Syllabus

Management 497 – Creativity, Innovation and Leadership Winter 2014

Instructor: Office Hours: Office: Phone: e-mail: Course Website:

Dr. Kristi Lewis Tyran Mondays 12-1:30PM Tuesdays 11-12:30, & by appt. Parks Hall 331 (360) 650- 2078 [email protected] http://faculty.wwu.edu/tyrank/CIL

Required Texts:  Amabile, Teresa & Kramer, Steven (2011) The Progress Principle: Using small wins to ignite joy, engagement, and creativity at work. Harvard Business Review Press; Boston, MA.  Henry, Todd (2011) The Accidental Creative. Penguin Group; New York, NY.  Pink, Daniel (2011) Drive: The surprising truth about what motivates us. Riverhead Books; New York, NY.  Sinek, Simon (2011) Start with why: How great leaders inspire everyone to take action. Penguin Books; New York, NY.  Other Readings. Available on Canvas and on-line “The real voyage of discovery consists of not in seeking new landscapes but in having new eyes.”1 Creativity and innovation are the future. Leaders who can inspire creativity and innovation in others throughout their organization will be successful in any role, industry, or location. Leaders who can themselves build teams to solve problems creatively will thrive in the organizations of the future. In this class, you will have an opportunity to build skills related to inspiring creativity and innovation in both yourself and others. Upon completing this course, you will have the skills to work with others in creative endeavors in many organizational contexts. Be prepared to get messy and creative! Course Objectives and Assessment Objective Understand and define creativity, innovation, motivation and creative output

Assessment Method Class engagement; Reflective journal; Creativity projects; Assessment Design

Demonstrate an ability to creatively solve problems

Class engagement; Creativity projects; Reflective journal; Assessment Design

Demonstrate an ability to assess creative outcomes and provide feedback to others to improve their own creative outputs


Demonstrate an ability to lead and motivate others to creatively solve problems

Class engagement; Creativity project (lead); Reflective journal; Assessment Design

Understand how to structure and guide work for optimal creative results, including experimentation, prototyping, learning from failure, and celebrating success Practice professionalism


Demonstrate an ability to reflect on and learn from creative tasks Have fun! 1

Marcel Proust

Class engagement; Reflective journal, Creativity projects; Assessment Design Reflective journal; Assessment Design Class engagement; Creativity projects

Creativity, Innovation and Leadership Page 2

Course Outline This course will cover many aspects of creativity, innovation and leadership. 

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Introduction to “Creativity, Innovation and Leadership” course  Introduction to format of the class  Questioning assumptions  Expanding our expectations  How do you evaluate creative outcomes, and the people who produce them? What is creativity?  Defining creativity and innovation  Problems that need creative solutions  Experimenting with creative approaches to problem solving  Starting with “Why?”  Reflecting on creative failures and successes Self-leadership and Creativity  Organizing your work to be more creative  Developing a creative rhythm Inspiring and motivating creativity  Developing a vision  Communicating a vision  The progress principle  Autonomy, mastery and purpose  Creative project planning  Issue selling Leading creativity in the future  Strategic creativity at the organizational level  A strategy to enhance your own – and your teams’ – creativity


Evaluation: In class, we will discuss different approaches to evaluating creative work. We will use a combination of self-assessment, peer-assessment, and instructor assessment. Below is a break-down of how each assignment will be calculated to determine your final grade: Creativity projects  One project as creative team leader  Two projects as creative team member (15% each) Class Participation/Contribution/Engagement/Professionalism Reflective journal Assessment Design

50% 20% 30% 20% 20% 10%

Please note that all assignments are due at the beginning of class on the due date. Letter grades will be assigned using the following percentages: A=93-100, A-=90-92.9, B+=8789.9, B=83-86.9, B-=80-82.9, C+=77-79.9, C=73-76.9, C-=70-72.9, D+=67-69.9, D=63-66.9, D=60-62.9, F=0-59.9. These are the requirements for earning a grade in this class. Grades are not given, they are earned. I reserve the right to adjust the scale to ensure valid grades. Creativity Projects: Throughout the class sessions you will engage in three creativity projects. You will work in groups of three, with one student assigned as the project leader. Each student will act as project leader one time. The creativity projects provide you with an opportunity to stretch and use your imagination to accomplish business objectives. Assessing the outcomes of these projects is difficult – failure often leads to success, and vice-versa. We will discuss how we can assess these projects in class, and the Assessment Design assignment is key. Assessment Design: Assessing Creativity and Innovation in the workplace is extremely challenging. However, as a leader of others engaged in creative work, it is essential that you do this well. We will spend a great deal of time discussing and designing rubrics to assess creativity in others. More information about this assignment will be distributed in class. Reflective Journal: To truly learn from your in-class and out-of-class experiences, you will keep a reflective journal. Structured and unstructured reflective exercises will be done in the journal, with a concluding reflective essay completed at the end of the course. Your journal should be creative – I encourage you to use an Art Journal for this assignment. Prompts will often be provided in class and will usually relate to the readings and in-class exercises. Class Participation, Contribution, Engagement and Professionalism: Creativity, innovation and leadership requires engagement; thus, the active participation of all students is expected in class discussions and activities. Class contribution includes attendance, preparedness, and participation in general discussions, case discussions, and inclass exercises. If you do not attend class, you cannot participate in discussion or exercises and I cannot evaluate your preparedness. This course will require extensive reflection and participation (both individually and as part of the class group) on the part of all class members. Therefore, attendance is extremely important. Contribution scores will be evaluated based on: 1) the quality of each student's contribution to the classroom discussion, 2) attendance and engagement during large class discussions and creativity exercises, and 3) classroom conduct and professionalism. Full contribution points are not given merely for attendance; contribution points must be earned. If a student comes to class every


day, is polite, but does not make a strong attempt to participate or contribute, then that student will earn low credit for class contribution (50% of credit possible). Students who contribute occasionally (i.e., every two to three class sessions) will earn a somewhat higher grade (60-80%, depending on quantity and quality of input). Students who consistently contribute to the classroom (i.e., more than once every week) and advance discussions in a meaningful and productive way will receive the highest grades (80-100%), depending on quality of input. Professionalism will also affect contribution scores. Technology should not be used while class discussions and class exercises take place, and the use of technology will diminish your contribution score. Contributions should be directed toward the entire class. Any actions that impede the learning of class members will adversely affect the contribution grade. Outstanding participation would be characterized by the following behaviors:  initiates information relative to topics discussed.  accurately demonstrates knowledge of assignment content.  shows excellent listening by remaining on the "same page" as rest of class through comments.  brings up questions that need to be further explored.  clarifies points that others may not understand.  draws upon personal experience or personal opinion.  offers relevant, succinct input to class.  demonstrates ability to apply, analyze, and synthesize course material.  demonstrates willingness to take risks in attempting to answer unpopular questions. Your contributions to the class will be assessed daily, focusing on quality rather than quantity – do not speak just to be speaking. Academic Honesty Policy: For students, academic integrity means challenging yourself, striving for excellence, taking risks and learning from your mistakes, doing your own work, and giving credit whenever you use the work of others. It is caring about your schoolwork and always being honest in carrying it out. I begin with the assumption that you come to Western and this class with integrity. However, academic integrity and honesty can be challenging due to such things as ignorance, confusion, stress, bad advice, and bad choices. So to help you keep your integrity and good reputation intact, I have resources for you (meaning, by the way, that ignorance will not be an excuse):  WWU's Integrity Website www.wwu.edu/integrity. It provides all the information you need, including why integrity is important, how to promote it, as well as types of academic dishonesty and how to avoid them, particularly plagiarism.  See me, see me, see me if you have any concerns or questions about academic integrity regarding yourself or your classmates. An ounce of prevention is worth a pound of cure, especially where penalties and one's reputation are at stake. I am here to help. 2 In this class ANY case of academic dishonesty will result in a grade of F for the course. This action is allowed by Academic Dishonesty Policy and Procedure as described in the WWU Course Catalogue (see http://catalog.wwu.edu/content.php?catoid=9&navoid=1521 ).

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I thank Professor Charles Sylvester for part of the text included in my Academic Integrity Policy


Expectations of Class Members: Class sessions will focus on applying course concepts to the in and out-of-class exercises, as well as real organization examples. There will not be enough time during class sessions to cover all of the course materials, so I encourage you to prepare the assignments prior to class so that you are ready to contribute to class and informatively discuss and apply leadership and management concepts. You should plan to spend 1 to 2 hours working on your own for each classroom session. Expectations are that each of us will participate as an equal partner in the class learning experience. As a partner, I welcome your feedback and suggestions about how to improve the learning environment. All class members are expected to:  Exhibit academic honesty  Show respect and consideration for other students, the instructor, and any class visitors  Remain silent when others are speaking to the class,  Arrive before class begins,  Attend class,  Prepare for class by reading all assigned material and preparing assigned homework,  Fully engage in class discussions and exercises,  Treat others as you would wish to be treated,  Contribute to the learning of other class members,  Ask questions when you do not understand the material, the assignment, or anything else in class. Notes and additional information: 

Late assignments. Unless you have an acceptable reason and give advance notice, I will deduct 25% of the available points for late submissions and give no points if the assignment is submitted more than 24 hours after the due date and time.

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Typing and writing. If an assignment is to be typed, please use 12-pt font and 1-inch margins. Double space your documents, providing page numbers and guiding subheadings. Well-written English and good spelling are expected; spelling and/or grammar errors should be eliminated on any assignment. Please reference all sources in written work using either footnotes or an APA formatted reference list.

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I am usually available during office hours without an appointment (on a first-come, firstserved basis). However, it might be better for you to make an appointment whenever you would like to talk with me. I will make every effort to be flexible in my availability if you have difficulty making my office hours.

Management 497 – Creativity, Innovation and Leadership Winter 2014

Schedule Readings: A&K= Amabile & Kramer: Progress Principle; Henry=Henry: Accidental Creative; Pink=Pink: Drive; Sinek=Sinek: Start with Why; CAN=WWU Library E-reserve on Canvs, FC=Fast Company, WEB=online link provided in list of readings on page 7

Outline Introduction to Creativity, Innovation and Leadership

Date Week 1: Jan 8

Topic Introduction to course and course philosophy

Readings

Week 2: Jan 13

Questioning Assumptions and Expectations

What is Creativity?

Jan 15

Defining and Evaluating Creativity and Innovation

Week 3: Jan 20 Jan 22

Martin Luther King Jr. Holiday Experimenting

Sinek Book Ch 1 McEntee WEB Breen FC Henry Ch 1 Amabile CAN Mumford CAN Safian FC Class does not meet

Week 4: Jan 27 Jan 29

Self-leadership and Creativity Experimenting – First Project Experimenting with Accidental Creativity

Self Leadership and Creativity

Week 5: Feb 3 Inspiring and Motivating Creativity

Feb 5 Week6: Feb 10 Feb 12 Week7: Feb 16 Feb 18

Experimenting with Small Wins Presidents’ Day Holiday Experimenting – Second Project Motivating Creativity in others

Assessment Design

***Field Trip***

Exercise #3

Henry Book Ch 2-10 Carmeli et al. CAN

Exercise #4 First Creativity Project Presentations Exercise #5 Second Creativity Project Assigned Guest Speaker

A&K Book Ch 1-5

Exercise #6

A&K Book Ch 6-9

Exercise #7

Class does not meet

Experimenting with Autonomy, Mastery and Purpose Creative Project Planning

***Field Trip***

Second Creativity Project Presentations Exercise #8 Third Creativity Project Assigned Exercise #9

Shalley & Gibson CAN

Exercise #10

Issue Selling

Tischler FC Warshaw FC

Exercise #11

Week10: Mar 10

Strategic Creativity

Sinek Book Ch 2-14 Catmul CAN Prokesch CAN

Mar 12

Concluding our Experimenting

Mar 20

Reflective Journal Due

Week8: Feb 24 Feb 26

Week9: Mar 3 Mar 5

Leading Creativity in the Future

Leading Creativity in Action The Progress Principle

Assignments Exercise #1 First Creativity Project Assigned Exercise #2

Pink Book Intro and Ch 1-6

Third Creativity Project Presentation


WWU Library READINGS available via CANVAS 1. Amabile, Teresa (2001) Beyond talent: John Irving and the passionate craft of creativity. Harvard Business Review; April, pp 333-336. 2. Carmeli, A., Meitar, R., and Weisberg, J (2006) Self-leadership skills and innovative behavior at work. International Journal of Manpower 27(1): 75-90. 3. Catmul, Ed (2008) How Pixar fosters collective creativity. Harvard Business Review; September, pp 64-72. 4. Mumford, Michael (2000) Managing creative people: Strategies and tactics for innovation. Human Resource Management Review. 10(3): 313-351. 5. Prokesch, Steven (2009) How GE teaches teams to lead change. Harvard Business Review; January, pp 99-106. 6. Shalley, Christina & Lucy Gilson (2004) What leaders need to know: A review of social and contextual factors that can foster or hinder creativity. The Leadership Quarterly 15: 33-53. OTHER ONLINE READINGS 1. McEntee, Christina H (2012) Questioning our assumptions. Forbes Magazine Online. URL: http://www.forbes.com/sites/85broads/2012/01/18/questioning-our-assumptions/

From Fast Company: URL: http://www.fastcompany.com/ - See Course website page with direct links to each article. 1. Breen, B. (2004) “The 6 Myths of Creativity” December, Issue 89. 2. Chafkin, M. (2012/2013) “Not just another Web 2.0 company, Yelp basks in its star Power” December/January, Issue 171. 3. Safian, R. (2012) “Secrets of the Flux Leader” November, Issue 170. 4. Tischler, L. (2007) “IBM’s management makeover” December, Issue 88. 5. Warshaw, M (1998) “The good guy’s (and gal’s) guide to office politics” March, Issue 14.