s DNA study by Christensen et al
Presented by Linda Naiman Founder, Creativity at Work.com
For ProductCamp, Vancouver 2013
Ignite your strategic thinking mit innovation labAlan Scrase
IGNITE your…. strategic thinking
Presenter – Dr. Dave Richards, experienced and highly successful serial entrepreneur, innovator and master strategist, will be presenting on
“The MIT Innovation Lab: 5 key Learnings”
Dr Dave is an inspirational speaker, adviser, author and globally recognised thought leader.
He is honorary visiting Fellow with the Faculty of Management, Cass Business School, City University, London, co-founder and honorary lifetime member of the Massachusetts Institute of Technology Innovation Lab, Fellow of the Institute of Directors and the Royal Society for the Encouragement of the Arts, Manufactures & Commerce as well as adviser to a variety of business and government leaders.
MTBiz is for you if you are looking for contemporary information on business, economy and especially on banking industry of Bangladesh. You would also find periodical information on Global Economy and Commodity Markets.
Signature content of MTBiz is its Article of the Month (AoM), as depicted on Cover Page of each issue, with featured focus on different issues that fall into the wide definition of Market, Business, Organization and Leadership. The AoM also covers areas on Innovation, Central Banking, Monetary Policy, National Budget, Economic Depression or Growth and Capital Market. Scale of coverage of the AoM both, global and local subject to each issue.
MTBiz is a monthly Market Review produced and distributed by Group R&D, MTB since 2009.
Our latest white paper shares new global research based on 7000 employee surveys in the US, Brazil, UK, Germany, Australia, Singapore and China, UAE, Saudi Arabia, and Egypt. We look at questions like: Can anyone be creative? How do employers build creative cultures? Is playing at work the answer? What are the business rewards of inspiring creativity—and the risks of failing to?
Learn the 5 Discovery Skills of Out-Performing Innovators
Based on the innovator’s DNA study by Christensen et al
Presented by Linda Naiman Founder, Creativity at Work.com
For ProductCamp, Vancouver 2013
Ignite your strategic thinking mit innovation labAlan Scrase
IGNITE your…. strategic thinking
Presenter – Dr. Dave Richards, experienced and highly successful serial entrepreneur, innovator and master strategist, will be presenting on
“The MIT Innovation Lab: 5 key Learnings”
Dr Dave is an inspirational speaker, adviser, author and globally recognised thought leader.
He is honorary visiting Fellow with the Faculty of Management, Cass Business School, City University, London, co-founder and honorary lifetime member of the Massachusetts Institute of Technology Innovation Lab, Fellow of the Institute of Directors and the Royal Society for the Encouragement of the Arts, Manufactures & Commerce as well as adviser to a variety of business and government leaders.
This is a presentation given to the WVU General Surgery Department on innovation, inventing, and entrepreneurship. My takes on the ideal bioentrepreneur and the basic steps to getting started.
Here are the seven different source of Innovation: Unexpected, Incongruity, Necessity, Demographics, Market structure change, Changing the perception, New knowledge.
To know more details, visit us at : https://mitidinnovation.com/recreation/what-are-the-different-sources-of-innovation/
Neuroentrepreneurship symposium 2015 Academy of ManagementNorris Krueger
Joint research symposium applying insights from neuroscience to understanding entrepreneurship. Builds on the 2014 symposium which was SRO. This is a great crew so feel free to contact any of them
We are proud to announce our fifteenth Innovation Excellence Weekly for Slideshare. Inside you'll find ten of the best innovation-related articles from the past week on Innovation Excellence - the world's most popular innovation web site and home to 5,000+ innovation-related articles.
For your assignment this week, in 2-3 pages think of a work-relate.docxalisoncarleen
For your assignment this week, in 2-3 pages think of a
work-related failure
that you experienced or you are aware of and after describing it,
answer the following questions:
What individual and/or organizational factors might have contributed to the failure?
What was the manager's or organization's reaction to the failure? How does that reaction compare to what you learned in this week's lesson?
Did it become a learning experience? If so, in what way? If not, why not?
Based on what your learned would you describe this organization as innovative? Why or why not?
+++++++++++++++++++++++++++++++++++++++++++++++++++++++
Lecture Reading
Last week we learned that we minimize risk associated with innovation by managing a portfolio of innovations. That risk results when innovative ideas don’t result in marketable products or reduced costs. This week we focus on the culture of failure.
There are many legends about the innovative success of companies and their founders, including great financial rewards. Microsoft and Google both started life in a garage and their founders are now billionaires!
It’s easy to assume that the products or processes in these stories were “light bulb” ideas, generated in full form and ready for the market. What we don’t usually hear about are products that were tested by these same companies but were not successful, about the financial investments made in trial products that never earned a return.
Apple, often considered the most innovation-driven companies in the world, and certainly, the company that has launched the most disruptive innovation in the last decade, has also acquired experience in innovation failure. A few years ago, it launched its Maps application which caused controversy, leading CEO Tim Cook to publicly apologize.
Dannon has invested millions in developing a new kind of yogurt, one that claimed to offer benefits to the skin. The result?
Essentis
was retired from the market.
Microsoft has failed many times as well, such as with its Zune Player. And, even in its core business, the operating systems Windows Vista and Windows 8 have caused controversy.
French automobile maker Renault has also failed to penetrate the high-end market segment with its VelSatis.
Google, often considered to be a paragon of innovation, has failed many times. Its product meant at competing against Wikipedia, called
Knol
, has been discontinued. Google Reader and Google Buzz
failed (Links to an external site.)Links to an external site.
, as well. Most of its successful innovations were, in fact, start-up acquisitions such as YouTube.
Today the conventional wisdom is that innovative companies need to be prepared for
failures
. Author Langdon Morris stated “A healthy percentage of projects should fail, because failure is an indication that we are pushing the limits of our current understanding hard enough to be sure that we are extracting every last bit of value from every situation and at the same ...
Third day of the Design & Creativity module at Nanyang Technological University. Institute on Asian Consumer Insights. This is the "How?" day, includes the sketching activity and the challenge to do something new. Cultivate ambiguity, rethink the role of failure, and think about "innovative diversity" in your organisation.
Sometimes it seems that nearly every large company on the planet is establishing some sort of innovation presence in Silicon Valley – be it a full-blown center, lab or a fledgling outpost. Tech and non-tech companies are here. They’re committing time, dollars and talent in the hope of leveraging
the concentrated startup and academic ecosystems to some varied definitions of success. They’re betting that being close to the epicenter of others’ ideas and success automatically conveys a benefit.
That’s dangerous and lazy thinking.
What’s the rush and what does an innovation presence really contribute to the business and the marketplace as a whole? Is all of the recent frenzied activity the result of some kind of corporate FOMO (“fear of missing out”) around the next big thing? Or is there really something special and unpredictable that comes out of a well-curated and geographically well- situated set of relationships,talent and ideas?
It’s not easy to be ‘innovative,’ and we could quickly drift into the territory of clichéd term if we are not careful.
So what does innovation mean today? Can you create a culture and learn the skills that can serve as the spark and kindling for the pursuit of something that really matters? Or is it ever so easy to commit one of the transgressions of innovation and either think too far out into the future without any purpose, or merely get involved in projects of short-term incremental improvement?
As I have recently included some new content in my presentations and sessions, I would like to share these insights with you in the form of an updated presentation deck. Here, I focus on the the following views and messages:
- A general state of innovation and what you need to know about it these days
- What open innovation is and how it is relevant in the context of big companies and SME´s and startups
- What it takes to be successful with innovation today as an individual and as a team
When I give talks and sessions, I draw upon a comprehensive set of content which you can look further at www.innovationupgrade.com.
Here you get a look at my current thoughts on innovation through a presentation that I will give tomorrow at the Turkey Innovation Week, where I am one of the keynote speakers.
It is a long talk – 1 hour – so I have compiled lots of content in this presentation. Yes, it might even have too many messages, but I hope the participants at the conference as well as those of you, who are just checking out the presentation, can find some inspiration in it without feeling overloaded with information.
Some of the topics I get into are:
• The current state of innovation and the global megatrends that impacts it
• A definition on open innovation and the benefits that come along with it
• Innovation as a career choice – what you need to succeed for this
• My perception of innovation in Turkey (not elaborated, just one case)
• How intrapreneurship can bring together idea and people management
I hope you find it worthwhile your time.
Mr D Shivakumar has summarised my book into Power Point Charts. He is not running me out of business, rather his summary will stimulate your interest to read the whole book! Enjoy the summary
This is a presentation given to the WVU General Surgery Department on innovation, inventing, and entrepreneurship. My takes on the ideal bioentrepreneur and the basic steps to getting started.
Here are the seven different source of Innovation: Unexpected, Incongruity, Necessity, Demographics, Market structure change, Changing the perception, New knowledge.
To know more details, visit us at : https://mitidinnovation.com/recreation/what-are-the-different-sources-of-innovation/
Neuroentrepreneurship symposium 2015 Academy of ManagementNorris Krueger
Joint research symposium applying insights from neuroscience to understanding entrepreneurship. Builds on the 2014 symposium which was SRO. This is a great crew so feel free to contact any of them
We are proud to announce our fifteenth Innovation Excellence Weekly for Slideshare. Inside you'll find ten of the best innovation-related articles from the past week on Innovation Excellence - the world's most popular innovation web site and home to 5,000+ innovation-related articles.
For your assignment this week, in 2-3 pages think of a work-relate.docxalisoncarleen
For your assignment this week, in 2-3 pages think of a
work-related failure
that you experienced or you are aware of and after describing it,
answer the following questions:
What individual and/or organizational factors might have contributed to the failure?
What was the manager's or organization's reaction to the failure? How does that reaction compare to what you learned in this week's lesson?
Did it become a learning experience? If so, in what way? If not, why not?
Based on what your learned would you describe this organization as innovative? Why or why not?
+++++++++++++++++++++++++++++++++++++++++++++++++++++++
Lecture Reading
Last week we learned that we minimize risk associated with innovation by managing a portfolio of innovations. That risk results when innovative ideas don’t result in marketable products or reduced costs. This week we focus on the culture of failure.
There are many legends about the innovative success of companies and their founders, including great financial rewards. Microsoft and Google both started life in a garage and their founders are now billionaires!
It’s easy to assume that the products or processes in these stories were “light bulb” ideas, generated in full form and ready for the market. What we don’t usually hear about are products that were tested by these same companies but were not successful, about the financial investments made in trial products that never earned a return.
Apple, often considered the most innovation-driven companies in the world, and certainly, the company that has launched the most disruptive innovation in the last decade, has also acquired experience in innovation failure. A few years ago, it launched its Maps application which caused controversy, leading CEO Tim Cook to publicly apologize.
Dannon has invested millions in developing a new kind of yogurt, one that claimed to offer benefits to the skin. The result?
Essentis
was retired from the market.
Microsoft has failed many times as well, such as with its Zune Player. And, even in its core business, the operating systems Windows Vista and Windows 8 have caused controversy.
French automobile maker Renault has also failed to penetrate the high-end market segment with its VelSatis.
Google, often considered to be a paragon of innovation, has failed many times. Its product meant at competing against Wikipedia, called
Knol
, has been discontinued. Google Reader and Google Buzz
failed (Links to an external site.)Links to an external site.
, as well. Most of its successful innovations were, in fact, start-up acquisitions such as YouTube.
Today the conventional wisdom is that innovative companies need to be prepared for
failures
. Author Langdon Morris stated “A healthy percentage of projects should fail, because failure is an indication that we are pushing the limits of our current understanding hard enough to be sure that we are extracting every last bit of value from every situation and at the same ...
Third day of the Design & Creativity module at Nanyang Technological University. Institute on Asian Consumer Insights. This is the "How?" day, includes the sketching activity and the challenge to do something new. Cultivate ambiguity, rethink the role of failure, and think about "innovative diversity" in your organisation.
Sometimes it seems that nearly every large company on the planet is establishing some sort of innovation presence in Silicon Valley – be it a full-blown center, lab or a fledgling outpost. Tech and non-tech companies are here. They’re committing time, dollars and talent in the hope of leveraging
the concentrated startup and academic ecosystems to some varied definitions of success. They’re betting that being close to the epicenter of others’ ideas and success automatically conveys a benefit.
That’s dangerous and lazy thinking.
What’s the rush and what does an innovation presence really contribute to the business and the marketplace as a whole? Is all of the recent frenzied activity the result of some kind of corporate FOMO (“fear of missing out”) around the next big thing? Or is there really something special and unpredictable that comes out of a well-curated and geographically well- situated set of relationships,talent and ideas?
It’s not easy to be ‘innovative,’ and we could quickly drift into the territory of clichéd term if we are not careful.
So what does innovation mean today? Can you create a culture and learn the skills that can serve as the spark and kindling for the pursuit of something that really matters? Or is it ever so easy to commit one of the transgressions of innovation and either think too far out into the future without any purpose, or merely get involved in projects of short-term incremental improvement?
As I have recently included some new content in my presentations and sessions, I would like to share these insights with you in the form of an updated presentation deck. Here, I focus on the the following views and messages:
- A general state of innovation and what you need to know about it these days
- What open innovation is and how it is relevant in the context of big companies and SME´s and startups
- What it takes to be successful with innovation today as an individual and as a team
When I give talks and sessions, I draw upon a comprehensive set of content which you can look further at www.innovationupgrade.com.
Here you get a look at my current thoughts on innovation through a presentation that I will give tomorrow at the Turkey Innovation Week, where I am one of the keynote speakers.
It is a long talk – 1 hour – so I have compiled lots of content in this presentation. Yes, it might even have too many messages, but I hope the participants at the conference as well as those of you, who are just checking out the presentation, can find some inspiration in it without feeling overloaded with information.
Some of the topics I get into are:
• The current state of innovation and the global megatrends that impacts it
• A definition on open innovation and the benefits that come along with it
• Innovation as a career choice – what you need to succeed for this
• My perception of innovation in Turkey (not elaborated, just one case)
• How intrapreneurship can bring together idea and people management
I hope you find it worthwhile your time.
Mr D Shivakumar has summarised my book into Power Point Charts. He is not running me out of business, rather his summary will stimulate your interest to read the whole book! Enjoy the summary
Similar to www.hbr.orgSP O T L I G H TO N I.docx (20)
www.elsevier.comlocatecompstrucComputers and Structures .docxjeffevans62972
www.elsevier.com/locate/compstruc
Computers and Structures 85 (2007) 235–243
On the treatment of uncertainties in structural mechanics and analysis q
G.I. Schuëller *
Institute of Engineering Mechanics, Leopold-Franzens University Innsbruck, Technikerstr. 13, 6020 Innsbruck, Austria
Received 9 August 2006; accepted 31 October 2006
Available online 22 December 2006
Abstract
In this paper the need for a rational treatment of uncertainties in structural mechanics and analysis is reasoned. It is shown that the
traditional deterministic conception can be easily extended by applying statistical and probabilistic concepts. The so-called Monte Carlo
simulation procedure is the key for those developments, as it allows the straightforward use of the currently used deterministic analysis
procedures.
A numerical example exemplifies the methodology. It is concluded that uncertainty analysis may ensure robust predictions of vari-
ability, model verification, safety assessment, etc.
� 2006 Elsevier Ltd. All rights reserved.
Keywords: Uncertainty; Monte Carlo simulaton; Finite elements; Response variability; Model verification; Robustness
1. Introduction
Structural mechanics analysis up to this date, generally is
still based on a deterministic conception. Observed varia-
tions in loading conditions, material properties, geometry,
etc. are taken into account by either selecting extremely
high, low or average values, respectively, for representing
the parameters. Hence, this way, uncertainties inherent in
almost every analysis process are considered just intuitively.
Observations and measurements of physical processes,
however, show not only variability, but also random char-
acteristics. Statistical and probabilistic procedures provide
a sound frame work for a rational treatment of analysis
of these uncertainties. Moreover there are various types of
uncertainties to be dealt with. While the uncertainties in
mechanical modeling can be reduced as additional knowl-
edge becomes available, the physical or intrinsic uncertain-
ties, e.g. of environmental loading, can not. Furthermore,
0045-7949/$ - see front matter � 2006 Elsevier Ltd. All rights reserved.
doi:10.1016/j.compstruc.2006.10.009
q Plenary Keynote Lecture presented at the 3rd MIT Conference on
Computational Fluid and Solid Mechanics, Boston, MA, USA, June 14–
17, 2005.
* Tel.: +43 512 507 6841; fax: +43 512 507 2905.
E-mail address: [email protected]
the entire spectrum of uncertainties is also not known. In
reality, neither the true model nor the model parameters
are deterministically known. Assuming that by finite ele-
ment (FE) procedures structures and continua can be repre-
sented reasonably well the question of the effect of the
discretization still remains. It is generally expected, that
an increase in the size of the structural models, in terms of
degrees of freedom, will increase the level of realism of the
model. Comparisons with measurements, however, clearly
show that this expect.
www.ebook3000.comList of Cases by ChapterChapter 1.docxjeffevans62972
www.ebook3000.com
List of Cases by Chapter
Chapter 1
Development Projects in Lagos, Nigeria 2
“Throwing Good Money after Bad”: the BBC’s
Digital Media Initiative 10
MegaTech, Inc. 29
The IT Department at Hamelin Hospital 30
Disney’s Expedition Everest 31
Rescue of Chilean Miners 32
Chapter 2
Tesla’s $5 Billion Gamble 37
Electronic Arts and the Power of Strong Culture
in Design Teams 64
Rolls-Royce Corporation 67
Classic Case: Paradise Lost—The Xerox Alto 68
Project Task Estimation and the Culture of “Gotcha!” 69
Widgets ’R Us 70
Chapter 3
Project Selection Procedures: A Cross-Industry
Sampler 77
Project Selection and Screening at GE: The Tollgate
Process 97
Keflavik Paper Company 111
Project Selection at Nova Western, Inc. 112
Chapter 4
Leading by Example for the London Olympics—
Sir John Armitt 116
Dr. Elattuvalapil Sreedharan, India’s Project
Management Guru 126
The Challenge of Managing Internationally 133
In Search of Effective Project Managers 137
Finding the Emotional Intelligence to Be a Real Leader 137
Problems with John 138
Chapter 5
“We look like fools.”—Oregon’s Failed Rollout
of Its ObamacareWeb Site 145
Statements of Work: Then and Now 151
Defining a Project Work Package 163
Boeing’s Virtual Fence 172
California’s High-Speed Rail Project 173
Project Management at Dotcom.com 175
The Expeditionary Fighting Vehicle 176
Chapter 6
Engineers Without Borders: Project Teams Impacting
Lives 187
Tele-Immersion Technology Eases the Use of Virtual
Teams 203
Columbus Instruments 215
The Bean Counter and the Cowboy 216
Johnson & Rogers Software Engineering, Inc. 217
Chapter 7
The Building that Melted Cars 224
Bank of America Completely Misjudges Its Customers 230
Collapse of Shanghai Apartment Building 239
Classic Case: de Havilland’s Falling Comet 245
The Spanish Navy Pays Nearly $3 Billion for a Submarine
That Will Sink Like a Stone 248
Classic Case: Tacoma Narrows Suspension Bridge 249
Chapter 8
Sochi Olympics—What’s the Cost of National
Prestige? 257
The Hidden Costs of Infrastructure Projects—The Case
of Building Dams 286
Boston’s Central Artery/Tunnel Project 288
Chapter 9
After 20 Years and More Than $50 Billion, Oil is No Closer
to the Surface: The Caspian Kashagan Project 297
Chapter 10
Enlarging the Panama Canal 331
Project Scheduling at Blanque Cheque Construction (A) 360
Project Scheduling at Blanque Cheque Construction (B) 360
Chapter 11
Developing Projects Through Kickstarter—Do Delivery
Dates Mean Anything? 367
Eli Lilly Pharmaceuticals and Its Commitment to Critical
Chain Project Management 385
It’s an Agile World 396
Ramstein Products, Inc. 397
Chapter 12
Hong Kong Connects to the World’s Longest Natural
Gas Pipeline 401
The Problems of Multitasking 427
Chapter 13
New York City’s CityTime Project 432
Earned Value at Northrop Grumman 451
The IT Department at Kimble College 463
The Superconducting Supercollider 464
Boeing’s 787 Dreamliner: Failure to Launch 465
Chapter 14.
www.AEP-Arts.org | @AEP_Arts
EDUCATION TRENDS www.ecs.org | @EdCommission
TUNE IN.
Explore emerging
education developments.
SEPT 2017
ESSA creates
flexibility allowing
states and
schools to more
fully explore and
leverage the arts in
K-12 teaching and
learning.
Research
indicates that
deeper learning
skills contribute
significantly
to a student’s
college, career
and citizenship
readiness.
Thirty years ago, in response to a K-12
public education system defined by
mediocrity1, with low student test scores
and widening gaps in achievement, the
accountability movement was born.
Federal and state education policies
focused on raising standards and
regularly assessing students. However,
over the years, many policymakers
and the public observed a connection
between the accountability movement
and an overemphasis on testing in
core subjects, such as English and
math, a narrowing of curricula and the
elimination of many important subjects,
including the arts.
Arts education
fosters critical deeper
learning skills, such
as collaboration and
perseverance, in
students.
Yet, research consistently shows that
arts education and the integration of
the arts into core subjects can have
dramatic effects on student success
— defined not just by student test
scores, but also critical skills, such as
creativity, teamwork and perseverance.
Research indicates that these skills
can be as effective predictors of long-
term success in college, careers and
citizenship as test scores.2,3
The Every Student Succeeds Act
(ESSA), which passed in late 2015, is
the first major federal law in more than
30 years offering states a significant
degree of flexibility to broaden —
rather than narrow — curricula, and
strongly encourages states to ensure all
students have access to a well-rounded
education, which includes the arts
and music.4 Armed with the evidence
presented in this report highlighting
the impressive effects education in and
through the arts can have on student
Beyond the Core: Advancing
student success through the arts
EMILY WORKMAN
EDUCATION
TRENDS
www.AEP-Arts.org | @AEP_Arts
2
EDUCATION TRENDS www.ecs.org | @EdCommission
success, state policymakers have an opportunity and
incentive to take advantage of the flexibility awarded
under ESSA related to the arts.
“Despite [deeper learning] skills’
central roles in our education and,
more broadly, our lives, education
policy has tended to overlook their
importance.”5
Bolstering Deeper
Learning Through Arts in
Education
Deeper Learning
The arts — including dance, music, theatre, media arts
and visual arts — bolster the development of what are
commonly referred to as deeper learning skills. Deeper
learning is an umbrella term defining the skills and
knowledge students need to attain success in college,
career and citizenship. Students that possess deeper
learning skills6:
1. Master core academic content.
2. Think criti.
wsb.to&NxQXpTHEME Leading with LoveAndreas J. Kӧste.docxjeffevans62972
wsb.to/&NxQXp
THEME: Leading with Love
Andreas J. Kӧstenberger & David Crowther
Introduction
At the outset of this chapter, it should be frankly acknowledged that the Johannine Letters were not originally intended primarily to provide a theology of leadership. Nevertheless, a closer examination of these three letters reveals the way in which the author relates to and provides leadership for the people in the congregations to which the letters are written. The author’s relationship with his recipients in these three letters does not directly correspond to a modern model of leadership because of his unique role in the churches to which he is writing. Yet his faithful and caring relationship can provide an example to Christian leaders in every age. In order to grasp the lessons on leadership in the Johannine Epistles, one must consider the identity of the author of these letters, the source of his authority, his relationship with his audience, and the nature of the conflict addressed in his third letter.
Original Setting
The Authorship of the Letters
The author of 1, 2 and 3 John is never named except for the title “elder” in 2 and 3 John. The early church accepted all three letters into the canon in the belief that John the apostle, the son of Zebedee, was the author.[1] While the author of these letters was doubtless known to his initial readers, the modern reader is indebted to the early church for preserving the tradition of authorship. Sources from the late second and early third centuries, such as the Muratorian Fragment (c. ad 180) and church fathers Tertullian (c. ad 160–215) and Clement of Alexandria (c. ad 155–220), ascribe authorship to John the son of Zebedee.
However, not only the external but also the internal evidence points to Johannine authorship. First, in 1 John 1:1–4 the author claims to be an eyewitness of Jesus. Although the first-person plural reference (“we”) in the author’s description of what he has heard, seen, and touched may include his audience because they share in the tradition that was handed down (alternatively, the reference is to the apostles; cf. John 1:14; 2:11), there is a clear distinction between the author and his recipients with regard to their firsthand knowledge of Jesus (cf.1 John 1:2–3). While the author may use the first-person plural reference to identify with his audience, 1 John 1:1–2 indicates that the author is a personal eyewitness of the incarnate Christ.[2]
Second, all three of the Johannine letters contain similar vocabulary, style, and theology. In fact, the relationship between the letters is so strong that the majority of modern scholars view them as coming from one author—albeit not all agree that their author is the same as the author of the Fourth Gospel.[3] For instance, among the Johannine letters one can identify a common background in which itinerant teachers with competing theological agendas threatened the confession of the Johannine churches.[4] In response to such threa.
WSJ Executive Adviser (A Special Report) TheCase Against .docxjeffevans62972
WSJ Executive Adviser (A Special Report): The
Case Against Corporate Social Responsibility:
The idea that companies have a duty to address
social ills is not just flawed, argues Aneel
Karnani; It also makes it more likely that we'll
ignore the real solutions to these problems
Karnani, Aneel . Wall Street Journal , Eastern edition; New York, N.Y. [New York, N.Y]23 Aug 2010: R.1.
ProQuest document link
ABSTRACT
[...] the fact is that while companies sometimes can do well by doing good, more often they can't. Because in most
cases, doing what's best for society means sacrificing profits.
FULL TEXT
Can companies do well by doing good? Yes -- sometimes.
But the idea that companies have a responsibility to act in the public interest and will profit from doing so is
fundamentally flawed.
Large companies now routinely claim that they aren't in business just for the profits, that they're also intent on
serving some larger social purpose. They trumpet their efforts to produce healthier foods or more fuel-efficient
vehicles, conserve energy and other resources in their operations, or otherwise make the world a better place.
Influential institutions like the Academy of Management and the United Nations, among many others, encourage
companies to pursue such strategies.
It's not surprising that this idea has won over so many people -- it's a very appealing proposition. You can have
your cake and eat it too!
But it's an illusion, and a potentially dangerous one.
Very simply, in cases where private profits and public interests are aligned, the idea of corporate social
responsibility is irrelevant: Companies that simply do everything they can to boost profits will end up increasing
social welfare. In circumstances in which profits and social welfare are in direct opposition, an appeal to corporate
social responsibility will almost always be ineffective, because executives are unlikely to act voluntarily in the
public interest and against shareholder interests.
Irrelevant or ineffective, take your pick. But it's worse than that. The danger is that a focus on social responsibility
will delay or discourage more-effective measures to enhance social welfare in those cases where profits and the
public good are at odds. As society looks to companies to address these problems, the real solutions may be
ignored.
http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129
http://ezproxy.library.berkeley.org/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F746396923%3Faccountid%3D38129
To get a better fix on the irrelevance or ineffectiveness of corporate social responsibility efforts, let's first look at
situations where profits and social welfare are in synch.
Consider the market for healthier food. Fast-food outlets have profited by expanding their offerings to include
salads and other options designed to appeal to health-conscious consu.
WRTG 293 students, Your first writing assignment will be .docxjeffevans62972
WRTG 293 students,
Your first writing assignment will be to rewrite a set of instructions. The scenario for this
assignment is described below.
________________________
You have just taken a position as a student worker for the Communications Arts Department at
Anderson College. You began your job last week.
Anderson College has an enrollment of 10,000 students. Among this student population, 20% of
the students are international students for whom English is not a native language, 10% of the
students are dual-enrollment high school students, 20% of the students are graduate students, and
the remaining 50% of the student population consists of a mixture of adult learners and
traditional students.
Anderson adopted LEO as its learning management system two years ago. Anderson uses LEO
for both its online classes and its hybrid classes.
Since moving to LEO, Dr. Richard Johnson, Dean of the Undergraduate School at Anderson, and
Dr. Lynn Peterson, Dean of the Graduate School at Anderson, have noticed that both students
taking classes at Anderson and instructors teaching at Anderson are often not aware of the
different settings one can choose to view discussions in LEO. This lack of awareness has caused
confusion and frustration as students and faculty members have attempted to navigate through
the discussions in their classes.
Dr. Johnson and Dr. Peterson tried to address this problem two months ago. At that time, they
asked the previous student worker to write instructions on how to change the settings for
discussions in LEO for the optimal viewing arrangement.
The previous student worker wrote some instructions. However, the worker wrote them very
unprofessionally and poorly. They cannot be distributed to students in their current form.
Moreover, shortly after the student worker finished the instructions, he left his position for
another job.
As a result, Anderson College now has a set of poorly designed instructions that it cannot send
out to students and faculty members. Meanwhile, students and faculty members are still
experiencing frustration with the system, and they need a document that guides them through
how to adjust their settings in LEO for viewing discussions.
Dr. Johnson, who is your immediate supervisor, has now asked you, the new student worker, to
rewrite the instructions that the previous student worker wrote. He has asked you to use the
same graphics the previous student worker used. He has also suggested that you use arrows to
point to sections of the graphics if such arrows can help in understanding specific steps in the
instructions.
Keep in mind that potentially 10,000 students will be using the instructions, in addition to
various faculty members. The instructions should be clear, professional, and well designed.
Moreover, you will want to consider the different types of students at Anderson College,
including their backgrounds and their var.
Writtenn papers include the following minimum elementsCompany.docxjeffevans62972
Writtenn papers include the following minimum elements:
Company Background
Evaluation of the Supply Chain Processes
Drivers of Supply Chain Performance
Network Design
Risk Mitigation within the Supply Chain
Forecasting Practices
Sales & Operations Planning
Inventory Management Practices
Use of Transportation
Decisions in Sourcing
Use of Information Technology for Supply Chain Optimization
Supply Chain Sustainability with Learning Outcomes & Recommendations
.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
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1. www.hbr.org
S
P O T L I G H T
O N
I
N N O V A T I O N
The Innovator’s DNA
by Jeffrey H. Dyer, Hal B. Gregersen, and
Clayton M. Christensen
•
Included with this full-text
2. Harvard Business Review
article:
The Idea in Brief—the core idea
1
Article Summary
2
The Innovator’s DNA
Five “discovery skills” separate
true innovators from the
rest of us.
Reprint R0912E
This document is authorized for use only by Phenekia Morgan
in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-
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Sem
01/06-04/26-PT2 at Laureate Education - Walden University,
6. N
. A
L
L
R
IG
H
T
S
R
E
S
E
R
V
E
D
.
The habits of Steve Jobs, Jeff Bezos, and
other innovative CEOs reveal much about
the underpinnings of their creative think-
ing. Research shows that five discovery
skills distinguish the most innovative
entrepreneurs from other executives.
7. DOING
•
Questioning
allows innovators to break
out of the status quo and consider new
possibilities.
•
Through
observing
, innovators detect
small behavioral details—in the
activities of customers, suppliers, and
other companies—that suggest new
ways of doing things.
•
In
8. experimenting
, they relentlessly try on
new experiences and explore the world.
•
And through
networking
with individuals
from diverse backgrounds, they gain rad-
ically different perspectives.
THINKING
•
The four patterns of action together help
innovators
associate
to cultivate new
insights.
9. This document is authorized for use only by Phenekia Morgan
in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-
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Sem
01/06-04/26-PT2 at Laureate Education - Walden University,
2020.
S
P O T L I G H T
O N
I
N N O V A T I O N
The Innovator’s DNA
by Jeffrey H. Dyer, Hal B. Gregersen, and
Clayton M. Christensen
13. “How do I find innovative people for my
organization? And how can I become more
innovative myself ?”
These are questions that stump senior exec-
utives, who understand that the ability to
innovate is the “secret sauce” of business
success. Unfortunately, most of us know very
little about what makes one person more cre-
ative than another. Perhaps for this reason,
we stand in awe of visionary entrepreneurs
like Apple’s Steve Jobs, Amazon’s Jeff Bezos,
eBay’s Pierre Omidyar, and P&G’s A.G. Lafley.
How do these people come up with ground-
breaking new ideas? If it were possible to
discover the inner workings of the masters’
minds, what could the rest of us learn about
how innovation really happens?
In searching for answers, we undertook a six-
year study to uncover the origins of creative—
and often disruptive—business strategies in
particularly innovative companies. Our goal
was to put innovative entrepreneurs under
the microscope, examining when and how
they came up with the ideas on which their
businesses were built. We especially wanted to
examine how they differ from other executives
and entrepreneurs: Someone who buys a
McDonald’s franchise may be an entrepreneur,
but building an Amazon requires different
skills altogether. We studied the habits of 25
innovative entrepreneurs and surveyed more
than 3,000 executives and 500 individuals who
14. had started innovative companies or invented
new products.
We were intrigued to learn that at most
companies, top executives do not feel person-
ally responsible for coming up with strategic
innovations. Rather, they feel responsible for
facilitating the innovation process. In stark
contrast, senior executives of the most innova-
tive companies—a mere 15% in our study—
don’t delegate creative work. They do it
themselves.
But
how
do they do it? Our research led us
to identify five “discovery skills” that distin-
guish the most creative executives: associat-
ing, questioning, observing, experimenting,
and networking. We found that innovative
This document is authorized for use only by Phenekia Morgan
in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-
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2020.
The Innovator’s DNA
15. •
•
•
S
POTLIGHT
ON
I
NNOVATION
harvard business review • december 2009 page 3
entrepreneurs (who are also CEOs) spend 50%
more time on these discovery activities than
do CEOs with no track record for innovation.
Together, these skills make up what we call
the innovator’s DNA. And the good news is, if
16. you’re not born with it, you can cultivate it.
What Makes Innovators Different?
Innovative entrepreneurs have something
called creative intelligence, which enables
discovery yet differs from other types of intel-
ligence (as suggested by Howard Gardner’s
theory of multiple intelligences). It is more
than the cognitive skill of being right-brained.
Innovators engage both sides of the brain as
they leverage the five discovery skills to create
new ideas.
In thinking about how these skills work
together, we’ve found it useful to apply the
metaphor of DNA. Associating is like the
backbone structure of DNA’s double helix;
four patterns of action (questioning, observ-
ing, experimenting, and networking) wind
around this backbone, helping to cultivate
new insights. And just as each person’s physi-
cal DNA is unique, each individual we studied
had a unique innovator’s DNA for generating
breakthrough business ideas.
Imagine that you have an identical twin,
endowed with the same brains and natural
talents that you have. You’re both given
one week to come up with a creative new
business-venture idea. During that week, you
come up with ideas alone in your room. In
contrast, your twin (1) talks with 10 people—
including an engineer, a musician, a stay-
17. at-home dad, and a designer—about the ven-
ture, (2) visits three innovative start-ups to
observe what they do, (3) samples five “new to
the market” products, (4) shows a prototype
he’s built to five people, and (5) asks the ques-
tions “What if I tried this?” and “Why do you
do that?” at least 10 times each day during
these networking, observing, and experiment-
ing activities. Who do you bet will come up
with the more innovative (and doable) idea?
Studies of identical twins separated at birth
indicate that our ability to think creatively
comes one-third from genetics; but two-thirds
of the innovation skill set comes through
learning—first understanding a given skill,
then practicing it, experimenting, and ulti-
mately gaining confidence in one’s capacity to
create. Innovative entrepreneurs in our study
acquired and honed their innovation skills
precisely this way.
Let’s look at the skills in detail.
Discovery Skill 1: Associating
Associating, or the ability to successfully con-
nect seemingly unrelated questions, problems,
or ideas from different fields, is central to
the innovator’s DNA. Entrepreneur Frans
Johansson described this phenomenon as
the “Medici effect,” referring to the creative
explosion in Florence when the Medici family
18. brought together people from a wide range
of disciplines—sculptors, scientists, poets, phi-
losophers, painters, and architects. As these
individuals connected, new ideas blossomed
at the intersections of their respective fields,
thereby spawning the Renaissance, one of the
most inventive eras in history.
To grasp how associating works, it is impor-
tant to understand how the brain operates.
The brain doesn’t store information like a
dictionary, where you can find the word
“theater” under the letter “T.” Instead, it asso-
ciates the word “theater” with any number of
experiences from our lives. Some of these are
logical (“West End” or “intermission”), while
others may be less obvious (perhaps “anxiety,”
from a botched performance in high school).
The more diverse our experience and knowl-
edge, the more connections the brain can
make. Fresh inputs trigger new associations;
for some, these lead to novel ideas. As Steve
Jobs has frequently observed, “Creativity is
connecting things.”
The world’s most innovative companies
prosper by capitalizing on the divergent as-
sociations of their founders, executives, and
employees. For example, Pierre Omidyar
launched eBay in 1996 after linking three un-
connected dots: (1) a fascination with creating
more-efficient markets, after having been
shut out from a hot internet company’s IPO
in the mid-1990s; (2) his fiancée’s desire to
locate hard-to-find collectible Pez dispensers;
and (3) the ineffectiveness of local classified
19. ads in locating such items. Likewise, Steve
Jobs is able to generate idea after idea be-
cause he has spent a lifetime exploring new
and unrelated things—the art of calligraphy,
meditation practices in an Indian ashram, the
fine details of a Mercedes-Benz.
Associating is like a mental muscle that can
grow stronger by using the other discovery
Jeffrey H. Dyer
([email protected]) is
a professor of strategy at Brigham
Young University in Provo, Utah, and
an adjunct professor at the University
of Pennsylvania’s Wharton School.
Hal B. Gregersen
([email protected]
insead.edu) is a professor of
leadership at Insead in Abu Dhabi,
UAE, and Fontainebleau, France.
Clayton M. Christensen
([email protected]) is a professor
of business administration at Harvard
20. Business School in Boston.
This document is authorized for use only by Phenekia Morgan
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2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring
Sem
01/06-04/26-PT2 at Laureate Education - Walden University,
2020.
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
The Innovator’s DNA
•
•
•
S
POTLIGHT
21. ON
I
NNOVATION
harvard business review • december 2009 page 4
skills. As innovators engage in those behaviors,
they build their ability to generate ideas that
can be recombined in new ways. The more
frequently people in our study attempted
to understand, categorize, and store new
knowledge, the more easily their brains could
naturally and consistently make, store, and
recombine associations.
Discovery Skill 2: Questioning
More than 50 years ago, Peter Drucker de-
scribed the power of provocative questions.
“The important and difficult job is never to
find the right answers, it is to find the right
question,” he wrote. Innovators constantly
ask questions that challenge common wisdom
or, as Tata Group chairman Ratan Tata puts
it, “question the unquestionable.” Meg Whit-
man, former CEO of eBay, has worked directly
with a number of innovative entrepreneurs,
including the founders of eBay, PayPal, and
22. Skype. “They get a kick out of screwing up the
status quo,” she told us. “They can’t bear it.
So they spend a tremendous amount of time
thinking about how to change the world. And
as they brainstorm, they like to ask: ‘If we did
this, what would happen?’”
Most of the innovative entrepreneurs
we interviewed could remember the specific
questions they were asking at the time
they had the inspiration for a new venture.
Michael Dell, for instance, told us that his
idea for founding Dell Computer sprang from
his asking why a computer cost five times
as much as the sum of its parts. “I would
take computers apart...and would observe
that $600 worth of parts were sold for
$3,000.” In chewing over the question, he
hit on his revolutionary business model.
To question effectively, innovative entrepre-
neurs do the following:
Ask “Why?” and “Why not?” and “What if?”
Most managers focus on understanding how
to make existing processes—the status quo—
work a little better (“How can we improve
widget sales in Taiwan?”). Innovative entre-
preneurs, on the other hand, are much more
likely to challenge assumptions (“If we cut the
size or weight of the widget in half, how would
that change the value proposition it offers?”).
Marc Benioff, the founder of the online sales
23. software provider Salesforce.com, was full of
questions after witnessing the emergence of
Amazon and eBay, two companies built on
services delivered via the internet. “Why are
we still loading and upgrading software the
way we’ve been doing all this time when
we can now do it over the internet?” he
wondered. This fundamental question was the
genesis of Salesforce.com.
Imagine opposites.
In his book
The Oppos-
able Mind,
Roger Martin writes that innova-
tive thinkers have “the capacity to hold two
diametrically opposing ideas in their heads.”
He explains, “Without panicking or simply
settling for one alternative or the other,
they’re able to produce a synthesis that is
superior to either opposing idea.”
Innovative entrepreneurs like to play devil’s
advocate. “My learning process has always
been about disagreeing with what I’m being
told and taking the opposite position, and
pushing others to really justify themselves,”
Pierre Omidyar told us. “I remember it was
24. very frustrating for the other kids when I
would do this.” Asking oneself, or others, to
imagine a completely different alternative
can lead to truly original insights.
Embrace constraints.
Most of us impose
constraints on our thinking only when forced
to deal with real-world limitations, such as re-
source allocations or technology restrictions.
Ironically, great questions actively impose
constraints on our thinking and serve as a
catalyst for out-of-the-box insights. (In fact,
one of Google’s nine innovation principles is
“Creativity loves constraint.”) To initiate a
creative discussion about growth opportuni-
ties, one innovative executive in our study
asked this question: “What if we were legally
prohibited from selling to our current custom-
ers? How would we make money next year?”
This led to an insightful exploration of ways
the company could find and serve new cus-
tomers. Another innovative CEO prods his
managers to examine sunk-cost constraints
by asking, “What if you had not already hired
this person, installed this equipment, imple-
mented this process, bought this business, or
pursued this strategy? Would you do the same
thing you are doing today?”
Discovery Skill 3: Observing
25. Discovery-driven executives produce uncom-
mon business ideas by scrutinizing common
phenomena, particularly the behavior of
potential customers. In observing others, they
act like anthropologists and social scientists.
Sample of Innovative
Entrepreneurs from
our Study
Sam Allen:
ScanCafe.com
Marc Benioff:
Salesforce.com
Jeff Bezos:
Amazon.com
Mike Collins:
Big Idea Group
27. Chris Johnson:
Terra Nova
Jeff Jones:
NxLight; Campus Pipeline
Herb Kelleher:
Southwest Airlines
Mike Lazaridis:
Research In Motion
Spencer Moffat:
Fast Arch of Utah
David Neeleman:
JetBlue; Morris Air
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in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-
2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring
Sem
01/06-04/26-PT2 at Laureate Education - Walden University,
2020.
The Innovator’s DNA
•
•
•
S
POTLIGHT
ON
I
30. NNOVATION
harvard business review • december 2009 page 5
Intuit founder Scott Cook hit on the idea
for Quicken financial software after two key
observations. First he watched his wife’s
frustration as she struggled to keep track of
their finances. “Often the surprises that lead
to new business ideas come from watching
other people work and live their normal
lives,” Cook explained. “You see something
and ask, ‘Why do they do that? That doesn’t
make sense.’” Then a buddy got him a sneak
peek at the Apple Lisa before it launched. Im-
mediately after leaving Apple headquarters,
Cook drove to the nearest restaurant to write
down everything he had noticed about the
Lisa. His observations prompted insights
such as building the graphical user interface
to look just like its real-world counterpart
(a checkbook, for example), making it easy
for people to use it. So Cook set about solving
his wife’s problem and grabbed 50% of the
market for financial software in the first year.
Innovators carefully, intentionally, and
consistently look out for small behavioral
details—in the activities of customers, suppli-
ers, and other companies—in order to gain
insights about new ways of doing things.
Ratan Tata got the inspiration that led to the
world’s cheapest car by observing the plight
31. of a family of four packed onto a single mo-
torized scooter. After years of product devel-
opment, Tata Group launched in 2009 the
$2,500 Nano using a modular production
method that may disrupt the entire automo-
bile distribution system in India. Observers
try all sorts of techniques to see the world in
a different light. Akio Toyoda regularly prac-
tices Toyota’s philosophy of
genchi genbutsu
—
“going to the spot and seeing for yourself.”
Frequent direct observation is baked into the
Toyota culture.
Discovery Skill 4: Experimenting
When we think of experiments, we think of
scientists in white coats or of great inventors
like Thomas Edison. Like scientists, innovative
entrepreneurs actively try out new ideas by
creating prototypes and launching pilots.
(As Edison said, “I haven’t failed. I’ve simply
found 10,000 ways that do not work.”) The
world is their laboratory. Unlike observers,
who intensely watch the world, experimenters
construct interactive experiences and try to
How Innovators Stack Up
32. This chart shows how four well-known innovative entrepreneurs
rank on each of the discovery skills. All our high-profile inno-
vators scored above the 80th percentile on questioning, yet each
combined the discovery skills uniquely to forge new insights.
Rankings are based on a survey of more than 3,000 executives
and entrepreneurs.
100
80
60
40
PERCENTILE
Noninnovators
QUESTIONINGASSOCIATING OBSERVING
EXPERIMENTING NETWORKING
Michael Dell
Michael Lazaridis
Scott Cook
Pierre Omidyar
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34. harvard business review • december 2009 page 6
provoke unorthodox responses to see what
insights emerge.
The innovative entrepreneurs we inter-
viewed all engaged in some form of active
experimentation, whether it was intellectual
exploration (Michael Lazaridis mulling over
the theory of relativity in high school), physi-
cal tinkering (Jeff Bezos taking apart his
crib as a toddler or Steve Jobs disassembling
a Sony Walkman), or engagement in new sur-
roundings (Starbucks founder Howard Shultz
roaming Italy visiting coffee bars). As execu-
tives of innovative enterprises, they make
experimentation central to everything they
do. Bezos’s online bookstore didn’t stay where
it was after its initial success; it morphed
into an online discount retailer, selling a full
line of products from toys to TVs to home
appliances. The electronic reader Kindle is an
experiment that is now transforming Amazon
from an online retailer to an innovative
electronics manufacturer. Bezos sees experi-
mentation as so critical to innovation that
he has institutionalized it at Amazon. “I en-
courage our employees to go down blind
alleys and experiment,” Bezos says. “If we can
get processes decentralized so that we can do
a lot of experiments without it being very
costly, we’ll get a lot more innovation.”
Scott Cook, too, stresses the importance of
creating a culture that fosters experimenta-
35. tion. “Our culture opens us to allowing lots
of failures while harvesting the learning,”
he told us. “It’s what separates an innovation
culture from a normal corporate culture.”
One of the most powerful experiments in-
novators can engage in is living and working
overseas. Our research revealed that the more
countries a person has lived in, the more
likely he or she is to leverage that experience
to deliver innovative products, processes,
or businesses. In fact, if managers try out
even one international assignment before
becoming CEO, their companies deliver stron-
ger financial results than companies run
by CEOs without such experience—roughly
7% higher market performance on average,
according to research by Gregersen, Mason A.
Carpenter, and Gerard W. Sanders. P&G’s
A.G. Lafley, for example, spent time as a
student studying history in France and
running retail operations on U.S. military
bases in Japan. He returned to Japan later
to head all of P&G’s Asia operations before
becoming CEO. His diverse international ex-
perience has served him well as the leader
of one of the most innovative companies in
the world.
Discovery Skill 5: Networking
Devoting time and energy to finding and
testing ideas through a network of diverse
36. individuals gives innovators a radically differ-
ent perspective. Unlike most executives—who
network to access resources, to sell themselves
or their companies, or to boost their careers—
innovative entrepreneurs go out of their way
to meet people with different kinds of ideas
and perspectives to extend their own knowl-
edge domains. To this end, they make a con-
scious effort to visit other countries and
meet people from other walks of life.
They also attend idea conferences such as
Technology, Entertainment, and Design (TED),
Davos, and the Aspen Ideas Festival. Such con-
ferences draw together artists, entrepreneurs,
academics, politicians, adventurers, scientists,
and thinkers from all over the world, who
come to present their newest ideas, passions,
and projects. Michael Lazaridis, the founder of
Research In Motion, notes that the inspiration
for the original BlackBerry occurred at a
conference in 1987. A speaker was describing a
wireless data system that had been designed
for Coke; it allowed vending machines to
send a signal when they needed refilling.
“That’s when it hit me,” Lazaridis recalls.
“I remembered what my teacher said in high
school: ‘Don’t get too caught up with comput-
ers because the person that puts wireless
technology and computers together is going to
make a big difference.’” David Neeleman came
up with key ideas for JetBlue—such as satellite
TV at every seat and at-home reservationists—
through networking at conferences and
elsewhere.
37. Kent Bowen, the founding scientist of CPS
technologies (maker of an innovative ceramic
composite), hung the following credo in every
office of his start-up: “The insights required to
solve many of our most challenging problems
come from outside our industry and scientific
field. We must aggressively and proudly incor-
porate into our work findings and advances
which were not invented here.” Scientists
from CPS have solved numerous complex
problems by talking with people in other
fields. One expert from Polaroid with in-depth
This document is authorized for use only by Phenekia Morgan
in MGMT-6635-2/MMSL-6620-2/COMM-6505-2/WMBA-6020-
2/WMBA-6020B-2-Foster a Culture of Innovation2020 Spring
Sem
01/06-04/26-PT2 at Laureate Education - Walden University,
2020.
The Innovator’s DNA
•
•
•
S
38. POTLIGHT
ON
I
NNOVATION
harvard business review • december 2009 page 7
knowledge of film technology knew how to
make the ceramic composite stronger. Experts
in sperm-freezing technology knew how to
prevent ice crystal growth on cells during
freezing, a technique that CPS applied to its
manufacturing process with stunning success.
Practice, Practice, Practice
As innovators actively engage in the discovery
skills, they become defined by them. They
grow increasingly confident of their creative
abilities. For A.G. Lafley, innovation is the
central job of every leader, regardless of the
place he or she occupies on the organizational
39. chart. But what if you—like most executives—
don’t see yourself or those on your team as
particularly innovative?
Though innovative thinking may be innate
to some, it can also be developed and strength-
ened through practice. We cannot emphasize
enough the importance of rehearsing over
and over the behaviors described above, to the
point that they become automatic. This re-
quires putting aside time for you and your
team to actively cultivate more creative ideas.
The most important skill to practice is
questioning. Asking “Why” and “Why not”
can help turbocharge the other discovery skills.
Ask questions that both impose and eliminate
constraints; this will help you see a problem
or opportunity from a different angle. Try
spending 15 to 30 minutes each day writing
down 10 new questions that challenge the
status quo in your company or industry.
“If I had a favorite question to ask, everyone
would anticipate it,” Michael Dell told us. “In-
stead I like to ask things people don’t think
I’m going to ask. This is a little cruel, but I
kind of delight in coming up with questions
that nobody has the answer to quite yet.”
To sharpen your own observational skills,
watch how certain customers experience a
product or service in their natural environ-
ment. Spend an entire day carefully observing
the “jobs” that customers are trying to get
done. Try not to make judgments about what
40. you see: Simply pretend you’re a fly on the
wall, and observe as neutrally as possible.
Scott Cook advises Intuit’s observers to ask,
“What’s different than you expected?” Follow
Richard Branson’s example and get in the
habit of note taking wherever you go. Or
follow Jeff Bezos’s: “I take pictures of really
bad innovations,” he told us, “of which there
are a number.”
To strengthen experimentation, at both
the individual and organizational levels,
consciously approach work and life with a
hypothesis-testing mind-set. Attend seminars
or executive education courses on topics out-
side your area of expertise; take apart a prod-
uct or process that interests you; read books
that purport to identify emerging trends.
When you travel, don’t squander the opportu-
nity to learn about different lifestyles and
local behavior. Develop new hypotheses from
the knowledge you’ve acquired and test them
in the search for new products or processes.
Find ways to institutionalize frequent, small
experiments at all levels of the organization.
Openly acknowledging that learning through
failure is valuable goes a long way toward
building an innovative culture.
To improve your networking skills, contact
the five most creative people you know and
ask them to share what they do to stimulate
creative thinking. You might also ask if they’d
be willing to act as your creative mentors. We
suggest holding regular idea lunches at which
you meet a few new people from diverse
41. functions, companies, industries, or countries.
Get them to tell you about their innovative
ideas and ask for feedback on yours.
• • •
Innovative …
WMBA 6020: Fostering a Culture of InnovationWeek 7
Individual Reflection: Creativity, Leadership, and Innovation: A
Self-AssessmentLeader Characteristics Inventory
This inventory tool will help you to identify and describe
characteristics of leaders that inspire innovation. You will use
this form for your self-assessment part of the Week 7 Individual
Reflection. Consider the characteristics of leadership that foster
a creative environment and identify them in the left column.
Use the right column to add a brief definition of the
characteristic and an example of how it has been or is being
exhibited by the chosen leader.
Leader Characteristic
(Add characteristics you wish to develop in yourself.)
Description and Example of Characteristic
(In this column, briefly explain the characteristic and provide
an example of how it was or is being exhibited by the chosen
leader.)
43. For this Individual Reflection, describe a person who
successfully brought together leadership, foresight, creativity,
and innovation. This person should be someone with whom you
have worked or who has inspired you in your professional
career or personal life. (Note: You do not need to identify the
individual by name, if he or she is someone you personally
know). Be sure to include the following:
· Part 1: Provide an opening section where you provide your
assessment of the characteristics of this innovation leader that
you currently do not possess or demonstrate that you would like
to develop. Your own characteristics are the baseline in the
analysis, and the innovation leader you identified is the model.
If you are not currently in a leadership role, envision how you
might develop these characteristics in a future position. Be sure
to consider the following factors and questions:
· Explain how this innovation leader supported a creative
environment, and how they catalyzed, implemented, and
promoted innovation in the organization.
· Describe the leadership skills he or she used to foster
creativity in successful ways.
· How does the leader engage stakeholders (vendors, executives,
board members, employees) in the innovative or creative
process? For example, how does the leader conduct a
stakeholder analysis?
· Provide an inventory of leadership characteristics exhibited by
this leader using the Leader Characteristic Inventory Handout
document in this week’s Resources.
· Part 2: Provide a self-assessment on the extent to which you
have (or need to cultivate to be successful) the dimensions of
leadership that foster creativity. For each of the following
dimensions of leadership, assess how you currently display (or
would display) the dimensions in your work and professional
life. Provide a brief explanation of your self-assessment for
each of the dimensions listed below. (Refer to "The Innovator’s
DNA" for more details about each of these innovator
dimensions):
44. · Associating
· Questioning
· Experimenting
· Observing
· Networking
· Cultivating New Thinking
· Comfort with Change
· Risk tolerance
· Collaboration
· Part 3: Aggregate your findings and provide a summary of the
main lessons you have learned about yourself as a leader
(present or aspiring) and what you may need to work on to
achieve your identified dimensions. How important do you think
it is that leaders possess these dimensions and which do you
think are the most important to your future? Provide your
rationale or examples to justify your answer.
Submit a paper that addresses the four areas listed above.
Include your Innovation Leader Characteristic Inventory within
the body or your paper or as an Appendix, depending on what
makes better sense for the way you organize your assignment.
Guidance on Assignment Length: Your Week 7 assignment
should be 6–10 pages (3–5 pages if single spaced), excluding a
title page and references.
Assignment 7 Must Use these ALL Headings and Templates
below in Assignment or credit will not be Given
Abstract
Element 1a: Part 1 Innovative Leader Analysis Characteristics
That Inspire Innovation
Element 1b: Part I Innovative Leader Analysis - Compelling
Case For Why Characteristics Important to His/her Success
Element 2: Part I Leader Characteristic Inventory
Element 3: Part 2 - Self-assessment of Dimensions of
Leadership That Foster Creativity
Element 4a: Part 3 - Analysis of Findings: Main Lessons
Learned About Himself/Herself As A Leader
45. Element 4b: Part 3 - Analysis of Findings: Most Important
Dimensions For Student
References