Workshop Creativity and Innovation
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Schelude 1. Presentation and Objetives.
9. Convergent Thinking.
2. Challenge Academy Presentation.
10. Critical Thinking Competences.
3. Survey .
11. Introduction to Innovation.
4. Creativity: Definition, characteristics and 12. Individual, Group and Organizational main factors.
level.
5. The creative environment.
13. HEI exercise.
6. A creative Process.
14. Tension between invention and
7. Divergence. 8. SCAMPER.
exploitation. 15. Change manager Skills.
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Workshop Creativity and Innovation
Creativity
A purpose of undergraduate education is to develop creative (critical, practical, and wise) thinkers for a rapidly changing world (not to produce walking encyclopedias) Robert Sternberg
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Workshop Creativity and Innovation
Creativity
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Exercise 1: What is Creativity? Time: 3 minutes
What is Creativity? Write down three things that come to mind.
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Creativity Answer: Creativity is the ability to produce work that is both novel and context appropriate.
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Creativity Requires: Skills Developed abilities to think creatively Dispositions (Attitudes) Believing that it is important to be creative and then trying to be creative Translations into Action Developed abilities to translate creative ideas into actions and evaluations of those actions Funded by the Erasmus+ Programme of the European Union
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"Ideas are useless unless used" - Theodore Levitt
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Creativity
Sternberg's investment theory of creativity • Creativity is a decision • Creative thinkers are willing to defy the crowd • They are willing to buy low and sell high in the world of ideas • External and internal pressures make it difficult to decide for creativity
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"Creativity takes courage" - Henri Matisse
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Creativity
Factors that can help creativity • • • • • • • • • • •
Willingness to grow Willingness to take risks Perseverance in the face of obstacles, grit, resilience Self-efficacy Ability to associate (use creative techniques) Willingness to defer judgment (yes, and .. vs yes, but..) Distance Social and political skills Openness to experience Networking skills Mental flexibility, low need for structure
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Creativity
Factors that does not help creativity • • • • • •
Acute time pressure Old habits Fear of unknown Uncertainty avoidance Short-term orientation, focus on result Big ego
Factors that may help creativity • Emotion • Age
Nijstad, De Dreu, Rietschel & Baas (2010) Funded by the Erasmus+ Programme of the European Union
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John Goodenough, who at 94 has filed a patent application on a new kind of battery (New York Times, 7 April 2017).
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Creativity
The creative enviroment: Task enviroment • Time and resources available (Japanese: ba)
• Challenging and interesting work; job allows you to be creative (limited standardization) • Autonomy (not for all workers) • Risk taking is supported
• Intellectual debate
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Creativity
The creative enviroment: Social enviroment • Exchange is encouraged
• Top management support • Recognition for creativity • Internal and external sources well-integrated • Positive interpersonal and supervisor relations, trust, humor
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"Creativity is just connecting things. When you ask creative people hoy they did something, they feel a little guilty because they didn't really do it, they just saw something. It seemed obvious to them after a while. That's because they were able to connect experiences they've had and synthesize new things. And the reason they were able to do was that they've had more experiences or they have thought more about their experiences than other people. Unfortunately, that's too rare commodity. A lot of people in our industry haven't had very diverse experiences. So they don't have enough dots to connect, and they end up with very linear solutions without a broad perspective on the problem. The broader one's understanding of the human experience, the better design we will have". - Steve Jobs, Wired, February 1995.
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"My thing is to work more than the others to show them how useless they are". - Karl Lagerfeld.
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Where good ideas come from
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Creativity
DeBono's thinking hats
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Physical enviroment...
Office space at Facebook
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Physical enviroment...
Office space at Google
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Physical enviroment... Positive impact • • • • • •
Colors (calm, but energizing; green, blue) Plants Windows and a view (on nature) Lighting (natural) Air (temperature), sound, smell Balance privacy and interaction (cf. maker spaces)
However, physical environment is less important than task/social environment
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Exercise 2: Creative Process Time: 5 minutes
• Place a piece of white paper in front of you • Draw a series of images composed of circles (24)
• Move on until you run dry
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Creativity
The creative process • Problem analysis • Divergent thinking • Convergent thinking
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The creative process • Preparation • Incubation • Ilumination • Verification
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Creativity
Techniques for divergence • Randomness • Analogy • Distance, incubation • Guided fantasy • Enhance the Purge • ...
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Creativity
Techniques for divergence Which Scrabble player can find the most words from a set of 7 letters?
A. The player who can order the letters in a rack herself (e.g. FJ DIG SY). B. The player whose letters are randomly arranged by an algorithm.
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Creativity
Counterfactuals Example of a creativity assessment (Tufts): History’s great events often turn on small moments. For example, what if Gore had beaten Bush in Florida and won the 2000 U.S. Presidential election? Using your knowledge of world history, choose a defining moment and imagine an alternative historical scenario if that key event had played out differently. (Sternberg, 2007)
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Creativity
Machine creativity
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Creativity
Change Perspective
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Creativity
Negative brainstorming • Make problem statement. • Invert problem statement.
• Start negative brainstorm. • Invert solutions. Example: How can we make higher education more boring and less relevant?
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Creativity
SCAMPER
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Exercise 3: Write until you run dry (one idea per post-it) Time: 5 minutes
• How might Challenge Academy stimulate idea generation in participants?
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Creativity
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Creativity
Converge: COCD box
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Creativity
Converge: feasibility and impact
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Creativity
Rejected originality
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Critical thinking • “Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion”. (AAC&U). • In the creative process, critical thinking interrupts creative flow and excitement about novelty, and pushes towards closure, introducing doubt and reflection on the value of ideas. • Danger: bias toward feasibility leads to poor idea selection and rejection of most original ideas.
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Critical thinking
Critical thinking skills Interpretation
• What does this mean? • How should we understand that (e.g., what he or she just said)?
Analysis
• What is your conclusion/What is it that you are claiming? • Why do you think that? • What assumptions must we make to accept that conclusion?
Inference
• What does this evidence imply? • Are there any undesirable consequences that we can and should foresee?
Evaluation
• How credible is that claim? • How strong are those arguments?
Explanation
• How did you come to that interpretation? • How would you explain why this particular decision was made?
Self-Regulation • Our position on this issue is still too vague; can we be more precise? • How good was our methodology, and how well did we follow it? Funded by the Erasmus+ Programme of the European Union
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Critical thinking
Employers claim they need it
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Critical thinking
Reproducibility crisis in science • HARKing (Hypothesizing After Results are Known) • p-hacking (collecting more data until results become significant) • data dredging (making multiple comparisons to find a significant correlation):
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Critical thinking
Disinformation and fake news
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Critical thinking
Leaders require critical thinking skill • Identify critical elements and their relationships in strategic environment • Interpret elements for signs of risk, opportunity, weakness, advantage • Infer consequences of various courses of action • Evaluate anticipated results for positive and negative impacts, risks, opportunities • Explain the rationale for deciding on strategic objectives and planning and action parameters • At every step review one’s own thinking and make necessary corrections.
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Self regulation Critical thinking is effortful. So keep asking yourself: • Do I make enough of an effort to listen to people whose views I disagree with? • Do I make enough of an effort to to break out of the filter bubble when I read things online?
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How does school kill creativity?
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Mini-Break Time: 10 minutes
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Innovation
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Innovation
"Change, before you have to" Jack Welch
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Why innovate? •
Increase profitability
•
Enable organizational growth
•
Understand implications of new technologies
•
Cope with radical environmental change
•
Formulate stronger business plans
•
…
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Innovation
Why innovate?
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Innovation vs. creativity • Application of a creative idea towards new products, new business models or management processes (Bilton, 2015) • Production of ideas that are novel and useful, followed by their successful implementation (Amabile et al. 1996) • Tension between idea generation and implementation (Lane&Lup, 2015)
• Implementation effectiveness (Kazanjan et al., 2000)
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Innovation
Multilevel Innovation One of many possible conceptual models illustrating the multilevel nature of innovation:
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Innovation
Innovation at the individual level Participative leadership External work contacts
Innovative work behavior Opportunity exploration Idea generation Championing Application
Innovative output Funded by the Erasmus+ Programme of the European Union
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Individual factors • • • • • • • • • • • • • • •
Personality Mastery goal orientation Low conformity values Need for cognition Creative role identity Perceived creative expectations form supervisors Creative self-efficacy Intuitive thinking style Networking ability Peceived implementation instrumentality Emotional ambivalence Feelings of vitality Intrinsic motivation Expected positive performance outcomes Psychological contract breach
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Task and social context • Job complexity • Skill variety • Task significance • Task identity • Autonomy • Feedback • Routinization (frees resources) • Creativity goals • Time pressure (inverted U) • Transformational leadership (inconsistent results) • Customer input and trust • Feedback seeking • Expected external evaluation hurts idea generation, helps idea selection • Presence of creative co-workers, organizational identification (incremental creativity) • Willingness to take risks, career commitment, resources (radical creativity)
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Innovation
Innovation at group level
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Team-level factors Team structure and composition • Diversity (mixed results: diverse teams risk conflict, lower cohesiveness and lower implementation capacity) • Size (mixed results: understaffing can provide pressure to change) • Task and goal interdependence
Team climate and processes • • • •
Team vision Support for innovation Task orientation, clear mission Participative safety
Team leadership • Transformational, participative leadership during idea generation • Transactional, directive leadership during idea implementation
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Self-reflection can help enhance climate and process Example: Restrospective in Agile teams
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Innovation
Lean • Toyota 1940s Kanban (= visual board) • Support noncentralized production control • Gain visibility into process and execution stage • Limit work in progress (one task at a time) • Enhance teamwork and increase cross-functionality (adaptivity and self-organization) • Reduce waste (and costs), remove bottlenecks, increase
throughputs (freeing resources for creativity – or more efficient work) • Focus on incremental improvements, not optimization
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Innovation
Organization level – 1 management • HR practices • training and employee involvement practices • performance-based pay systems • flexible working hours • job variety and autonomy • human resource flexibility
• Management support • Attitude towards innovation • Heterogeneity in management teams
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Innovation
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Innovation
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Innovation
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Knowledge Utilization and Networks – Open Innovation
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Innovation
Knowledge Management Dimensions • People • Training and communication • Knowledge sharing culture • Knowledge manager
• Technology • Knowledge repositories • Collaboration spaces • Search
• Process • Knowledge capture • Communities of practice • Metrics • Change management
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Innovation
Incubators / accelerators • Accelerators: 3-4 month bootcamp for startups at a fee (5% of company) to grow size and value as fast as possible (TechStars, Y-Combinators, Dreamit) • Incubators: prolonged mentorship for startups, possibly preparing for accelerator • Purpose • • • • • •
Access to network of mentors, investors, domain experts Advice Coaching Provide services Office space Capital resources (accelerators)
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Innovation
Design thinking • User focus (UI/UX): involve users (journey mapping) • Problem framing: challenge initial problem (Five Why, HMWQ) • Visualization: make ideas visual/tangible (mock-ups) • Real-word experimentation: iterative (diverge/converge) • Diversity: diverse teams and perspectives (recruitment)
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Innovation
Innovation in High Education Institutions
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Innovation
Leadership and governance 1. Entrepreneurship is a major part of the HEI’s strategy. 2. There is commitment at a high level to implementing the
entrepreneurial agenda. 3. There is a model in place for coordinating and integrating entrepreneurial activities across the HEI. 4. The HEI encourages and supports faculties and units to act
entrepreneurially. 5. The HEI is a driving force for entrepreneurship and innovation in regional, social and community development.
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Innovation
Funding, people and incentives 1. Entrepreneurial objectives are supported by a wide range of sustainable funding and investment sources.
2. The HEI has the capacity and culture to build new relationships and synergies across the institution. 3. The HEI is open to engaging and recruiting individuals with entrepreneurial attitudes, behaviour and experience.
4. The HEI invests in staff development to support its entrepreneurial agenda. 5. Incentives and rewards are given to staff who actively support the entrepreneurial agenda.
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Innovation
Entrepreneurial teaching and learning 1. The HEI provides diverse formal learning opportunities to develop entrepreneurial mindsets and skills.
2. The HEI provides diverse informal learning opportunities and experiences to stimulate the development of entrepreneurial mindsets and skills. 3. The HEI validates entrepreneurial learning outcomes which drives the design and execution of the entrepreneurial curriculum.
4. The HEI co-designs and delivers the curriculum with external stakeholders. 5. Results of entrepreneurship research are integrated into the entrepreneurial education offer.
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Innovation
Prepare and support entrepreneurs 1. The HEI increases awareness of the value of entrepreneurship and stimulates the entrepreneurial intentions of students, graduates and staff to start-up a business or venture. 2. The HEI supports its students, graduates and staff to move from ideageneration to business creation. 3. Training is offered to assist students, graduates and staff in starting, running and growing a business. 4. Mentoring and other forms of personal development are offered by experienced individuals from academia or industry.
5. The HEI facilitates access to financing for its entrepreneurs. 6. The HEI offers or facilitates access to business incubation.
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Innovation
Knowledge exchange and collaboration 1. The HEI is committed to collaboration and knowledge exchange with industry, the public sector and society.
2. The HEI demonstrates active involvement in partnerships and relationships with a wide range of stakeholders. 3. The HEI has strong links with incubators, science parks and other external initiatives. 4. The HEI provides opportunities for staff and students to take part in innovative activities with business / the external environment. 5. The HEI integrates research, education and industry (wider community) activities to exploit new knowledge.
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Innovation
International institution 1. Internationalisation is an integral part of the HEI’s entrepreneurial agenda. 2. The HEI explicitly supports the international mobility of its staff and
students. 3. The HEI seeks and attracts international and entrepreneurial staff. 4. International perspectives are reflected in the HEI’s approach to teaching. 5. The international dimension is reflected in the HEI’s approach to research.
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Innovation
Impact measurement 1. The HEI regularly assesses the impact of its entrepreneurial agenda. 2. The HEI regularly assesses how its personnel and resources support its
entrepreneurial agenda. 3. The HEI regularly assesses entrepreneurial teaching and learning across the institution. 4. The HEI regularly assesses the impact of start-up support. 5. The HEI regularly assesses knowledge exchange and collaboration. 6. The HEI regularly assesses the institution's international activities in relation to its entrepreneurial agenda.
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Innovation
Innovation creates tension between goals and visions and procedures and habits
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Innovation
Pull of the future Business as usual Collapse Global goals …
Inayatullah triangle Push of the present Digital transformation Post-truth society Life Long Learning …
Weight of history Resistance to change Regulations Hedgehogs …
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Innovation
Teachers as Change managers - steps Lewin
Kotter
Prochaska
Unfreeze (increase discomfort)
1 Establish sense of urgency
Precontemplation
2 Create Guiding Coalition 3 Develop Change Vision Change (adopt, train, communicate)
4 Communicate vision (buy-in)
Contemplation
5 Empower Action
Preparation
6 Generate quick wins Refreeze (embed)
7 Build on the change
Behavior change
8 Incorporate changes in culture Funded by the Erasmus+ Programme of the European Union
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Innovation
Knoster change management model
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Innovation
Stakeholder dialogue • Bringing together differing world-views and balancing conflicts of interests (public sector, private sector and civil society). • Methodology for designing and implementing consultation and cooperation in complex change processes that require different interest groups to be included and integrated. • Create and cultivate ownership of change towards sustainability. • Requires process, change and diversity management skills, self-reflection methods.
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Exercise 4: Can innovation be tought? How can be taugh?
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About LinkYou
https://youtu.be/vkcd5-o0Jas
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Partners
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Contact Marina Ventura, Coordinator. Career Services and Alumni office. Instituto Universitario de Lisboa (ISCTE-IUL) T: +351 21 790 3000 marina.ventura@iscte.pt Av. das Forรงas Armadas, 1649-026 Lisboa, Portugal.
This project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
https://linkyou.fahsbender.pe
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