This is the MOR 554 – Leading Innovation & Change course syllabus for summer 2010. This version captures the essence and general requirements of the class.

However, I will be making a few revisions for the Fall semester in OC. Fall semester begins Tuesday, Aug 24, and concludes with team presentations on

Tuesday, Nov 30. There is no scheduled final exam for this class.

Prior to this summer, this class has not been offered in several years. The class is a unique opportunity in your MBA program of study. The class is fun,

interactive, and highly engaging. I am certain you will find it both enjoyable and enriching.

Please note the required texts listed below. Also please note the required preparation prior to the first class session.

Texts are not available in the bookstore. You will have to obtain your own copy – presumably through Amazon or some other service (I have provided links for

ordering these materials). You are also required to complete the Learning Style Inventory. You can do this

on-line at the link provided below. In addition to the books, there is a set of required articles and case studies

available through Harvard Business School Press. I will send out the link for you to order these materials in the next week or so.

Michalko, Michael. 2006. Thinkertoys: A Handbook of Business Creativity for the ‘90s, 2nd ed. Berkeley, CA: Ten Speed Press.

http://www.amazon.com/Thinkertoys-Handbook-Creative-Thinking-Techniques-2nd/dp/1580087736/ref=sr_1_1?ie=UTF8&s=books&qid=1274200995&sr=8-1

Moser-Wellman, Annette. 2001. The Five Faces of Genius: Creative Thinking Styles to succeed at Work. New York: Penguin.

http://www.amazon.com/Five-Faces-Genius-Creative-Thinking/dp/B002SB8OF2/ref=sr_1_1?ie=UTF8&s=books&qid=1274201063&sr=8-1

Learning Style Inventory, Version 3. Boston, MA: TRG Hay/McBer. You can complete the LSI (LSI3) on-line (for a fee ) at the following site

http://www.haygroup.com/tl/Questionnaires_Workbooks/Kolb_Learning_Style_Inventory.aspx

I hope you find the description offered here suitably interesting and properly challenging. Please feel free to contact me with any questions

Terryterancew@marshall.usc.edu

Su 2010 Syllabus 554-16700R 1

213.740-0765

Su 2010 Syllabus 554-16700R 2

MOR 554 (Section 16700R)Leading Innovation and ChangeACC 201, Thursdays 6:00 – 10:00 pm

Terance J. Wolfe, Ph.D.

Email: Terance.Wolfe@marshall.usc.edu Office: Bridge 307-F Phone: 213.740.0765 FAX: 213.740.3582Office Hours: Tuesdays, before and after class

Course Overview

GOAL: The goal of this course is to enhance participant understanding of the nature and the processes of innovative organizations, and what it takes to lead and manage them as a process of change.

Whether you read Business Week, Fortune, Fast Company, the Wall Street Journal, or Inc., they each have their own annual list of the most innovative companies. Innovation has been one of the most widely and consistently written about topics in the popular business press for the past fifteen years. While financial meltdowns and recessions/depressions are episodic in the nature of their press coverage, the coverage of innovation has been consistent across economic cycles.

Innovation is considered the wellspring of American competitive advantage, whether it be through entrepreneur- or intrapreneur-ship. It is seen as the source of industry development, vitality and renewal. As such, it is essential that we develop an appreciation for what it is, how to do it, and how to diffuse, spread or otherwise internalize it as a core organizational capability. When seen in this way, innovation is nothing short of “change”. Thus, we are interested in understanding the requisites of an innovative organization, and what it takes to lead one

Organizations are always in pursuit of competitive advantage – at least they should be! Most would argue that the root of competitive advantage is differentiation. Regardless of public sector or private, profit or non, organizations have a need to differentiate themselves. Differentiation is dependent upon creativity and innovation and, more fundamentally, the acceptance and diffusion of innovation – both within the organization as well as the marketplace. Sustained competitive viability is dependent upon creating and innovating in a continuous way.

This course will review approaches to strategic, organizational, product/service, and process innovations. A variety of influences on innovation and change will be examined including the role of creativity, leadership, motivation, organizational culture, resistance, problem-solving and decision-making. Using case studies, class exercises, and action research projects, participants will develop their understanding of innovation and the management of change. The course will also utilize guest speakers and videos.

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OBJECTIVES:The objectives of this course will focus on creativity, innovation and leading change or diffusion. The major objectives for the participants in this course are to:

1. Provide a knowledge base for understanding different types of organizational innovation.

2. Understand the organizational and extra-organizational forces that influence innovation success.

3. Develop an appreciation of the processes and challenges of leadership and change management as they apply to innovation effectiveness.

Instructional Philosophy

The key to acquiring knowledge is involvement. As a graduate student, you are expected to participate actively, responsibly, and competently. Involvement will be in the form of discussion, questioning, reports, analysis, and problem-solving. I have high expectations for your participation. This requires that you take the initiative to prepare adequately for each session through reading, exploring, and analyzing the assigned material.

Each student can achieve the course objectives through the following process:

1. Competent preparation -- demonstrated by active participation in assigned activities, including case preparation, analysis, and discussion.

2. Integration of subject matter -- demonstrated through oral and written reports.

3. Professional approach -- demonstrated by reflecting a mature, responsible, and managerial perspective to the analysis and understanding of organizations and the concepts under review. This may be evidenced by respect for the thoughts and contributions of your classmates as well as the instructor.

4. Punctuality -- demonstrated by timely arrival for each class session, as well as timely delivery of course assignments.

Course Values

Several values will be useful for orienting yourself to the attitude and approach of the course. These include the following:

1. Attitude of experimentation

2. Orientation towards risk

3. Transcending boundaries and self-imposed limits

Course Format

The course will employ a variety of pedagogical approaches including lecture, discussion, in-class exercises, case analyses, videos, guest speakers and individual and team presentations.

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Required Texts

Michalko, Michael. 2006. Thinkertoys: A Handbook of Business Creativity for the ‘90s, 2nd ed. Berkeley, CA: Ten Speed Press.

http://www.amazon.com/Thinkertoys-Handbook-Creative-Thinking-Techniques-2nd/dp/1580087736/ref=sr_1_1?ie=UTF8&s=books&qid=1274200995&sr=8-1

Moser-Wellman, Annette. 2001. The Five Faces of Genius: Creative Thinking Styles to succeed at Work. New York: Penguin.

http://www.amazon.com/Five-Faces-Genius-Creative-Thinking/dp/B002SB8OF2/ref=sr_1_1?ie=UTF8&s=books&qid=1274201063&sr=8-1

Learning Style Inventory, Version 3. Boston, MA: TRG Hay/McBer. You can complete the LSI (LSI3) on-line (for a fee ) at the following site

http://www.haygroup.com/tl/Questionnaires_Workbooks/Kolb_Learning_Style_Inventory.aspx

A set of Harvard materials (articles and cases) to be purchased and downloaded through the HBS site. The specifics for these materials will be communicated during the first week of class. (The first of the Harvard materials will not be required until week 3 or 4).

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Texts of Interest

Adams, J. Stacy. 2001. Conceptual Blockbusting: A Guide to Better Ideas. Perseus Books.

Christensen, Clayton. 1997. The Innovator’s Dilemma: When New Technologies Cause Great Firms to Fail. Boston, MA: Harvard Business School Press.

Christensen, Clayton & Raynor, Michael. 2003. The Innovator’s Solution: Creating and Sustaining Successful Growth. Boston, MA: Harvard Business School Press.

Drucker, Peter. 1985. Innovation and Entrepreneurship. New York: HarperBusiness.

Gladwell, Malcolm. 2002. The Tipping Point: How Little Things Can Make a Big Difference. New York: Little Brown.

Kelley, Tom. 2001. The Art of Innovation. New York: Doubleday.

Kemper, Steve. 2003. Code Name Ginger: The Story Behind Segway and Dean Kamen’s Quest to Invent a New World. Boston, MA: Harvard Business School Press.

Kubie, Lawrence. 1961. The Neurotic Distortion of the Creative Process. New York: Farrar, Straus & Giroux.

Leifer, Richard, McDermott, Christopher, Colarelli-O’Connor, Gina, Peters, Lois, Rice, Mark & Veryzer, Robert. 2000. Radical Innovation: How Mature Companies Can Outsmart Upstarts. Boston, MA: Harvard Business School Press.

May, Rollo. 1994. The Courage to Create. New York: WW Norton.

Moore, Geoffrey. 2002. Crossing the Chasm: Marketing and Selling High-Tech Products to Mainstream Customers. New York: HarperBusiness Essentials.

Pink, Daniel. 2005. A Whole New Mind: Moving from the Information Age to the Conceptual Age. New York: Riverhead Books.

Robinson, Alan & Stern, Sam. 1997. Corporate Creativity: How Innovation and Improvement Actually Happen. San Francisco, CA: Berrett-Koehler.

Ray, Michael & Myers, Rochelle. 1988. Creativity in Business. Main Street Books.

Rogers, Everett. 2003. Diffusion of Innovations, 5th Edition. New York: Free Press.

Schwartz, Peter. 1991. The Art of the Long View: Planning for the Future in an Uncertain World. New York: Doubleday.

Schwartz, Peter. 2003. Inevitable Surprises: Thinking Ahead in a Time of Turbulence. New York: Gotham Books.

Thackara, John. 2006. In the Bubble. Cambridge: MIT Press.

Toffler, A. 1970. Future Shock. New York: Bantam.

Tushman, Michael & Anderson, Philip (eds.). 1997. Managing Strategic Innovation and Change: A Collection of Readings. New York: Oxford University Press.

Van Der Heijden, Kees. 1996. Scenarios: The Art of Strategic Conversation. Chichester, England: John Wiley.

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Requirements & Grading

The following requirements are necessary for satisfactory course completion:

1. Advanced preparation of class assignments2. Class participation 15%3. Self-description project 15%4. Research report 30%

Subtotal Individual Evaluations 60%

5. Group ProjectProfessor Evaluation 24%Peer Evaluation 16%

Subtotal Group Evaluations 40%TOTAL 100%

EVALUATIONS

Assessments of student performance fall into two broad classes of evaluation: individual contributions, and group analyses and presentations.

A. Individual Evaluations (60%)

Each student has direct and complete control over sixty (60) percent of her/his final grade. There are three basic components of this grade: class participation (15%), self-description project (15%), and research report (30%). Good performance on each of these is essential for overall individual success.

Class Participation (15%): The primary instructional vehicle is discussion and engagement in classroom exercises and cases. The majority of class time will be devoted to these activities. Class participation is essential to course success. It is imperative, therefore, that students thoroughly prepare in advance of each class.

Self-Description (15%) – Understanding your personal creativity Explore how your life experiences, thinking styles, imagination, attitudes and blocks to creativity (mental, emotional, cultural and organizational) influence your personal creative problem solving process.

a. Apply inventories and readings. Analyze your “right brain/left brain” styles. How do they affect the way you meet challenges, solve problems, think things through, exercise imagination, etc. Consider successes as well as failures.

b. Analyze influences (personal demographics, family, schools, employers, undergraduate major, career, sub-cultures, religion, etc.) on your creativity.

c. Discuss your thinking styles and attitudes in light of pertinent inventories (e.g., Learning Style Inventory (required), MBTI, Conflict Management, 16PF, etc).

d. Observe the way you approach creative challenges.

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e. How does all of this relate to your career and your work behavior, especially in regard to solving problems, realizing opportunities, expressing creativity and producing innovation?

f. Action plans for further enhancing/developing your personal creativity.

In completing this assignment, you may find it interesting to visit the following sites:

http://brain.web-us.com/brain/braindominance.htm

http://www.typelogic.com

http://www.personalitypage.com

http://www.planetpsych.com/zinteractive/brain.htm

This paper should be approximately 5 pages, double-spaced, Times Roman 12 font.

Research Paper (30%) – Understanding innovation: Research Project (30%). Each participant will submit a 5-10 page, double-spaced, 12-point font paper on a personally selected aspect of innovation or change.

There are three options for this assignment.

Option 1 – Process Innovation Goal – Propose a modification to enhance the efficiency, effectiveness, satisfaction of a job or a work process.

Part I: Choose either a job or a process for analysis. Observe a work situation – either a job or a process – for 30-60 minutes. Write as much of the details of what you observe as possible. What do you understand about the nature of the job (the process) in terms of its purpose, goals, structure, flow, socio-technical interface, and outcomes. Include any observations or inferences about the required duties, responsibilities, reporting relationships, level of authority/responsibility, etc as a result of your observations? Think about the elements of the job (or process), as well as the context within which the task or process is performed (setting, physical and social environment, structural/hierarchical context, etc). Return to the same work situation at another point-in-time (preferably time delayed – 1-5 days). Capture your impressions rather than your observations. How do you imagine workers engaged in this job (process) feel about what they are doing? What are your feelings as the observer?

Part II: After completing Part I, interview two or more participants in this work setting to better understand their experience of the job (process). What do they enjoy the most about what they do? What do they enjoy the least? If it were up to them to redesign the work (process), what would they do differently? What would they keep the same?

Part III: Taking into account details, impressions, feelings, and the experiences of those who actually perform the job (process), how might this activity be accomplished in a different way? Propose an alternative/innovative approach to the same work requirement.

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Option 2 – Product or Service Innovation Goal – Propose a product or service capable of disrupting the current market.

Part I: Identify an existing product or service of interest to you. What is the product’s (service’s) primary function? That is, what problem(s) does it solve? What are its distinguishing features or characteristics? Which features present the greatest market appeal? Why? Which features are less appealing? Why?

Part II: Identify two or more users of this product (service). Interview them about what they use the product for. What do they see as its most appealing features? Its least appealing features? What additional functionality, or other distinguishing features, would they like to see the product (service) do (or have) that it currently does not?

Part III: Brainstorm about alternative ways of providing the same (or enhanced) functionality or features. How might this product (service) be redesigned to enhance its functionality, its features, and to improve its market appeal? What potential do you see for a “disruptive” innovation, that is, an innovation that fundamentally alters the playing field in this product (service) category? What would be the characteristics of this disruptive innovation?

Option 3 – Business Concept Innovation Goal - Propose a disruptive business model for satisfying an existing, or as yet unmet, need.

Part I: Identify an organization of interest – either an existent organization or one that you would propose. Identify that organization’s reason for being, that is, its mission. What is its primary purpose? What is its vision? What is its strategy? What need is it satisfying (or does it hope to satisfy) in the market? Who has that need? What do you estimate to be the market size for that need?

Part II: Brainstorm alternative strategies for meeting the market need. How might these strategies improve upon or enhance an organization’s ability to meet that need? How should the business model be changed in order for this strategy to be successful?

Grading of the research paper will be based on the following criteria: Innovativeness!!!Major concepts identified and appropriately discussed Presentation to the class (reading earns fewer points) Response to questions How well the material was understood and communicated to the class

Research report presentations will be scheduled at various points throughout the term. Consult the syllabus for scheduled sessions.

B. Team Evaluations – Group Analysis and Presentation (40%)

Forty (40) percent of each individual’s grade is a function of her/his ability to work with others and make contributions toward collective analyses and presentations. An essential attribute of organizational success, and a quality often stressed by recruiters, is the ability to work effectively with others. This course allows you to develop your skills in

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contributing to task groups and collective performance. It does this through a written group project and oral presentation.

The purposes of the group project are to enable each student, through individual effort and group interaction, to (1) explore different aspects of the innovation process, and (2) apply that understanding to real-world situations. To achieve these purposes, students will form themselves into groups of four-five students each. Group projects will be jointly evaluated by the professor (60% of the project, 24% of the total grade) and group members (40% of the project, 16% of the total grade).

Requirements: The organizational and extra-organizational forces that influence the selected type of innovation should be identified and illustrated. Appropriate processes for the management of change should be proposed that address the role of leadership, motivation, organizational culture, resistance, problem-solving and decision-making.

There are two options for this assignment.

Option 1. Organizational Innovation Explore and report on innovation within an organization of your choosing – preferably an organization that one of the group participants works for. Describe the process of how the organization does innovation. Where in the organization does responsibility for innovation reside? How does the company culture support or inhibit innovation? How does the organization employ prototypes (Serious Play) in its innovation process? What percent of revenue or resources goes into R&D/innovation? What are the “givens” – the unquestioned assumptions – that facilitate or impede innovation in the organization? How are innovations bought into and diffused? What are the cultural and political processes that impact successful diffusion? What is the role of leadership in bringing about and enculturating innovation as a core organizational process? Interview appropriate people about innovation in the organization (CEO, R&D Director, Product Managers, Process Innovators, etc). Be creative and innovative in your classroom presentation. Consider multiple forms of media, engagement, etc. Prepare a report and deliver a group classroom presentation.

Option 2. Innovation and Diffusion Choose a significant issue (pollution, outsourcing, HIV/AIDS, globalization, global warming, etc.) and propose a creative/innovative way of addressing it including an action plan for buy-in and diffusion. Define the issue. Identify at least three different perspectives (or frames) from which this issue can be viewed. How might these different “framings” lead to alternative problem definitions and solutions? How can prototypes (Serious Play) be employed as a part of the overall process? Present a solution and a plan for action. Be creative and innovative in your classroom presentation. Consider multiple forms of media, engagement, etc. Prepare a report and deliver a group classroom presentation.

Written and Oral Report (24%)Each group will prepare a 20-30 page written report (typed, double-spaced, edited, spell-checked, paginated), and present it to the class as a whole. Each group will have one hour to present. Groups should plan for approximately forty minute presentations, and twenty minutes of questions and discussion. Written projects are due from all groups at

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the start of class on Thursday, August 5. Late submissions will be penalized (one full letter grade if submitted late).

Peer Evaluations (16%)As one might expect, group assignments pose evaluation problems as to the contributions of individual members -- a problem well acknowledged in the literature on organizational economics. Specifically, this poses a problem of ``opportunism’’ or ``shirking’’ in team production. To control for such opportunism, each team member’s performance will be evaluated by every other member; that is, by those who are most likely to know, and therefore most capable of evaluating, individual contributions to group effort. Sixteen (16) percent of your total grade, and forty (40) percent of your group grade, will be assessed through peer evaluation.

It is important to be aware that the distribution of ``A’s’’ within a group is constrained; this includes A+, A, and A-. You cannot assign A’s (of any form) to more than 60% of

your total group members. A 4-person group cannot have more than two A’s, 5-person = 3 A’s, 6-person = 4 A’s, 7-person = 4 A’s. Please review the peer evaluation form in

advance so that you understand the criteria and the conditions of peer evaluations.

BEGINNING THE COURSE

In preparation for our first class session, please do the following:

Read Michalko WarningPreface to the New Edition; The Barking Cat (Introduction)Chapters 1 – 4Chapters 38 – 39

Practice “creative affirmations” as suggested on pages 9-10. Explore your creativity FUDS through “Tick-Tock” (pps 4-7)

Select two (or more) “Mind Pumping” exercises from Chapter 2. Practice them, and come prepared to share and discuss your experiences in class.

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Journals and Resource Materials

ACADEMIC POPULAR PRESS

Academy of Management Journal

Academy of Management Review

Administrative Science Quarterly

American Sociological Review

Business Horizons

California Management Review

Harvard Business Review

Human Relations

Journal of Applied Behavioral Science

Journal of Management Inquiry

Journal of Organizational Change Management

Management Science

Organizational Dynamics

Organization Science

Organization Studies

Sloan Management Review

Barons

Business 2.0

Business Week

Fast Company

Forbes

Fortune

Inc.

The Futurist

Wall Street Journal

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Term Project Resources

The following materials may be useful points-of-departure for your term project research.

Business Concept / Strategy Brown & Eisenhardt, Competing on the Edge Christensen, The Innovator’s Dilemma Christensen, The Innovator’s Solution Hamel, Leading the Revolution

Organization / Structure Ashkenas, et al, The Boundaryless Organization Hock, Birth of the Chaordic Age Pasternack & Viscio, The Centerless Corporation Semler, Maverick

People Adams, Conceptual Blockbusting Fletcher & Olwyler, Paradoxical Thinking May, The Courage to Create O’Keeffe, Business beyond the Box Senge, et. al., Presence: Human Purpose and the Field of the Future

Product/Process Goldenberg & Mazursky, Creativity in Product Innovation Pisano, The Development Factory

Managing ChangeGladwell, The Tipping PointGrove, Only the Paranoid Survive Jacobs, Real Time Strategic ChangeMoore, Crossing the Chasm Nadler, Champions of ChangeRogers, Diffusion of Innovations (5th ed)

GeneralSenge, Kleiner, Roberts, Ross & Smith, The Fifth Discipline FieldbookBusiness 2.0 Business Week California Management Review Fast Company Fortune Inc. Sloan Management Review Wall Street Journal

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Academic Integrity Policy

The Marshall School is committed to upholding the University’s Academic Integrity code as detailed in the SCampus Guide. It is the policy of the Marshall School to report all violations of the code. Any serious violation or pattern of violations of the Academic Integrity Code will result in the student’s expulsion from the degree program.

It is particularly important that you are aware of and avoid plagiarism, cheating on exams, fabricating data for a project, submitting a paper to more than one professor, or submitting a paper authored by anyone other than yourself. If you have doubts about any of these practices, confer with a faculty member.

Resources on academic dishonesty can be found on the Student Judicial Affairs Web site (http://www.usc.edu/student-affairs/SJACS.). The “Guide to Avoiding Plagiarism” addresses issues of paraphrasing, quotations, and citation in written assignments, drawing heavily upon materials used in the university’s writing program. “Understanding and avoiding academic dishonesty” addresses more general issues of academic integrity, including guidelines for adhering to standards concerning examinations and unauthorized collaboration. The “2005-2006 SCampus” (http://www.usc.edu/scampus) contains the university’s student conduct code.

Students with Disabilities

Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. – 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.

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PROFESSIONAL EXPERIENCEDr. Wolfe is the founder and principal of AE2GIS Group providing consultation services in strategy-driven performance and change management, as well as the design, delivery, and evaluation of management and executive development programs. Dr. Wolfe has consulted for a variety of organizations in the public and private sectors both domestically and abroad (client listing available upon request).

Consultation and Executive Development services include strategy-driven performance management, organizational assessments, change management, conflict resolution, interpersonal communication, leadership and top management team development, work force diversity, and strategic planning. Dr. Wolfe has provided a variety of supervisory, managerial, and executive development workshops in the aerospace, high tech, and telecommunications industries, and for the US Department of Defense in West Germany.

Dr. Wolfe served as Assistant Director of Computing Services at the UCLA Anderson Graduate School of Management where he formulated and implemented a strategic computing and information systems plan.

Dr. Wolfe has a broad network of executives, and local and national elected representatives in Taiwan and Thailand where he also provides educational and consulting services. Currently, he serves as executive consultant to the President of Sripatum University, Bangkok, Thailand.

ACADEMIC EXPERIENCEDr. Wolfe began teaching at the University of Maryland in 1976. He spent four years in West Germany with the University of Maryland’s European Division. He has held teaching responsibilities at UCLA, Pepperdine, California State University, and the California School of Professional Psychology where he taught in the Organizational Psychology doctoral program and served as the Acting Director of the Organizational Psychology PhD Program. He has taught a wide variety of management and organizational psychology courses at the undergraduate, MBA, and Ph.D. levels.

Currently, Dr. Wolfe serves as adjunct faculty in the Executive MBA Program at Pepperdine University, the MA in Management at Dominican University, as well as in the executive doctoral program in Strategic Leadership in the College of Organizational Studies at CSPP/Alliant University. Most recently, Dr. Wolfe has given invited presentations to Executive Development Programs in Thailand and Taiwan.

Dr. Wolfe has authored/co-authored book chapters and journal articles, serves as an ad hoc reviewer for academic journals and conferences, and has presented at conferences in the US and abroad. His current research is on strategic mindsets, the development of strategic sense-making, and dimensions of high performance management. He is a member of the Academy of Management, Western Academy of Management, Strategic Management Society, World Future Society, World Affairs Council, Asian Business League, Los Angeles Venture Association, and the Empowering Work/Action Research Network.

EDUCATIONPh.D., Organization & Human Systems Development, Anderson Graduate School of Management, UCLAB.S. and MBA, Old Dominion University, Virginia

COMMUNITY SERVICEDr. Wolfe is active with the National Conference for Community and Justice (NCCJ), and the Museum of Tolerance, organizations committed to prejudice reduction and combating bias, where he facilitates intergroup dialogue. As pro bono service, he developed a multicultural campus community in the Pasadena Unified School District. He served as a member of an LAUSD Steering Committee charged with developing a multicultural relations course. Dr. Wolfe sits on the Boards of Directors of two non-profit educational organizations – Olive View-UCLA Medical Center Foundation, and Ashay: Educational Resources for a Multicultural World. He also sits on the Programs Subcommittee of the Board for Project Angel Food, and the Institutional Review Board at Olive View-UCLA Medical Center.

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MOR 554 – LEADING INNOVATION & CHANGE

Schedule of Sessions, Readings and Deliverables – Thursdays, 6:00 – 10:00, ACC 201Week DATE TOPIC & READINGS IN-CLASS

1 May 27 INTRODUCTION / OVERVIEW / CREATIVITYMichalko. Warning; Preface (xi-xv); The Barking cat (xvii – xx); Initiation: C1 – C4; Endtoys: C38 – C39

Review Chap 2: Mind Pumping. Practice two or more exercises, and come prepared to discuss in class

2 June 3 CREATIVITY (continued)Moser-Wellman. Five Faces of Genius – Read All Email me your Profile Scores (p 18) no later than Tuesday, June 1

Complete the Five Faces of Genius Profiler (pps. 13 – 20). Come prepared to do an in-class exercise based upon your “Dominant Faces”.

3 June 10 MENTAL MODELS & FRAMES Senge, The Leader’s New Work: Building Learning Organizations,

SMR, Fall 1990 Burgelman & Grove, Strategic Dissonance, CMR, Winter 1996

Cardinal Health, Inc (A)

Be prepared to present your problem statements and illustrative applications of thinkertoys

Self-description projects due(must include Learning Style Inventory)

4 June 17 INNOVATION Skarzynski & Gibson, Building a Systemic Innovation Capability,

HBS, 2008 Hustin & Sakkab, Connect & Develop: Inside P&G’s New Model for

Innovation, HBR, March 2006 Kaplan & Norton, Innovation Processes, HBS, 2006

Individual presentations of understanding the creativity/ innovation process – 25%

Week DATE TOPIC & READINGS IN-CLASS

5 Jun 24 BUSINESS CONCEPT INNOVATION Kim & Mauborgne, Value Innovation: The Strategic Logic of High The Evolution of the Circus Industry (A)

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Growth, HBR, Jan – Feb 1997Kim & Mauborgne, Creating New Market Space, HBR, Jan – Feb

1999

Herman Miller (A): Innovation by Design

Individual presentations of understanding the creativity/ innovation process – 25%

6 July 1 PRODUCT / SERVICE INNOVATION Bower & Christensen, Disruptive Technologies: Catching the Wave,

HBR, Jan – Feb 1995 Spear & Bowen, Decoding the DNA of the Toyota Production

System, HBR, Sept – Oct 1999

Nintendo’s Disruptive Strategy: Implications for the Video Game Industry Ritz-Carlton Hotel Co.

Individual presentations of understanding the creativity/ innovation process – 25%

7 July 8 TECHNOLOGY AND TECHNOLOGY TRANSFER A make-up session may have to be scheduled for this session due to out-of-town professional conference travel plans

8 July 15 THE INNOVATIVE ORGANIZATION Moss-Kanter, Teaching Old Companies New Tricks: The Challenge

of Managing New Streams within the Mainstream, HBS, 2002Innovation at Timberland: Thinking Outside the Shoebox

Individual presentations of understanding the creativity/ innovation process – 25%

Reports Due – ALL

9 July 22 DIFFUSION OF INNOVATIONGourville, Note on Innovation Diffusion: Rogers’ Five Factors, HBS,

2006Clawson, Leading Change, HBS, 2001

Innovation at Lego GroupInnovation at 3M

10 July 29 LEADERSHIP Miles, Innovation and Leadership Values, CMR, Fall 2007 Leading Change at Kelvingrove (A)

Managing Change at Nypro

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11 Aug 5 INTEGRATION & REVIEW Team Presentations – ALL

Team reports due

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