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You have 30 minutes to engage your classmates in learning about some aspect of creativity/innovation competencies and skill development that you have researched.
1. Introduce your team and yourselves?make sure your team logo and name is prominently displayed (branding!)
2. Use the following structure:
a. Tell them what you are going to tell them (This is the introduction or opening where you give them a preview of how the 30 minutes will unfold and what they can expect; identify the learning objectives or what you want them to learn during their time with you;)
b. Tell them (This is the body of your work where you develop the ideas introduced in the introduction; tell them in detail about your topic and why it should be of interest to them and how they can use it; make sure to include references to where you obtained your material so that they can follow up if they are interested)
c. Tell them what you told them (This is the summary, where you briefly summarize the key ideas presented and discussed. This is where you can stress the ?take-away? value of your project for them. It?s good to give them a summary sheet of your main ideas and take-away value).
? Ask yourself?how will I know that they have learned what I wanted them to learn? Then try to build in a way to measure that, or capture their learning ? for example, after a lecturette (where the team introduces and explains their topic, giving many examples)many of my students like to use a game-show competition format to ask questions; the person or team with the most correct answers receives a prize!
? Make sure you don?t lecture too much. Keep your explanations to not more than half of your time with them.
? Make sure you have a ?hands-on? component of approximately half your time with the audience where they get to try out and practice what your project is about.
? After they try it out, make sure you check in with them to get their feedback (ask how it went, what they thought, what they learned by doing it);
? Not all team members have to stand in front of the class?only those who are actually lecturing or giving instructions should be in the front.
? Practice good presentation skills– Speak up; maintain eye contact with your audience; stand up straight, don?t keep turning around to look at the screen when using powerpoint; breathe; don?t speak too quickly
You will also submit a brief written summary about these creative competencies and skills (4-5 pages, typed, double-spaced). You can use the same structure indicated above for the written part.
*BE SURE TO CONNECT EVERYTHING WITH INNOVATION. THATS THE POINT OF THE PRESENTATION
OUR GROUPS OUTLINE:
New Project Outline for ?The Innovators?
1. Project Title: Cross Culture Innovation & Creativity
2. Team Name: ?The Innovators?
What do you and your team want to learn about Creativity/Innovation? Why? What would the potential benefit be in learning what you have outlined?
3. We want to learn how to utilize the values and skill sets of individuals of different cultures to come up with innovative ideas and spark creativity. First, we will learn about cross cultural differences in behavior such as power distance and uncertainty avoidance. As managers, this research will help us better understand our employees and how to most effectively utilize their individual skill sets to gain competitive advantage and spark innovation.
What do you want the class to learn (learning goals)?
4. We want the class to develop a better understanding of the skills and values embedded in people from different countries-and how to use diversity to spark creativity and innovation. We came up with this topic under the understanding that in our generation teams win, and multicultural teams win in global economies. For example, McDonalds (A U.S. Company that went Global not too many years ago) opened stores in China. Part of the fast food giant?s global success was having Asian employees in their marketing department who know Chinese culture, preferences, and norms that can help McDonalds open a successful story. In essence we want to help the class better understand what it means to be a Global economy and how we can utilize this structure to spark innovation, help our future businesses go global, and gain competitive advantage.
How will you engage the class in learning about creativity/innovation? (Role play; game; lecture; video or video clip; inventory or test, etc).
5.
a. Video
b. Presentation and explanation of graphs analyzing the Hofstede Cultural Dimensions (for each of our countries).
c. Give the class a quiz to see if they are paying attention.
d. Create a game like Jeopardy and ask questions.
Who in your team will do what? (Who will do the lecture? Who will do research? Who will write the project summary?
6.
a. Research: Everyone
b. Project Summary: Everyone (divided into pieces)
c. Presentation: Everyone
d. Video: 2 group members
e. Prepare group meetings: Everyone
How and why will your project appeal to your audience (your classmates)?
7.
a. Suffolk has a lot of international students who might find an interest in our research.
b. We can create an interesting debate discussing culture and how to best manage it for innovative purposes.
c. When we step into the work force we might get a job that requires us to travel internationally and work with individuals from other cultures.
When will you lead your project discussion and exercises in class? (Dates will be assigned in class before you submit your outline).
8. PRESENTATION DATE: APRIL 4TH 2012
Resources? Identify books, articles, videos, etc. that you have researched or will explore to learn more about your chosen topic. Identify the author(s), title, where published, date published and page numbers or URL.
9.
a. Hofstede Study (Survey of IBM Employees)
b. Outliers by: Malcolm Gladwell
c. WSJ Articles
d. Hofstede Website
e. http://m.youtube.com/index?desktop_uri=%2F%3Fgl%3DES%26hl%3Des&hl=es&gl=ES#/watch?v=4zrSCTP6cys
f. Interviews / data collection
How will you handle conflicts, problems and disagreements in your team as you work on the project?
10.
a. We will make decisions as a group
b. We will email each other our progress so that everyone is on the same page.
c. We will use social media to communicate over spring break (Skype, Conference Call, Facebook).
d. We meet on Sundays.
e. We will post our project summary and outline on Google Docs so that everyone can add-in their work and stay updated with our project progress.
f. Majority Rules ? decision making.
g. We will assign roles for each member so that everyone is responsible for something (scheduling meetings, facilitating, and note taking).
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