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MGMT7
Chapter 7: Innovation and Change
Pedagogy Map
This chapter begins with the learning outcome summaries and terms covered in the chapter, followed by a
set of lesson plans for you to use to deliver the content in Chapter 7.
• Lesson Plan for Lecture (for large sections)

• Lesson Plan for Group Work (for smaller classes)
• Assignments with Teaching Tips and Solutions
 What Would You Do? Case Assignment––3M

 Self-Assessment––Mind Benders
 Management Decision––Innovation Copycats
 Management Team Decision––Face the Future
 Practice Being a Manager––Supporting Creativity
 Develop Your Career Potential––Spark Your Own Creativity
 Reel to Real Video Assignment: Management Workplace––Holden Outerwear
 Review Questions
 Additional Activities and Assignments
Highlighted Assignments Key Points

What Would You Do? Case 3M must return to its roots by sponsoring innovation
Assignment throughout its organization.
Self-Assessment The self-assessment gives students insights into how
innovative their attitude is.
Management Decision A company that created an innovative line of shoes needs to
figure out how to deal with competitor companies that are
producing counterfeit products.
Management Team Decision Student groups are asked to consider how oil companies can
innovate to address future energy needs.
Practice Being a Manager Students examine the question of creating versus buying new
ideas.
Develop Your Career Potential Resources are given to help students spark their own
creativity.
Reel to Real Video Assignment: Holden Outerwear is a pioneer in active outerwear, as its
Management Workplace products possess features that are inspired by runway brands.
Supplemental Resources Where to Find Them

Course Pre-Assessment IRCD
Course Post-Assessment IRCD
PowerPoint slides with lecture notes IRCD and online
Who Wants to Be a Manager game IRCD and online
Chapter 7: Innovation and Change 154

Test Bank IRCD and online
What Would You Do? Quiz Online
Learning Objectives
7.1 Explain why innovation matters to companies.
Technology cycles typically follow an S-curve pattern of innovation. Early in the cycle, technological
progress is slow, and improvements in technological performance are small. As a technology matures,
however, performance improves quickly. Finally, as the limits of a technology are reached, only small
improvements occur. At this point, significant improvements in performance must come from new
technologies. The best way to protect a competitive advantage is to create a stream of innovative ideas
and products. Innovation streams begin with technological discontinuities that create significant
breakthroughs in performance or function. Technological discontinuities are followed by discontinuous
change, in which customers purchase new technologies and companies compete to establish the new
dominant design. Dominant designs emerge because of critical mass, because they solve a practical
problem, or because of the negotiations of independent standards bodies. Because technological
innovation is both enhances and destroys competence, companies that bet on the wrong design often
struggle, while companies that bet on the eventual dominant design usually prosper. When a dominant
design emerges, companies focus on incremental change, lowering costs, and making small but steady
improvements in the dominant design. This focus continues until the next technological discontinuity
occurs.
7.2 Discuss the different methods that managers can use to manage innovation in their
organizations effectively.
To successfully manage innovation streams, companies must manage the sources of innovation and learn
to manage innovation during both discontinuous and incremental change. Since innovation begins with
creativity, companies can manage the sources of innovation by supporting a work environment in which
creative thoughts and ideas are welcomed, valued, and encouraged. Creative work environments provide
challenging work; offer organizational, supervisory, and work group encouragement; allow significant
freedom; and remove organizational impediments to creativity.
Discontinuous and incremental change require different strategies. Companies that succeed in periods
of discontinuous change typically follow an experiential approach to innovation. The experiential
approach assumes that intuition, flexible options, and hands-on experience can reduce uncertainty and
accelerate learning and understanding. A compression approach to innovation works best during periods
of incremental change. This approach assumes that innovation can be planned using a series of steps and
that compressing the time it takes to complete those steps can speed up innovation.
7.3 Discuss why not changing can lead to organizational decline.
The five-stage process of organizational decline begins when organizations don’t recognize the need for
change. In the blinded stage, managers fail to recognize the changes that threaten their organization’s
survival. In the inaction stage, management recognizes the need to change but doesn’t act, hoping that the
problems will correct themselves. In the faulty action stage, management focuses on cost cutting and
efficiency rather than facing up to the fundamental changes needed to ensure survival. In the crisis stage,
failure is likely unless fundamental reorganization occurs. Finally, in the dissolution stage, the company is
dissolved through bankruptcy proceedings; by selling assets to pay creditors; or through the closing of
stores, offices, and facilities. If companies recognize the need to change early enough, however,
dissolution may be avoided.

7.4 Discuss the different methods that managers can use to better manage change as it occurs.
The basic change process is unfreezing, change, and refreezing. Resistance to change stems from self-
interest, misunderstanding and distrust as well as a general intolerance for change. It can be managed
through education and communication, participation, negotiation, top management support, and coercion.
Knowing what not to do is as important as knowing what to do to achieve successful change. Managers
should avoid these errors when leading change: not establishing urgency, not creating a guiding coalition,
lacking a vision, undercommunicating the vision, not removing obstacles to the vision, not creating short-
term wins, declaring victory too soon, and not anchoring changes in the corporation’s culture. Finally,
managers can use a number of change techniques. Results-driven change and the GE workout reduce
resistance to change by getting change efforts off to a fast start. Organizational development is a
collection of planned change interventions (large system, small group, person-focused), guided by a
change agent, that are designed to improve an organization’s long-term health and performance.
Terms
Change agent Multifunctional teams
Change forces Organizational change
Change intervention Organizational decline
Coercion Organizational development
Compression approach to innovation Organizational innovation
Creative work environments Product prototype
Creativity Refreezing
Design competition Resistance forces
Design iteration Resistance to change
Discontinuous change Results-driven change
Dominant design S-curve pattern of innovation
Experiential approach to innovation Technological discontinuity
Flow Technological lockout
General Electric workout Technological substitution
Generational change Technology cycle
Incremental change Testing
Innovation streams Unfreezing
Milestones
Lesson Plan for Lecture (for large sections)
Pre-Class Prep for You: Pre-Class Prep for Your Students:

• Review the chapter and determine what • Bring the book.
points to cover.
• Bring the PPT slides.
Warm Up Begin Chapter 7 by giving your students a brainteaser to solve. The game Mind Trap offers
several, as do any number of Mensa puzzle books on the market.
Content Lecture slides: Make note of where you stop so you can pick up at the next class meeting.
Delivery Slides have teaching notes on them to help you as you lecture.

Topics PowerPoint Slides Activities
7.1 Why Innovation 1: Innovation and Change Launch your lecture with
Matters 2: Learning Outcomes your brainteaser and
7.1a Technology Cycles 3: Technology Cycles prompt students to think of
7.1b Innovation Streams 4: S-Curves and what a brainteaser has to do
Technological Innovation with innovation. (New
5: Innovation Streams: problems or new ways of
Technology Cycles over thinking about old
Time problems lead to innovation
6: Emergence of Dominant and new technology.)
Design
7.2 Managing 7: Managing Innovation

Innovation 8: Components of Creative
7.2a Managing Sources of Work Environments
Innovation 9: Experiential Approach
7.2b Experiential 10: Compression Approach
Approach: Managing
Innovation during
Discontinuous Change
7.2c Compression
Approach: Managing
Innovation during
Incremental Change
7.3 Organizational 11: The Risk of Not The text uses General
Decline: The Risk of Not Changing Motors as an extended
Changing example of organizational
decline. It might be
interesting in class to do an
“intensive care” review of
General Motors’ situation.
7.3 Managing Change 12: Forces

7.4a Managing Resistance 13: Resistance to Change
to Change 14: Organizational Change
7.4b What Not to Do Process
When Leading Change 15: Managing Resistance to
7.4c Change Tools and Change
Techniques 16: Mistakes Managers
Make
17: Change Tools and
Techniques
18: General Steps for
Organizational
Development Intervention
19: Different Kinds of
Organizational
Development Interventions
Reel to Real Videos 20: Holden Outerwear Launch the video in slide
20. Questions on the slide
can guide discussion.

Adjust the lecture to include the activities in the right column. Some activities should be
done before introducing the concept, some after.
Conclusion Assignments:
and 1. Give students some experience in developing their own innovative thinking.
Preview Assign the Develop Your Career Potential exercise, or adapt the Ideation activity
in the Additional Activities and Assignments section for homework. To do so,
require students to assemble the disparate items and create a hat, vehicle, animal,
or other item you determine. Have them submit a photo of their item along with a
written piece on how their innovation process evolved, the challenges of the
assignment, and their reaction to the assignment in general.
2. Assign students to review Chapter 7 and read the next chapter on your syllabus.
Remind students about any upcoming events.
Lesson Plan for Group Work (for smaller classes)
Pre-Class Prep for You: Pre-Class Prep for Your Students:

• Review the material to cover and modify the • Bring the book.
lesson plan to meet your needs.
• Set up the classroom so that small groups of
4 to 5 students can sit together.
Warm Up Begin Chapter 7 by asking your students to work a brainteaser that you bring to class.
The game MindTrap is full of examples, as are the numerous Mensa and Mensa-style
puzzle books on the market.
Content Lecture on Why Innovation Matters and Managing Innovation (Sections 7.1 and 7.2).
Delivery
A necessary component of innovation is creativity the creative work environment. To
give your students a break from the traditional tenor of the academic classes they likely
take, use the teaching notes below to do the Develop Your Career Potential in class.
Conversely, break for this group activity:
“Ideation”
Divide the class into small groups of 3 to 4 students and give each group a bag of
disparate items. (Things rescued from the trash like milk jugs and lids, toilet paper
tubes, and broken mechanical items make good resources.) Charge each group with
building something you specify, like a hat or a vehicle, or with first deciding what to
build and then actually doing it. Depending on your resources, consider giving a set
of building materials to each student and even inviting a professor from the industrial
design department (if your university has an engineering and/or design college) to
visit your class that day to help with the activity. After the students have finished, let
them present their design to the class. If time allows, let students critique each design,
making recommendations for improvement or refinement.
Come back together as a class to share results from the group activity.

Segue into the next section by asking students “Does change matter?”
Lecture on Organizational Decline: The Risk of Not Changing (Section 7.3).
Introduce the section on Managing Change (Section 7.4) by lecturing on change forces,
resistance forces, and resistance to change.
Break for the following activity:
“What’s Happening”
Divide the class into groups of 3 to 4 students to map what is happening to at least 2
companies facing significant change forces. For each company, students need to list
what they perceive to be the change and resistance forces at work. General Motors,
Saks Fifth Avenue, Walgreens, Sony, and ExxonMobil are some examples. Consider
letting students pick one company to work with in addition to the one you give them.
Also consider giving each group a different set of companies so that when you come
back together as a class to share information, you’ll have a wide range of forces to
discuss.
Segue into the next section by asking students how they feel about change: embrace it,
take wait-and-see attitude, resist it, sabotage it, etc. You’ll probably get the majority of
hands at the “wait-and-see” or “resist it” probes. Ask students to account for the results:
• “Why do you think that is? I mean, why do people tend to be resistant to change?”
• ‘What problems can that tendency create for managers?”
• “What do you think managers can do to reduce that resistance?”
Lecture on Managing Resistance to Change and What Not to Do When Leading Change
(Sections 7.4a and 7.4b).
Segue into the lecture on Change Tools and Techniques (7.4c).
After presenting the various techniques in the book, simulate the GE Workout by doing
the following group activity:
“GE Workout for Campus President”

As an entire class, brainstorm a list of specific problems at your college or university.
Problems can be related to any aspect of the campus (finances, registration, social
activities, sports, etc.). Divide students into medium-sized groups of 8 to 10 students.
Ask 1 student from each group to volunteer to be the campus president for that group.
Have the managers leave the room (or sit together away from their “department
chairs”) for 5 minutes and let them think of possible solutions their teammates might
put before them. Reintegrate the presidents with their management teams and conduct
the GE Workout. Time this part of the exercise to simulate the rapid nature of the
workout. You don’t want to give the presidents too long to decide on any given item
or to get into debates/discussions with department chairs about the topic.
Conclusion Assignments:
and 1. As an assignment that follows up the Ideation exercise above, have students write
Preview a paragraph about their experience with the design process and one about their
response to the critique process.
2. If you have finished covering Chapter 7, assign students to review Chapter 8 and
read the next chapter on your syllabus.
Remind students about any upcoming events.
Assignments with Teaching Tips and Solutions
What Would You Do? Case Assignment
3M
Minneapolis, Minnesota
With 40,000 global patents and patent applications, 3M, maker of Post-it notes, reflective
materials (Scotch lite), and 55,000 products in numerous industries (displays and graphics, electronics and
communications, health care, safety and security, transportation, manufacturing, office products, and
home and leisure), has long been one of the most innovative companies in the world. 3M codified its
focus on innovation into a specific goal, “30/5,” which meant that 30 percent of its sales each year must
come from products no more than five years old. The logic was simple but powerful. Each year, five-
year-old products become six years old and would not be counted toward the 30 percent of sales. Thus,
the 30/5 goal encouraged everyone at 3M to be on the lookout for and open to new ideas and products.
Furthermore, 3M allowed its engineers and scientists to spend 5 percent of their time, roughly a half-day
per week, doing whatever they wanted as long as it was related to innovation and new product
development.
And it worked, for a while. A decade ago, the Boston Consulting Group, one of the premier
consulting companies in the world, ranked 3M as the most innovative company in the world. In
subsequent years, it dropped to second, third, and then seventh. Today, 3M doesn’t even crack the top 50.
Dev Patnaik, of Jump Associates, an innovation consulting firm, says, “People have kind of forgotten
about those guys [3M]. When was the last time you saw something innovative or experimental coming
out of there?” So, what happened?
When your predecessor became CEO ten years ago, he found a struggling, inefficient, oversized
company in need of change. He cut costs by laying off 8,000 people. Marketing, and research and
development funds, which had been allocated to divisions independent of performance (all divisions got
the same increase each year), were now distributed based on past performance and growth potential.
Perform poorly, and your funds would shrink the next year. Likewise, with U.S. sales stagnating and Asia
sales rising, management decreased headcount, hiring, and capital expenditures in the United States,
while significantly increasing all three in fast-growing Asian markets. Six Sigma processes, popularized
at Motorola and GE, were introduced to analyze how things got done, to remove unnecessary steps, and to
change procedures which caused defects. Thousands of 3M managers and employees became trained as
Six Sigma “black belts” and returned to their divisions and departments to root out inefficiencies, reduce
production times, and decrease waste and product errors. And it worked incredibly well, in part. Costs and
capital spending dropped, while profits surged 35 percent to record levels. But, product innovation, as
compared to the 30/5 goal sank dramatically, as only 21 percent of profits were generated by products that
were no more than five years old.
So, what should 3M do? From inception, 3M has been an innovator, bringing a stream of new
products and services to market, creating value for customers, sustainable advantage over competitors,
and sizable returns for investors. Thanks to your predecessor, 3M has lower costs, is highly efficient, and
much more profitable. But it no longer ranks among the most innovative firms in the world. In fact, the
use of Six Sigma procedures appears to be inversely related to product innovation. If that’s the case,
should 3M continue to focus on using Six Sigma procedures to reduce costs and increase efficiencies, or

should it strive again to encourage its scientists and managers to focus on innovation? Which will make
3M more competitive in the long run?
When people think of innovation, they tend to think of game-changing advances that render
current products obsolete, for example, comparing the iPhone to text-based “smartphones.” Innovation,
however, also occurs with lots of incremental changes over time. What are the advantages and
disadvantages for 3M of each approach, and when and where would each be more likely to work? Finally,
some companies innovate from within by successfully implementing creative ideas in their products or
services. Sometimes, though, innovation is acquired by purchasing other companies that have made
innovative advances. For example, although Google is generally rated as one of the most innovative
companies in the world, most people have forgotten that Google bought YouTube to combine its search
expertise with YouTube’s online video capabilities. Over time, how much should companies like 3M rely
on acquisitions for innovation? Should 3M acquire half, one-third, 10 percent, or 5 percent of its new
products through acquisitions? What makes the most sense and why?
If you were in charge at 3M, what would you do?
Sources:
“The 50 Most Innovative Companies 2010,” Bloomberg Businessweek,
http://www.businessweek.com/interactive_reports/innovative_companies_2010.html [accessed 4 May 2011]; M.
Arndt & D. Brady, “3M’s Rising Star,” BusinessWeek, 12 April 2004, 62-74; M. Gunther, M. Adamo, & B.
Feldman, “3M'S Innovation Revival,” Fortune, 27 September 2010, 73-76; B. Hindo, “3M: Struggle between
Efficiency and Creativity,” BusinessWeek Online, 17 September 2007, 36.
What Really Happened? Solution

In the opening case, you learned that 3M, once the most innovative company in the world, was no longer
considered innovative. While layoffs, allocating research & development funds based on performance
and potential, and Six Sigma processes – the latter of which rooted out inefficiencies, reduced production
times, and decreased waste and production errors – led to significantly reduced costs and record profits,
product innovation, as measured by the percentage of percentage of profits generated by products that
were no more than five years old, dropped to a record low of 21%, dramatically below the company’s
long-term goal of 30%. Let’s find out what happened at 3M and see what steps CEO George Buckley
took to improve 3M’s ability to introduce innovative products and services.
So, what should 3M do? From inception, 3M has been an innovator, bringing a stream of new products
and services to market, creating value for customers, sustainable advantage over competitors, and sizable
returns for investors. Thanks to your predecessor, 3M has lower costs, is highly efficient, and much more
profitable. But, it no longer ranks among the most innovative firms in the world. In fact, the use of Six
Sigma procedures appears to be inversely related to product innovation. If that’s the case, should 3M
continue to focus on using Six Sigma procedures to reduce costs and increase efficiencies, or should it
strive again to encourage its scientists and managers to focus on innovation? Which will make 3M more
competitive in the long run?
In Chapter 6, we learned that organizations can create competitive advantage for themselves if they
have a distinctive competence that allows them to make, do, or perform something better than their
competitors. A competitive advantage becomes sustainable if other companies cannot duplicate the
benefits obtained from that distinctive competence. Technological innovation, however, can enable
competitors to duplicate the benefits obtained from a company’s distinctive advantage. In other words,
innovation can allow companies that fall behind to catch up. And, sometimes, innovation can be so
disruptive that market leaders become market followers as their competitive advantage turns into a
competitive disadvantage.
Consequently, companies that want to sustain a competitive advantage must understand and protect
themselves from the strategic threats of innovation. Over the long run, the best way for a company to do

that is to create a stream of its own innovative ideas and products year after year. When a company does
that, it’s called an innovation stream, that is, a pattern of innovation over time that creates sustainable
competitive advantage. Innovation streams prevent competitors from catching up because new
innovations keep market leaders, one, two, or three-steps ahead of their competition.
While Six Sigma procedures helped make 3M more efficient, reduce costs, and highly profitable, it
also made the company less innovative. In terms of long run competitiveness and profitability, should
3M continue to focus on costs and efficiencies, or should it encourage its managers and scientists to be
more innovative?
In the long run, innovation is likely to be a more profitable strategy than low costs and efficiency.
Why? Because the latter are easier to duplicate, which is another way of saying it’s more difficult to
sustain a competitive advantage based on costs and efficiency. And while innovation is a more profitable
strategy because firms can charge more for innovative, value-added products and services that aren’t
available from competitors, it is difficult, as 3M’s experience has shown, to maintain an innovation
stream, that is, a pattern of innovation over time that creates sustainable competitive advantage.
One sure thing, however, is that while Six Sigma processes increased 3M’s short-run profitability, it
also hurt the company’s ability to innovate. CEO George Buckley observed, “Invention is by its very
nature a disorderly process. You can't put a Six Sigma process into that area and say, well, I'm getting
behind on invention, so I'm going to schedule myself for three good ideas on Wednesday and two on
Friday. That's not how creativity works.” Former 3M employee Michael Mucci said, “We all came to the
conclusion that there was no way in the world that anything like a Post-it note would ever emerge from
this new system [meaning Six Sigma].” Art Fry, the 3M scientist who invented the Post-it Note, one of
3M’s most successful products, said innovation is, “a numbers game. You have to go through 5,000 to
6,000 raw ideas to find one successful business.” Because the point of Six Sigma is to eliminate waste,
that is, all of the ideas it takes to find that one great product or service, Fry believes that Six Sigma was
destroying 3M’s innovation culture. Said Fry, “What's remarkable is how fast a culture can be torn
apart."
When people think of innovation, they tend to think of game-changing advances that render current
products obsolete, for example, such as comparing the iPhone to text-based “smart phones.” Innovation,
however, also occurs with lots of incremental changes over time. What are the advantages and
disadvantages for 3M of each approach, and when and where would each be more likely to work?
“Game-changing advances” in technology are also known as discontinuous change, where old
standards are made obsolete by new technological standards. In other words, new technology displaces
old technology. Discontinuous change is accompanied by uncertainty because no one is sure in periods
of discontinuous change which technological approaches will become the new standard, that is, the new
dominant design. In highly uncertainly environments during periods of discontinuous change, it’s best to
use the experiential approach, which assumes that intuition, flexible options, and hands-on experience can
reduce uncertainty and accelerate learning and understanding. This approach involves frequent design
iterations, frequent testing, regular milestones, creation of multifunctional teams, and use of powerful
leaders to guide the innovation process.
Whereas the experiential approach is used to manage innovation in highly uncertain environments
during periods of discontinuous change, the compression approach is used to manage innovation in more
certain environments during periods of incremental change Whereas the goals of the experiential
approach are significant improvements in performance and the establishment of a new dominant design,
the goals of the compression approach are lower costs and incremental improvements in the performance
and function of the existing dominant design.
With the experiential approach, the general strategy is to build something new, different, and
substantially better. Because there’s so much uncertainty—no one knows which technology will become
the market leader—companies adopt a winner-take-all approach by trying to create the market-leading,
dominant design. With the compression approach, the general strategy is to compress the time and steps

needed to bring about small, consistent improvements in performance and functionality. Because a
dominant technology design already exists, the general strategy is to continue improving the existing
technology as rapidly as possible. In short, a compression approach to innovation assumes that innovation
is a predictable process, that incremental innovation can be planned using a series of steps, and that
compressing the time it takes to complete those steps can speed up innovation.
What are the advantages and disadvantages for 3M of each approach, and when and where would
each be more likely to work? Beyond the issues mentioned above, the primary issue is cost and time
frame. It’s generally more expensive and takes longer to use the experiential approach to compete with
other companies to try to establish a new dominant design. After all, only one, or at best, two companies
will “win.” And, if your company’s design isn’t the “winner,” you’ll lose all of your development costs
with few ways to recoup them in the marketplace.
Cost considerations may be why 3M CEO George Buckley has encouraged 3M’s managers and
scientists to focus on innovating around its core products and services in 3M’s largest markets.
Furthermore, Buckley is encouraging his scientists to use the compression approach to innovation where
they focus on “inventing hundreds of next small things,” that is, making current products a little bit better
year after year. Buckley calls this finding innovations “at the bottom of the pyramid.” And not only is he
encouraging incremental improvements in innovation, he’s also pushing 3M’s people to innovate in ways
that reduce product costs. One example is 3M’s low-cost respirator mask. Buckley said, “I didn't drive
the invention of this, but I said the invention of this is necessary. You have to drive out costs to defend
yourself against competition. I wanted the manufacturing process that made these respirators [to have] a
quadrupling in speed and efficiency.” Says Buckley, “We often think innovation is making a
breakthrough at the top of the pyramid. That's often not where the hardest challenges are. The hardest
challenges are often: How do I make a breakthrough for next to nothing?”
Another example of the incremental approach to innovation using the compression method is when
3M scientists can leverage ideas from other products or scientists in the company. 3M was able to do this
with its Cubitron sanding disks. 3M knew that its sanding disks would work better if each tiny piece of
ceramic “sand” on its sanding disks was identical. That would allow the disks to act more like a razor
blade when sanding off layers of materials. But, the reality was that each piece of ceramic “sand” was a
different shape with a slightly different size. That meant that the sanding disks made uneven contact with
sanding surfaces, which produced “bouncing” that made it more difficult to do a quality sanding job.
Scott Culler, a 3M Scientist said, “The big voila happened." And that “big voila” was realizing that 3M’s
micro-replicating technology, used to create identical reflective materials in reflective roads signs, could
also be used to create identical, tiny pieces of ceramic sand. It took 15 months to perfect the process, but
Culler and his fellow scientists were able to do it and produce substantially better Cubitron sanding disks,
sales of which are now up 30%.
Finally, sometimes companies innovate from within by successfully implementing creative ideas in their
products or services. Sometimes, though, innovation is acquired by purchasing other companies that
have made innovative advances. For example, while Google is generally rated as one of the most
innovative companies in the world, most people have forgotten that Google bought YouTube to combine
its search expertise with YouTube’s online video capabilities. Over time, how much should companies
like 3M rely on acquisitions for innovation? Should 3M acquire half, one-third, 10 percent, or 5 percent
of its new products through acquisitions? What makes the most sense and why?
One way to grow a company is through internal or organic growth. And when your strategy is
innovation, like at 3M, that means innovating with new products and services developed from your
existing businesses. Another way to grow is through external growth, or buying other companies. And
when your strategy is innovation, that means acquiring or buying other companies which have developed
innovative products and services. The question is how much should 3M focus on internal growth and
innovation versus external growth and innovation through acquisitions?

It’s a difficult question to answer. When innovation is your core competency and your company’s
source of competitive advantage, relying too much on acquisitions for innovation is an admission that
you’re failing to generate enough innovative products and services from your existing businesses. And,
while it’s expensive to develop new products and services internally, it’s more expensive to acquire them
by buying other companies. On the other hand, acquiring other companies is a relatively quick way to fill
holes in product and service offerings, or to bring in a critical, already developed technology that can be
leveraged throughout existing businesses. However, there’s also the risk that acquired companies won’t
succeed. A meta-analysis based on 103 studies and a sample of 25,205 companies indicates that, on
average, acquiring other companies actually hurts the value of the acquiring firm. In other words, there is
only a 45 percent chance that growing a company through external acquisitions will work!
If there’s a less than 50% chance that acquired companies will prosper, is there some way to increase
the odds of success when acquiring companies and their technological innovations? The best approach is
probably related diversification, in which the different business units share similar products,
manufacturing, marketing, technology, or cultures. The key to related diversification is to acquire or
create new companies with core capabilities that complement the core capabilities of businesses already
in the corporate portfolio. While seemingly different, most of 3M’s product divisions are based in some
fashion on its distinctive competencies in adhesives and tape (e.g., wet or dry sandpaper, Post-it notes,
Scotchgard fabric protector, transdermal skin patches, and reflective material used in traffic signs).
Furthermore, all of 3M’s divisions share its strong corporate culture that promotes and encourages risk
taking and innovation. In sum, in contrast to a single, undiversified business or unrelated diversification,
related diversification reduces risk because the different businesses can work as a team, relying on each
other for needed experience, expertise, and support. The improvement of 3M’s Cubitron sanding disks
above is an example of the advantages of related diversification.
To what extent will 3M rely on acquisitions as it executives its innovation strategy? According to
CEO George Buckley, 3M will spend about $1 billion a year to buy 15 to 20 companies. Said Buckley,
“We are using these kind of acquisitions to show the art of the possible when it can be done fast.” For
example, 3M paid $810 million to buy Arizant, a medical company whose products keep anesthetized
patients, who lose the ability to regulate their temperatures, warm. Arizant complements other product
offerings in 3M’s health care division, particularly in its infection prevention division.
How successful has CEO George Buckley been at making 3M an innovative company again? After
restoring the 5% rule, which allows 3M engineers and scientists to spend 5% of their time each week on
anything they want, as long at its related to innovation and new product development, and after
significantly increasing 3M’s research and development spending, and after limiting Six Sigma practices
to factories and removing it from the rest of the company, particularly research labs, 3M has rebounded
strongly. 3M’s organic growth rate from products it develops from existing businesses is a healthy 7-8%
a year. As a result, it is introducing 1,000 new products a year. Finally, after dropping to a low of 23%,
new products that are 5 years old or less, now account for 31% of 3M’s sales, surpassing the company
goal of 30% for the first time in years.
Self-Assessment
MIND BENDERS
Because innovation is a key to corporate success in many industries, companies will often hire outside
consultants to help tap the creativity of their work force. Their goal in doing so is to fill any gaps in their
own creative thinking by looking outside the organization.
For managers, being able to think creatively is an important skill. Creativity should be part of a
manager’s conceptual toolkit. The assessment for this chapter is designed to reveal a person’s openness to
innovation and his or her attitude toward creative endeavors. It is not an assessment or indicator of a
person’s level of creativity.
This survey is based on research presented in J. E. Ettlie and R. D. O’Keefe, “Innovative Attitudes,
Values, and Intentions in Organizations,” Journal of Management Studies 19 (1982): 163–182.

In-Class Use
Have students go to cengagebrain.com to access the Self-Assessment activity. Use the Self-Assessment
PowerPoint slides and have students raise their hand as you read off the scoring ranges. Tell students to
keep their hand up until you have counted the responses for each item and entered the count into the
spreadsheet embedded in the PowerPoint presentation. Display the distribution to the class so students can
see where they fit.
Scoring
Add up the numbers associated with your responses to the 20 items. Generally speaking, the higher your
score, the more innovative your attitude. Compare your score to the norm group (consisting of graduate
and undergraduate business school students, all of whom were employed full time) represented in the
table below. Percentile indicates the percent of the people who are expected to score below you.
Score Percentile
39 5
53 16
62 33
71 50
70 68
89 86
97 95
If you are unhappy with your score (meaning you would like to improve it), the Develop Your Career
Potential consists of some fun activities to help you develop your creative side.
Management Decision
Purpose
In this exercise, students are given the opportunity to take on the role of an innovator that is facing serious
competition from counterfeiters. A shoe company that has introduced a novel product line sees
diminished sales because of other companies that are selling unauthorized duplicates. Students must
consider how they are to deal with not only the threat of competitors, but a threat against the company’s
innovation.
Setting It Up
You can introduce this exercise by showing students some recent statistics on the financial impact of
piracy and counterfeiting. For example, a recent article on Dailytech.com shows that shows that
companies around the world lost more than $50 billion due to software and movie piracy. With such a
huge financial impact, then, what steps should a company take to protect its property?
INNOVATION COPYCATS
Until a few years ago, your company, Vibram, was known for making soles for hiking boots. It’s the only
thing your company did for over 75 years. But one day, a member of your design team came up with a
quirky idea—running shoes that look like gloves for your feet. The prototype he showed you was thin,
lightweight, and kind of funny looking, since it had individual sections for each toe. As the designer

explained to you, the shoe would give the wearer the feeling of running barefoot, while protecting his or
her feet from dirt and cuts. Seemingly overnight, the shoe, called FiveFingers, became a sensation. It was
praised by professional athletes, amateur runners, journalists, and even the Harvard Medical School.
Scientists wrote about how your shoes promoted a “barefoot” running-style that produces less stress on
the joints and increased leg, ankle, and foot strength. And consumers could not get enough. Sales for the
current year are expected to top $50 million, up from $11 million in the previous year. To meet demand,
Vibram had to double their warehouse space and expand from one factory to five.
Not all is rosy with Vibram, however. First of all, it faces stiff competition from some of the
biggest names in the athletic apparel industry, as Nike, New Balance, and others are planning to release a
similar product. But even more worrisome are counterfeiters. Over the past few months, you’ve
discovered more than 200 websites that sell fake versions of the FiveFingers shoes. And these websites
aren’t just selling shoes that sort of look like yours—they’re almost exact copies. They have the same
styles, colors, logo, and box design. They have a return label that looks just like yours, and has your
company’s address on it! When consumers want to return the fakes, they end up in your offices, and
customers want you to refund them for shoes they bought from a counterfeiter.
Your company, of course, wants to fight back against the counterfeiters. Not only do the fake shoes
reduce your sales, but they could also hurt your reputation of producing high-quality products. But
fighting counterfeiters is expensive. You have to hire and send inspectors to China, where most of the
factories producing copies of your shoes are located. And for every fake website you find, it costs $2,500
to get the World Intellectual Property Organization to shut it down. How should your respond to
companies that take advantage of a product that your company worked so hard to design and create?
Source:
Jennifer Alsever, “Barefoot Shoes Try to Outrace the Black Market,” CNNMoney.com., August 13, 2010, accessed
http://money.cnn.com/2010/08/13/smallbusiness/vibram_fivefingers/index.htm.
Questions
1. As a manager, would you recommend that Vibram keep paying the costs associated with fighting
counterfeiters? Why or why not?
Students’ responses will vary depending on how they view the costs associated with fighting
counterfeiters. Some may argue that the costs are simply part of being an innovator in the market,
while others may feel that the costs are too excessive, and that it is better for the company to
devote its resources elsewhere.
2. Some Virbram employees might be discouraged by counterfeiters, feeling that the innovations
they worked hard to create are being stolen too quickly. How would you nurture the creative
environment at Vibram in spite of counterfeiters?
The text discusses a number of ways in which companies can create creative work environments.
Creative work environments have six components that encourage creativity: challenging work,
organizational encouragement, supervisory encouragement, work group encouragement, freedom,
and a lack of organizational impediments. Students should also note that creative work
environments require three kinds of encouragement: organizational, supervisory, and work group
encouragement. Organizational encouragement of creativity occurs when management
encourages risk taking and new ideas, supports and fairly evaluates new ideas, rewards and
recognizes creativity, and encourages the sharing of new ideas throughout different parts of the
company. Supervisory encouragement of creativity occurs when supervisors provide clear goals,
encourage open interaction with subordinates, and actively support development teams’ work and
ideas. Work group encouragement occurs when group members have diverse experience,
education, and backgrounds and the group fosters mutual openness to ideas; positive, constructive
challenge to ideas; and shared commitment to ideas.

Management Team Decision
Purpose
This case gives students an opportunity to think about how a company should position itself within a
changing technological environment.
Setting It Up
To introduce this case, ask students if they are familiar with the following list of companies: Emerson,
Philco, Sylvania, Westinghouse. These are all the names of once dominant American companies that once
manufactured televisions, but which went out of business because of their inability to respond to
technological changes in the market. Thus, you can use this brief exercise to remind students that
companies can quickly fade away if they do not evolve with changing times.
FACE THE FUTURE

Times don’t seem to be much better to be in the oil business. Sure, there have been some bumps in the
road the past few years—the tragic oil spill in the Gulf of Mexico and unstable prices and supply due to
political situations. But there’s one piece of news that makes all those obstacles easier to deal with—
profits are up, and not just a little bit either. Profits are positively soaring. Exxon announced that its
earnings for the most recent quarter were up 69 percent from the previous year, to $10.65 billion. Royal
Dutch Shell posted an increase of 30 percent to $6.29 billion, even while experiencing a 2.5 percent
decrease in production, and Occidental Petroleum’s earnings jumped 46 percent to $1.55 billion.
Times certainly seem to be great, but there are many executives in your company who are
pushing for big changes. Sure, they argue, revenues and earnings and profits are sky-high right now. But
what about the future? Consumers and governments around the world are growing more concerned about
oil—about how it impacts the environment and about whether there will be enough to meet fuel demands.
In response to these concerns, there has been much research and development dedicated to alternative fuel
vehicles, from all-electric cars like the Nissan Leaf, to gas-electric hybrids like the Chevy Volt or
hydrogen-powered cars like the Honda FCX Clarity. And consumers have responded quite favorably. In
just four short months, GM sold over 2,000 Volts and Nissan sold over 1,000 Leafs. What’s even a more
encouraging sign is that nearly 20,000 customers have already paid a deposit to be put on a waiting list for
the Leaf, and almost 54,000 are on the Volt waiting list.
The executives pushing for change point to these figures as a sign that the auto industry will soon
experience a dramatic shift. They’re arguing that the age of the gasoline engine (along with gas stations
and gas companies) will soon be over, replaced by a more environmentally friendly method of fueling
cars. In their view, the company should act now, and quickly, to take advantage of this shift by investing
in a nation-wide network of electric charging stations, where consumers recharge their all-electric or
plug-in hybrid cars. That way, when gas-engine technology is eventually surpassed, your company will be
in prime position to provide recharging infrastructure to the entire country.
There are others in the company, however, who doubt that this is the right step to take. Although
they recognize that gas engines may not last forever, they’re not convinced that it’s a technology in
decline. They recognize as well that sales of electric cars and hybrids are on the rise, but these are still
microscopic compared to the 11.5 million conventional cars sold in the United States or the 18 million
sold in China last year. They are also concerned that all-electric cars are just one choice among many
alternative fuels; there are also hydrogen-powered cars, natural gas–powered cars, biofuels, and who
knows what else will be developed in the future. Their great worry is that the company will spend huge
amounts of time and money to develop a recharging network only to have another alternative fuel rise as
the dominant design.
So what should the company do? Should it look the future right now, even as its earnings from oil
are near record highs? Or should it stay the course?
For this Management Team Decision, form a group with three or four other students and answer
the questions below.
Sources:

Nevin Batiwalla, “Nissan's Leaf Sales Spike in April,” Nashville Business Journal, May 3, 2011, accessed May 9,
2011, from www.bizjournals.com/nashville/news/2011/05/03/nissan-leaf-sales-spike.html; “China 2010 Auto Sales
Reach 18 Million, Extend Lead,” Bloomberg Businessweek, January 10, 2011, accessed May 9, 2011, from
www.bloomberg.com/news/2011-01-10/china-2010-auto-sales-reach-18-million-extend-lead-update1-.html; Craig
Trudell “U.S. Auto Sales Probably Rose, Completed 2010 Rebound,” Bloomberg Businessweek, January 3, 2011,
accessed May 9, 2011, from www.bloomberg.com/news/2011-01-03/u-s-auto-sales-may-match-2010-high-
complete-first-annual-gain-in-5-years.html; GM Volt Wait List Data, accessed May 9, 2011, from http://gm-
volt.com/wait-list-data/; Isabel Ordonez, “Exxon, Shell Profits Soar On Higher Oil Prices,” The Wall Street Journal,
April 29, 2011, accessed May 9, 2011, from
http://online.wsj.com/article/SB10001424052748704330404576291350999515650.html; “Sales Update: Nissan
Leaf Hits 573, Chevy Volt at 493 in April,”Autoblog.com, May 3, 2011, accessed May 9, 2011, from
www.autoblog.com/2011/05/03/sales-update-nissan-leaf-hits-573-chevy-volt-at-493-in-april/.
Questions
1. What is your recommendation for how the company should proceed? Should it take action on
developing an alternative fuel network or wait until a dominant design arises?
Students’ responses will vary.
2. What are the advantages and disadvantages of choosing a technology format before a dominant
design arises?
The primary advantage is that the absence of a dominant design means that the company has an
opportunity to establish a significant competitive advantage for itself. The company can act
aggressively to establish itself as the dominant design and thereby establish itself as the
unquestioned leader in alternative fuels. The primary disadvantage is the level of risk involved. If
the oil company develops the “wrong” fuel, or if a competitor’s alternative somehow gains the
upper hand, then the company will have wasted considerable resources, with lithe to show for it.
3. What steps could the company take to help ensure that electric engines become the dominant
design?
Some of the steps that the company could take include: forming alliances or working
relationships with other energy providers; forming alliances with auto manufacturers to insure
that they pursue electric engines as opposed to other alternatives; conducting aggressive
marketing campaigns to highlight the benefits of electric engines; investing in a comprehensive
refueling network so that consumers won’t worry about the difficulty of recharging their cars;
working with government officials to provide manufacturers incentives to produce electric cars
and consumers incentives to buy them.
Practice Being a Manager
SUPPORTING CREATIVITY
Exercise Overview and Objective

This exercise is a basic simulation of the interaction between members of the same organization who
occupy inventor roles, and those who occupy investor roles. Although organizations use cross-functional
teams and other tools to help them synthesize invention and investment perspectives, it is not uncommon
to encounter groups of employees in the same organization who exhibit much greater loyalty to one or the
other of these roles. In such cases, the two groups may find it challenging to work collaboratively. The
purpose of this exercise is to help students feel this basic tension between inventor and investor and then
to discuss its likely impacts on innovation and change.
Preparation
No student preparation is necessary for this exercise. You may wish to ask students to scan the Web site
of a company similar to that described in the exercise—“large clothing and accessories company that
targets college students”—but this is entirely optional. A few companies that fit this description include
The Gap and Abercrombie & Fitch.
You should assign each student to either an Inventor or Investor pair (e.g., 2 students as Inventors)
or small group (e.g., 3 students as Investors). Make sure that you assign equal numbers of pairs/small
groups to each type, so that each Inventor pair/group can work directly with an Investor pair/group. To
speed things along, you may want to assign pairings in advance (e.g., PAIR 1: Investor Group #1 and
Inventor Group #1; PAIR 2: Investor Group #2 and Inventor Group #2).
In-Class Use
Encourage students in each group to carefully read and follow the instructions in Steps 1 and 2. For
example, Investors need to “discuss and agree upon some criteria that should be used by your company to
screen new product and service concepts.”
To streamline this exercise, no specific financial or manufacturing information is included here. But
you should encourage students to think about the types of issues that might be important to people in their
particular role and to discuss them in general terms. For example, investors might be concerned about the
complexity/difficult of a particular design. Although students in the investor condition are not given
manufacturing cost data, they should feel free to use the rough proxy of “greater complexity/difficulty =
higher costs.” Students in the inventor condition likewise must work in the absence of sales data and
marketing research, but they should feel free to argue from observation and anecdotal evidence in support
of, say, a new and innovative backpack design.
The aim of the exercise is to help students feel and experience the mindset of inventor and/or
investor. Technical matters are of little or no importance to the success of the exercise. Assumptions and
evidence on particular technical points are only useful to the degree that they support the aim of engaging
students in the role that they are playing. As mentioned in Step 4 of the exercise, you should rotate roles
as time allows. Ideally each student should have the opportunity to play each role at least once.
Class discussion items are included in Step 6. Question (a) is central to the problem of inventor-
investor tension. Evaluation/rating of new product concepts may be a useful tool for making investment
decisions. Ratings appear more objective than intuitive (gut feeling) approaches. However, students who
played the inventor roles should recognize the potential chilling effect of such ratings. Inventors may
learn to play it safe by making incremental improvements to established products.
The remaining questions (b-d) ask students to use their experience in the exercise to explore some of
the group and organizational dynamics surrounding innovation and investment decisions. Inventor units,
such as a Research and Development lab, may develop a sub-culture that rewards risk taking, meticulous
scientific testing, and independent thinking. A Corporate Finance department, on the other hand, may
develop a sub-culture around such investment elements as numbers-based decision-making, conservative
profile, and checks-and-balances on judgment. Students may suggest a number of means for supporting
healthy innovation and wise investment (question d), including cross-functional teams, matrix
organization, job rotation, as well as fostering informal collaboration and negotiation.
Develop Your Career Potential
SPARK YOUR OWN CREATIVITY
Purpose
To help students reconnect with their innate level of creativity and help it flourish.
Setting It Up
This exercise can be used successfully in or out of class. The additional exercise “Ideation” builds on the
text portion in a way that is also suited to in-class work as well as an assignment. The “Ideation” exercise
takes a decent amount of time, but students will not only enjoy it, they will gain valuable insights into
sources of innovation and the challenges of inventing something new. (See below for teaching tips.)
Another––simpler––way to communicate that same challenge is to assign students to create an
original, closed geometric shape that does not look like anything else. The shape can use curved and
straight lines, but no lines can intersect such that the interior of the shape remains open space. Tell
students to either scan their shape and email it to you or bring it to class on a piece of 11 x 17 paper. You
can then proceed with a class critique of the shapes. What is certain to happen is that someone will say
something like, “That looks like a bird” (or plane, building, tree, coffee cup). The artist of the simulacrum
will probably have been completely unaware that the shape was beginning to look like a familiar item, so
intent was he or she on creating a new shape. Students experience how hard it is to disprove the adage,
“There’s nothing new under the sun.”
The activity encourages students to do three things:
1. Investigate the website for Eureka Ranch and find out how this brain tank thinks of creativity.
Prior designs for the Eureka Ranch website included links from the splash page directly to
information about the three dimensions of creativity. At the time I wrote this, students needed to
go to the Eureka 7.0 white paper. In essence, the three dimensions are brain writing, dialog, and
brainstorming.
2. Research Brain Brew radio on the Eureka Ranch website and tune in to a program. Brain Brew is
a radio program invented by the founder of Eureka Ranch, Doug Hall, who has a best-selling
book titled Jump Start Your Brain. Brain Brew is broadcast weekly on radio stations courtesy of
Public Radio International. Students can find information on Brain Brew at
http://www.eurekaranch.com/.
3. Shop the catalog of Mindware, an innovative toy and game company. Targeted toward parents
who are interested in educational products, Mindware offers “brainy toys for kids of all ages.”
Books of Escher-esque mazes, three-dimensional architectural puzzles, robot invention kits,
chemistry kits, spy kits, and games based on colonial barter systems, geography, Egyptian barter
systems, and learning Shakespeare are only a tiny representation of the catalog’s complete
offerings. For fun, call the company (800-999-0398) to request enough catalogs to hand out to
your students. Most likely, it has been quite a while since your students played a strategic board
game.
Optional Assignment
As an extension to the actual exercise, you could have them peruse the catalog and write a list of the five
most interesting items they see, why they are attracted by those items, and how they think the items
would expand a person’s creativity or innovative thinking skills.
Creativity is a vital part of every organization—and not just the whiz-bang, multimillion-dollar type of
creativity. Even banal tasks can benefit from a new approach: An office assistant may think creatively
about how to manage the company’s filing system or figure out a simple way to keep track of who is in
and out of the office. A Chicago company called Inventables has developed innovation kits—boxes
containing disparate items to spark creativity—which it sells to clients like Procter & Gamble and
Motorola four times a year. The idea is that designers and engineers will be inspired by tinkering with the
contents of the kits.
You don’t need Inventables to become inspired, however. Nor do you have to wait for your company
to develop a creative work environment before you can become creative. You can spark your own
creativity and think “outside the box” on your own. Eureka! Ranch, a Cincinnati-based innovation
consultancy company, uses toys to help adults remember how to be imaginative, and its long client list of
Fortune 500 companies is a testament to founder Doug Hall’s methods. Another company, Mindware,
specializes in educational activities and toys that can help adults regain access to their imaginations. Just
looking through its catalog of erector sets, science sets, puzzle books, strategy games, and tangrams may
be enough to get your juices flowing.
Sources: Julie Schlosser, “Inside-the-BoxThinking,” Fortune, 1 November 2004, 54; http://www.mindwareonline.com;

http://www.eurekaranch.com.
Activities
1. Visit http://www.eurekaranch.com and search for the audio clip of what the company does and how
it does it. Listen to the clip. What do you think of the three dimensions of creativity?
2. At the Eureka Ranch website, find the page on Brain Brew. What is Brain Brew Radio? Is it available
in your area? If it is, consider listening to it once a month to hear the creative ideas that people across
the country are working on.

3. Visit http://www.mindware.com/Home/HomePage.aspx and peruse some of the products the
company sells. Which products do you find most appealing? If it’s in your budget, order one of the
items as a tool to help you develop and refine your creative side.
Reel to Real Video Assignment: Management Workplace

Management Workplace videos can support several in-class uses. In most cases you can build an entire
50-minute class around them. Alternatively, they can provide a springboard into a group lesson plan.
The Management Workplace video for Chapter 7 would be a nice companion to your introduction to the
course on the first day of classes.
Video: Holden Outerwear

Managing Change and Innovation
Summary:
Founded in 2002 by professional snowboarder Mikey LeBlanc, Holden Outerwear has given traditional
baggy outerwear a complete style make-over. Unlike ski-apparel brands that focus on utility at the
expense of looking good, Holden pants and jackets possess features that are inspired by runway brands
like Marc Jacobs and G-Star, as Holden is always looking to bring new elements of style to the slopes.
Holden has the attention of everyone in its industry. Retailers wait anxiously to see LeBlanc’s newest
collections, and competitors from Burton and Salomon to Bonfire and Walmart borrow heavily from
Holden’s collections. LeBlanc doesn’t worry too much about the rampant plagiarism that goes on in his
industry. As he sees it, imitation is the highest form of flattery. Plus, Holden’s business is based on
finding the next big thing. When it comes to style, Holden is the leader, never the follower.
Discussion Questions from Prepcard:

1. Identify the type of change that Holden’s leaders are managing on a daily basis.
Holden is engaged in managing product change, not organizational change or technology change.
Product change and innovation is the primary way in which organizations adapt to competition in
the market.
2. What resistance has Holden encountered while introducing innovative garment designs? How
was it able to overcome that resistance?
Holden is a small company that does not own its own factories or fabric mills. To produce any
garment, the company needs cooperation from outside vendors, which is not always guaranteed.
In the video, designer Nikki Brush says that being highly innovative means doing things
differently. This requires managers to push on outside apparel manufacturers and vendors in ways
that may cause conflict. Owner Mikey LeBlanc states that outside partners often give an “it’s not
possible” response to Holden’s proposed concepts. Elsewhere in the video, Nikki Brush notes
that rising costs throughout the industry make vendor cooperation even more uncertain, as outside
manufacturers don’t want to risk money or resources on untested products. Mikey LeBlanc
identifies a powerful counter to this resistance: the market rewards hot new trends with big sales.
Moreover, Holden has a reliable track record of successful innovation, and Mikey LeBlanc is an
effective idea champion.
Workplace Video Quiz
Video Segment 1
Video segment title Managing Change and Innovation

Start time (in sec) 0:00

Stop time (in sec) 1:43
Quiz Question 1 Holden Outerwear is engaged in the following type of change:

Option a Organizational change
Option b Incremental change
Option c Discontinuous change
Option d Reactive change
Correct option c: discontinuous change
Feedback for option a Incorrect. Discontinuous change occurs when companies use a new
technology to replace older technology.
Feedback for option b Incorrect. Discontinuous change occurs when companies use a new
Feedback for option c Correct. Discontinuous change occurs when companies use a new
Feedback for option d Incorrect. Discontinuous change occurs when companies use a new
Quiz Question 2 Based on the video, Holden Outerwear promotes creative innovation at the
individual employee level by:
Option a Hosting creativity seminars
Option b Hiring open-minded employees who thrive on innovation, change, and
experimentation
Option c Using team-based brainstorming and devil’s advocate techniques
Option d Copying ideas from top competitors
Correct option b: Hiring open-minded employees who thrive on innovation, change, and
experimentation
Feedback for option a Incorrect. A key source of innovation at Holden is the creativity of the
people that it brings on board.
Feedback for option b Correct. A key source of innovation at Holden is the creativity of the
Feedback for option c Incorrect. A key source of innovation at Holden is the creativity of the
Feedback for option d Incorrect. A key source of innovation at Holden is the creativity of the
Quiz Question 3 The primary source of innovation and change at Holden is:
Option a External economic forces
Option b Government regulation
Option c Radical product innovation by top competitors
Option d Creative drive and interests of Holden’s founder and employees
Correct option d: Creative drive and interests of Holden’s founder and employees
Feedback for option a Incorrect. A key source of innovation at Holden is the creativity of the
people that work in the company.
Feedback for option b Incorrect. A key source of innovation at Holden is the creativity of the
Feedback for option c Incorrect. A key source of innovation at Holden is the creativity of the
Feedback for option d Correct. A key source of innovation at Holden is the creativity of the

Video Segment 2
Video segment title Managing Change and Innovation

Start time (in sec) 1:44
Stop time (in sec) 4:13
Quiz Question 1 Which one of the following facts results in a distinctive competence and
competitive advantage for Holden?
Option a Holden draws its design inspiration from the world of high fashion, not the
world of ski sports apparel
Option b Holden creates snowboarding garments
Option c Holden offers a line of apparel for women
Option d Holden outsources the manufacture of its garments to mills and
manufacturers in China
Correct option a: Holden draws its design inspiration from the world of high fashion, not
the world of ski sports apparel
Feedback for option a Correct. A distinctive competence allows companies to make, do, or
perform something better than their competitors.
Feedback for option b Incorrect. A distinctive competence allows companies to make, do, or
Feedback for option c Incorrect. A distinctive competence allows companies to make, do, or
Feedback for option d Incorrect. A distinctive competence allows companies to make, do, or
Quiz Question 2 When Holden garment designer Nikki Brush says she likes “taking
something everyone does everyday and doing it slightly different,” she is
describing:
Option a Radical innovation
Option c Reengineering
Option d Reactive change
Correct option b: Incremental change
Feedback for option a Incorrect. Incremental change occurs when companies innovate by
lowering the cost and improving the function and performance of a
dominant design.
Feedback for option b Correct. Incremental change occurs when companies innovate by lowering
the cost and improving the function and performance of a dominant design.
Feedback for option c Incorrect. Incremental change occurs when companies innovate by
dominant design.
Feedback for option d Incorrect. Incremental change occurs when companies innovate by
dominant design.
Quiz Question 3 As part of its dedication to eco-friendly business practices, Holden in 2005
invented the world’s first natural-fiber waterproof breathable fabric for use
in snowboarding outerwear garments. This breakthrough reflects a:
Option a Design competition
Option c Technological discontinuity
Option d Design iteration

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This composition will answer for fumigation.
Chinese or White Light.

Nitre from 50 to 60 parts
Sulphur 16 to 20
Antimony 5
Orpiment 8 to 10
For Smoke Balls.

lbs.
Corned powder 10
Saltpetre 2
Pitch 4
Seacoal 3
Tallow 1
For Fire Hoops, Fire Arrows,

and Fire Lances.
lbs. oz.
Mealed powder 1 0
Saltpetre 3 0
Flour of sulphur 0 8
Linseed oil ½ pint.
Composition to fill cases for

setting fire to Fascine Batteries.
lbs.oz.
Mealed powder 1 4
Saltpetre 6 0
Sulphur 1 8
All dry compositions must be well mixed; first by the

hands, and then passed several times through fine hair
sieves, that the ingredients may be thoroughly incorporated.
In mixing compositions which require fire, the greatest
precautions are necessary; particularly in those where
gunpowder enters. The dry parts of the composition may in
general be mixed together first, and put by degrees into the
cauldron, while the other ingredients are fluid, being well
stirred all the time of putting in. When the dry ingredients are
inflammable, the cauldron must not only be taken off the fire,
but the bottom must be dipt in water, to prevent the possibility
of accidents while mixing them.
R. Lab.
CONVOYS.—A waggon with four horses occupies about sixteen paces; a

mile will therefore hold about 117 waggons: but allowing a short distance
between, each waggon in travelling, a mile may be said to contain 100 waggons.
Waggons in convoy may travel from one to two miles per hour, according to the
roads and other circumstances. A great object in convoys is to preserve the
horses as much as possible from fatigue. For this purpose, if the convoy amounts
to many hundred waggons, they must be divided into divisions of not more than
500 each. Should it consist of thousands, it will be adviseable to divide them into
grand divisions, and then again into subdivisions of 500 each: by this means, and
the time of departure being calculated by the following rules, each division may
remain at rest, till just before its time of movement; and which will prevent the
necessity of the latter part of a large convoy being harassed for a considerable
time before its turn to move.
Rule 1. To find the time in which any number of waggons
may be driven off: Divide the number of waggons by 100, and
multiply by the time of travelling one mile.
Rule 2. To find the time in which any number of waggons will
drive over any number of miles: To the time they take in
driving off, add the time any one of the waggons takes to
travel the distance.
The different divisions of the convoy should be numbered, and obliged each
day to change the order of their marching.
Whenever the progress of a train of waggons is arrested by the breaking down
of any one of them, or other delay, all the waggons in the rear of the stoppage,
should immediately drive up into the first open space, to as great a number as the
open space will hold; this keeps the convoy together and better under the care of
the escort.
The escort for a convoy should be divided into front, center, and rear guards;
beside the divisions for the flanks, which should never be beyond musquet shot,
or at most 400 yards from each other. The whole escort, should never be so
separated that they could not be collected in an hour. Under proper precautions
against an enemy, a convoy of any size cannot travel more than five or seven
miles per day.
Templehoft.
D ispart. —The dispart of a gun is the half difference between the

diameter of the gun at the base ring, and at the swell of the muzzle. The
general dispart of all guns is about the ¹/₅₆ part of their length. See the disparts of
French and English guns under the word Tangent Scale.
DISTANCES.—Inaccessible distances may be found several

Fig. 1. ways; the most correct of which of course is by means of proper
mathematical instruments; which, however, are not always to be had
in the field.
The following different methods are laid down by several authors,
where instruments cannot be had.
I. Wishing to know the distance of the object A from B—(fig. 1.)
place a picket at B and another at C, at a few fathoms distance,
making A B C a right angle, and divide B C into 4, 5, or any number
of equal parts: make another similar angle at C, in a direction from
the object, and walk along the line C D till you bring yourself in a line
with the object A, and any of the divisions, (say o) of the line B C.
Then, as Co : CD :: Bo : BA.
Vauban.
Fig. 2.
II. To gain the distance between two objects C and D (fig. 2) from any point A,
taken in the line C D, erect the perpendicular A E: on which set off from A to E, 1
or 200 feet, more or less, according to the distance between the points C and D;
set off from E to G in the prolongation A E, ⅛ or ⅒ of A E; at G raise the
perpendicular G F, and produce it towards I; plant pickets at E and G, then move
with another picket on G F till it becomes in a line with E and D; and on the
prolongation of the perpendicular F G place another picket at I in the line with E
and C; measure F I, and it will be as GE : AE :: FI : CD.
Fig. 3.
Landman’s
Practical Geometry on the Ground.
III. To gain the inaccessible length A B, (fig. 3.) of the front of a fortification;
plant a picket at C, from whence both points may be seen: find the lengths C A
and C B by the method just given (Nᵒ 1.) make C E ¼, or any part of C B, and
make C D bear the same proportion to C A: measure D E, then it will be as CD :
DE :: CA : AB.
Note. Nearly after the same manner may be ascertained the distance from B
to A when the point B is accessible; for having measured the line C B, and made
the angle C E D equal to C B A, it will be, as CE : DE :: CB : BA.
IV. The distance of a battery, or other object, may be ascertained by the
tangent scale on the breach of a gun. It is however necessary in this case to know
the height of the object, the distance of which is required. Lay the gun by the
upper line of metal for the top of the object, then raise the tangent scale till the top
of the scale and the notch at the muzzle are in a line with the bottom of the object,
and note what length of tangent scale is required: then say, as the length of the
scale above the base ring of the gun is to the length from the base ring to the
swell of the muzzle, so is the height of the object to its distance from the muzzle
of the gun.
Lombard’s Tables.
V. The breadth of a river, or other short distance, may be taken thus:—take
two pickets of different lengths, drive the shortest into the ground close to the
edge of the bank; measure some paces back from it, and drive in the other till you
find, by looking over the tops of both, that your sight cuts the opposite side.—
Then pull up the first picket, measure the same distance from the second, in any
direction the most horizontal, and drive it as deep in the ground as before.—
Consequently, if you look over them again, and observe where the line of sight
falls, you will have the distance required.
Teilk.
VI. The following simple method of ascertaining the breadth of a river may be
sufficiently correct for some cases: Place yourself at the edge of one bank, and
lower one corner of your hat till you find the edge of it cuts the other bank; then
steady your head, by placing your hand under your chin, and turn gently round to
some level spot of ground, and observe where your eyes and the edge of the hat
again meet the ground; your distance from that point will be nearly the breadth of
the river.
Teilk.
VII. Distances ascertained by the difference between the true and apparent
level.
See Levelling.
VIII. Distances measured by sound.
See Sound.
IX. The following simple micrometer may be so usefully applied to military
purposes, that I shall extract it verbatim from the Philosophical Transactions for
1791, where it is described by Cavallo. This micrometer consists of a thin and
narrow slip of mother of pearl, finely divided, and placed in the focus of the eye
glass of a telescope, just where the image is formed.—It is immaterial whether the
telescope be a reflector, or a refractor, provided the eye glass be a convex lens
and not a concave one, as in the Galilean construction.—The simplest way to fix
it, is to stick it on the diaphragm, which generally stands within the tube, and in
the focus of the eye glass.—When thus fixed, if you look through the eye glass,
the divisions on the scale will appear very distinct, unless the diaphragm is not
exactly in the focus; in which case the scale must be placed exactly in the focus,
by pushing the diaphragm, backwards or forwards, when this is practicable; or
else the scale may be easily removed from one surface of the diaphragm to the
other, by the interposition of a circular bit of paper or card, or a piece of sealing
wax.—This construction is fully sufficient when the telescope is always to be used
by the same person; but when different persons are to use it, then the diaphragm,
which supports the micrometer, must be so constructed as to be easily moved
backwards or forwards, though that motion need not be greater than about the
tenth or eighth of an inch. This is necessary, because the distance of the focus of
the same lens appears different to the eyes of different persons; and therefore
whoever is going to use the telescope for the mensuration of an angle, must first
unscrew the tube which contains the eye glass and micrometer, from the rest of
the telescope, and, looking through the eye glass, place the micrometer where the
divisions of it may appear most distinct to his eye. The mother of pearl scale may
be about the 24th part of an inch broad; its length is determined by the aperture of
the diaphragm; its thickness that of writing paper. The divisions on it may be the
200th of an inch, which may reach from one edge of the scale to about the
middle; and every fifth and tenth division may be a little longer, the tenths going
quite across. When the telescope does not magnify above 30 times, the divisions
need not be so minute. For the sake of those not conversant in trigonometry, the
following is an easy method of determining the value of the divisions on the scale.
Mark upon a wall or other place, the length of 6 inches; then place the telescope
before it so that the 6 inches be at right angles to it, and exactly 57 feet 3½ inches
distant from the object glass of the telescope. This done, look through the
telescope, and observe how many divisions of the micrometer are equal to it, and
that same number of divisions will be equal to half a degree, or 30´; and this is all
that need be done to ascertain the value of the scale. The reason on which it is
founded is, that an extension of six inches at the distance of 57 feet, 3½ inches,
subtends an angle of 30´, as is easily calculated by trigonometry. To save the
trouble of calculation, a scale may be made requiring only inspection. Thus, draw
a line equal to the diameter of the field of the telescope, and divide its under side
into the same number of parts as are on your micrometric scale, and, by the
above operation on the wall, having determined the value of 30´, which we will
suppose to correspond with 16 divisions on the scale, mark 30´ on the opposite
side of the line, opposite 16 on the lower; 15 opposite 8, and so on.
By the following table the results may be ascertained by inspection only: thus,
suppose an extension of 1 foot is found by the table to subtend an angle of 22′,
the distance will be 156.2: and suppose at the distance of 171.8 an object
subtends an angle of 20′, its height will be found to be 1 foot; or, suppose an
object of 6 feet high to subtend an angle of 20′, the distance is 1030.8, by
multiplying 171.8 by 6.
Table of Angles subtended by 1 Foot,

at different Distances.
Distances Distances
Minutes. Minutes.
in feet. in feet.
1 3437.7 31 110.9
2 1718.9 32 107.4
3 1145.9 33 104.2
4 859.4 34 101.1
5 687.5 35 98.2
6 572.9 36 95.5
7 491.1 37 92.9
8 429.7 38 90.4
9 382.0 39 88.1
10 343.7 40 85.9
11 312.5 41 83.8
12 286.5 42 81.8
13 264.4 43 79.9
14 245.5 44 78.1
Distances Distances
Minutes. Minutes.
in feet. in feet.
15 229.2 45 76.4
16 214.8 46 74.7
17 202.2 47 73.1
18 191.0 48 71.6
19 180.9 49 70.1
20 171.8 50 68.7
21 162.7 51 67.4
22 156.2 52 66.1
23 149.4 53 64.8
24 143.2 54 63.6
25 137.5 55 62.5
26 132.2 56 61.4
27 127.3 57 60.3
28 122.7 58 59.2
29 118.5 59 58.2
30 114.6 60 57.3
DRAG ROPES—
weight length
5 pins 6 lbs. 8 oz. 21 feet.
With 4” 5 6 13
3” 5 0 12
E mbarkation
1. Of Ordnance and Stores.—The first thing necessary is to prepare a list of all
the articles to be embarked, with the weight of each. This list must have a large
column for remarks. The tonnage required for bulky articles will be generally ⅓
more than their actual weight; but the tonnage of ordnance, shells, shot, &c. will
be equal to their weight. If vessels be paid according to the tonnage they carry,
the masters will of course stow away as much as the ships will hold; but if, by the
voyage, they will be averse to loading their ships too much; a naval officer should
therefore always attend to see that the ships are properly stowed.
Ordnance and stores may be embarked either for the purpose of merely
transporting them to another situation, or for a military expedition. In the first case,
each ship must be stowed with as much as it will carry, and every article that
relates to one particular species of service or ordnance, must be put on board the
same ship; that in case one ship be lost, the others may remain in themselves
complete. This principle must of course be likewise attended to in an embarkation
for an expedition; but a more particular distribution must take place of the stores
when on board. With each piece of ordnance must be placed every thing
necessary for its service; its side arms, carriage, limber, ammunition, &c. so as to
be readily come at, when required to be disembarked. If it be an embarkation of
ordnance, &c. for a siege, not only every thing necessary for the service of the
pieces of ordnance should be arranged with them; but also every thing necessary
for the construction of the battery on which they are mounted. It will be adviseable
in this case, to put different natures of ordnance in the same ship, in proportions
according to the service required of them. In general it will be best to put the
heavy articles in first, and every thing that is light, easy to be removed, or likely to
be first wanted, on the top. Previous to embarkation, the guns, carriages,
waggons, &c. must be dismounted, but first numbered as follows: and the number
of each article marked in the list, in the column of remarks. Give each piece of
ordnance and its carriage the same number. Give the ammunition and other
carriages, different numbers from the ordnance carriages. Then give every limber,
whether of ordnance carriage, ammunition carriage, or waggon, the number of its
respective carriage. If for a simple transport, arrange the small stores, side arms,
&c. according to their several natures; but if for an expedition, every thing
belonging to each particular piece of ordnance must be collected together, and
the cases or chests in which they are put, marked with the number of the piece of
ordnance to which they belong, their natures and description. If there be any
doubt of the different parts of the carriages, being made with that uniformity, so
essentially necessary, every part which is separated, must bear the number of its
carriage. This precaution at any rate may be a good one, if the same vessel
contain different natures of ordnance or carriages.
The axletrees need not be taken off the carriages, if the vessel be of a
sufficient size to admit them when fixed, as they are not easily replaced without
workmen and a tedious operation. When a carriage is dismounted, all the small
articles, such as elevating screws, linch pins, drag washers, cap squares, &c.
must be carefully collected, and secured in a box, marked with the description of
stores, and number of the carriage to which they belong. All carriages or waggons
embarked with their axletrees fixed, must be arranged in the ship, side by side,
and alternately front and rear, that their axletrees may not interfere with each
other, and take too much room. Every transport or other vessel employed in
carrying troops or stores for an expedition, should be numbered on the quarters
and on the bows, with figures as large as 2 or 3 feet, and on the sails, that they
may be known at a distance. The number of the ship, her name and tonnage, and
the master’s name must be entered in the list of the stores which she carries.
In disembarking ordnance and stores, they must be landed exactly in order,
the reverse of what they were shipped. The carriages and waggons must be
mounted as soon as possible, and every nature must be arranged as far from the
shore as possible to prevent confusion. If the disembarkation take place in the
presence of an enemy, the vessels of course must be loaded accordingly; and the
field ordnance, with their carriages, ammunition, &c. must be so arranged as to be
first landed, and with the greatest ease possible. In this case, the entrenching
tools must also be kept in the greatest readiness.—Aide Memoire.
2. Of Troops.—All transports taken into His Majesty’s service, are under the
direction of the Transport Board, and of their agents at the different ports at home
and abroad. No troops or other persons can be put on board them, or victualled,
but by an order from this Board, or one of its agents. Troops embarked on board
transports or ships of war (except as marines) are only allowed ⅔ of a seaman’s
allowance of provisions. (See the word Ration.) It is therefore necessary to divide
the men into messes of 6 each. Six women to 100 men embarked on foreign
service, are allowed provisions; and 10 women to 100 men on home service. The
births on board transports, are usually made 6 feet square, and each admits 4
men at a time; but agreeable to the regulations for the army for 1799, one third of
the men are always to be on deck; therefore 6 men (or one mess) are told off to
each birth, ⅓ of whom are always on watch. The commanding officer of the troops
on board a transport, has a right to peruse the charter party of the ship, which
points out every different article, as firing, candles, boats, utensils, &c. which the
ship is engaged to find for the use of the troops on board. It likewise expresses
the part of the ship allotted to the officers, to the master, the mate, and the agent,
should there be one on board.
EXERCISE of Artillery.—With 9 men to a field gun.

When 15 men are attached for the service of a gun in the field, they are
numbered from 1 to 15; but when the gun is not to be advanced by men, the first
six numbers are left out, and the remaining nine men are numbered from 7 to 15.
The exercise of field guns of a heavy nature varies but little from the light ones.
Though different duties done by the men attached to the one, should, as nearly as
possible, be kept up at the other; as thereby is prevented that confusion which
must arise when men removed from a light gun to a heavy one, change their
numbers, though their duties at each be the same. The following will be the
position of 9 men, for field ordnance of all natures, in the
1. Line of March.
Numbers 7, 9, 12, and 15, on the left of the gun; 8, 10, 13, 14, and 11, on the
right; numbers 7 and 8 opposite the muzzle of the gun; 9 and 10 opposite the
breech; 12 and 13 opposite the trail; 14 opposite the axletree of the limber; 11
opposite the shafts; 15 leads the limber horse; the driver leads the front.
2. Position and Duties of 9 men
when prepared for Action.
Light Guns.—7 spunges, 8 loads, 9 serves the vent, 10 fires, 11 commands,
12 carries the match and water bucket, 13 serves 8 with ammunition from 14, who
carries a cartouch and a pair of drag ropes; 15 holds the limber horse, and carries
a cartouch.
Positions.—7 between the right wheel and the muzzle; 8 between the left
wheel and the muzzle; 9 clear of the rear of the right wheel; 10 clear of the left
wheel, both in a line with the vent; 11 on the left of the handspike; 12 on his right,
clear of 9; 13 covers the left wheel, 5 yards in the rear; 14 covers the right wheel,
10 yards in the rear. The limber is 25 yards directly in the rear of the gun.
Heavy Guns.—This is the same as with the light guns, except that 7 and 8
stand outside the wheels, and 8 assists 7 to ram home, if necessary.
Howitzers.—Positions are the same as the heavy guns, but the duties
different. 7 spunges, uncaps the fuze, and puts in the shell; 8 takes the sheepskin
out of the piece, lays it on the ground, with the woolen side up, loads with
cartridge, wipes the bottom of the shell, (when 7 holds it up) puts in the sheep
skin again, and pulls it out with his left hand on the word Ready: He stops the
muzzle with it immediately that the piece is fired; 9 serves the vent; 10 fires; 11
commands; 12 carries the match and bucket; 13 serves 8 with cartridges from a
cartouch; 14 serves 7 with shells from the limber, which he lays on the sheep skin;
15 attends the limber. As from unavoidable accidents the number of men attached
to a gun, may be reduced, it will be necessary if the vacancies happen amongst
those doing the most essential duties, to immediately replace them by those doing
the most subordinate duties.
The following method of distributing the duties amongst a smaller
number of men, will be equally applicable to all natures of field
ordnance.
Nᵒ. of The vacancies,
Nature. Numbers retained.
men. how supplied.
Gun 7 8 9 10 11 12 13 14 15
9 complete.
Howr 7 8 9 10 11 12 13 14 15
Gun 7 8 9 10 11 13 14 15 Nᵒ. 12 being dropt,
8
Howr 7 8 9 10 11 13 14 15 Nᵒ. 11 does his duties.
Nᵒ. 14’s pouch is laid on
Gun 7 8 9 10 11 13 15 the ground;
7 13 carries it when moving.
Nᵒ. 8 serves himself with
Howr 7 8 9 10 11 14 15
cartridges
Gun 7 8 9 11 13 15 Nᵒ. 9 serves the vent with his
6 left hand faces about and fires.
Howr 7 8 9 11 13 15 Tube box on left side.
Gun 7 8 11 13 15 Nᵒ. 11 does all the duties of 9, as in
5 the last change, his own duties, and
Howr 7 8 11 14 15 those of 12.
Gun 7 8 11 15 Nᵒ. 8 fetches his own ammunition;
4
Howr 7 8 11 15 7 serves his own shells.
Gun 7 11 15 Nᵒ. 7 serves and loads all the ammunition.
3 —Nᵒ. 7 & 15 must change duties
Howr 7 11 15 occasionally.
3. To Limber up.—Light Guns and Howitzers.

The whole of the men face towards the gun; 11 unships his traversing handspike; the limber is
brought up by 15, rather to the right of the gun, and then turned to the left about; 12 and 13 raise the
trail, and place it on the limber, in which they are assisted by 7 and 8 bearing down on the muzzle, and
9 and 10 at the wheels; 11 chains the limber.
Heavy Field Guns, or Howitzers.—The only difference from the above is, that 9 and 10 assist 12
and 13 to raise the trail, and 14 and 15 stand to the gun wheels.
4. To unlimber.—Light Guns and Howitzers.
The whole face towards the gun; 11 unchains the limber; 12 and 13 lift the trail off the pin tail, and
set it on the ground, in which they are assisted, as in limbering up, by 7, 8, 9, and 10; 11 ships the
traversing handspike, and the whole assume the position for action. The limber is led by 15, and the
driver, 25 yards to the rear, and there turned to the left about. The leading horse is unhooked by the
driver, and tied to the rear of the limber.
Heavy Field Guns, and Howitzers.—The same as the light ones, except that 9 and 10 assist 12
and 13 to raise the trail, and 14 and 15 stand to the gun wheels. The heavy guns have generally
mounted riders, in which case the leading horses are not unhooked.
It must be understood, that simply to limber up, or to unlimber, means that the gun is to be placed
upon its limber, or lifted off, without changing its direction; but guns may be limbered up to the front, to
the right, or to the left, according as it is intended to advance in any one of those directions; and
unlimbered to the rear to prepare for action to the front, to the left for action to the right, and to the
right for action to the left. To limber up, or to unlimber, in any of these situations, is exactly the same as
those already given, except that in the first, previous to limbering up, the trail is thrown round by No.
11, assisted by 12, if necessary, into the direction specified by the word of command, and the limber is
brought up to that side to meet it; and in the second, the trail, after being taken off the limber, is carried
round to the rear, right, or left, according as the word of command expresses, before it is put to the
ground, and the limber goes round to the rear of the gun.
It must be here remarked, that the front of a gun, or line of guns, or column of guns, is that to which
the men at the gun front, without any respect to the situation of the gun or carriage. The trail of the
carriage, when moved round to the rear or the contrary, whether in limbering up or unlimbering, must
always be carried round to the right, and the limber, or a horse, when brought up to advance or retire a
gun, must always be brought up on the right side, and go off on the left; and whenever the limber is
turned about, it must be to the left about. By attending to these precautions the greatest confusion is
avoided.
Other Methods of advancing Guns.

5. The gun being in the position for action, prepares to advance slow; 7 and 8 step outwards, 3
yards; 9 and 10 place themselves in line with the axletree, leaving room for 12 and 13, (who each
bring a drag rope from 14) to pass between them and the wheels; 12 and 15 as they pass give the
chain ends of the drag ropes to 9 and 10, who hook them to the washers; 12 and 13 man the Front
pins, 7 and 8 the center, and 9 and 10 the rear.
This is only practised with light guns.
Prepare for Action.—7, 8, 9, and 10 quit their pins; 12 and 13 go to the rear; 9 and 10, as soon as
12 and 13 have passed them, unhook the drag ropes; 12 and 13 carry them to 14; 13 gets his
ammunition.
6. Prepare to advance with a Horse.
Light Pieces.—7 gives his spunge to 9; 7 and 8 unhook the chain traces from the breast of the
carriage, and lay them over the spokes of the wheels; the driver brings up a horse to the front, by the
right; 7 and 8 unhook the horses traces from the back band, and hook them to the short gun traces,
and then take post outside the wheels; 7 takes his spunge.
Heavy Pieces.—This is done with two horses, one before the other; 7 and 8 hook the horse, the
driver rides to the rear horse, and 9 and 10 hook the rear horse to the short gun traces.
Prepare for Action.—The different numbers exactly undo what they have just done.
7. Prepare to advance with a Limber.
The only difference between this, and advancing with a horse, is that the limber is brought up to
the front; and 15 brings up a drag rope, the center of which he lays over the pin tail, and 7 and 8 hook
the ends to the short drag chains of the carriage.
Methods of retreating Guns.

8. Prepare to retreat slow.—7 and 8 place themselves in a line, with the axletree of the carriage on
each side; 9 and 10 in a line with the trail; 12 and 13 get each a drag rope from 14, and give the chain
ends to 7 and 8, who hook them to the drag washers; 7 and 8 man the rear pins: 9 and 10 the center-
pins; 12 and 13 the front; 10 carries the linstock; 15 turns the limber. This is only done with light
pieces.
Prepare for Action.—7 and 8 unhook; 9 and 10 quit their pins; 12 and 13 carry back the drag ropes
to 14; 14 gets his ammunition; 15 turns the limber to the front; the whole resume their places in action.
9. Prepare to retreat with a Horse.
Light Pieces.—7, 8, 9, and 10 place themselves as in retreating slow; 13 gets a drag rope from 14,
and gives it to 9 and 10, who lay the center of it across the top of the traversing handspike, and then
under the trail hooks; 12 and 13 hook the traces of the horse brought up by the driver to the ends of
the drag rope; 15 turns the limber.
Heavy Guns.—This is done in the same manner, but with two horses; 9 and 10 hook on the rear
horse, and 12 and 13 the leader.
Prepare for Action.—The same numbers undo what they have just done.
10. Prepare to retreat with a Limber.
The limber is brought up to the trail of the carriage; 12 and 13 bring up each a drag rope, and hook
the chain ends to the limber; while 9 and 10 hook the other ends to the trail hooks.
11. Prepare to fire retreating with a Horse.
This is done exactly as in the article Retreating with a Horse, except that two drag ropes are
brought by 12 and 13, who hook the chain ends to the horses traces, while 9 and 10 hook the other
ends to the trail hooks.
12. Prepare to fire retreating with a Limber.
The limber in this case is fixed exactly as in retreating with a limber; but at the distance of two drag
ropes length: this therefore employs two pair of drag ropes. In firing and retreating, if the gun retreat
loaded, 10 is not to light his port fire, nor 11 to point till ordered. Upon the word Halt, Nᵒ 7 must ram
home the cartridge, and the whole face about. In preparing for action from any of these positions, the
same numbers undo exactly what they have just done, and immediately fall into their places for action;
and the duties are the same with the heavy field pieces as with the light ones.
Exercise of a Field Gun with 15 Men.

When a light gun has 6 drag rope men attached to it, the duties of the standing numbers, that is,
the numbers from 7 to 15 continue the same in all the exercises just mentioned; but they assist also in
the movements of the gun by drag ropes.
In the line of march, 1, 2, and 3, are on the left of the gun in the rear of 7; and 4, 5, and 6 on the
right, in the rear of 8.
In the position for action, 1, 2, and 3, hold the right drag rope, and 4, 5, and 6 the left, and dress in
a line with the axletree. On the word Load, 3 and 4 unhook the drag ropes from the drag washers, 3
holds the hook in his left hand, and 4 in his right; and they hook on again at the word Cease firing.
On the word Prepare to advance quick, 2, 3, 4, and 5, slip under the drag ropes; 2 and 5 man the
loop ends on the inside; 3. and 4 the first pins on the inside; 7 and 8 move to the second pins on the
inside; 1 and 6 remain at their pins: 9 and 10 move to the second pins on the outside; and 12 and 13
to the rear pins on the outside; 14 assists 11 at the traversing handspike; 13 lifts up the trail for 11 to
put in the truck; and 12 gives his match to 10.—Then the word,
Prepare for Action.
2, 3, 4, and 5, slip back again under the drag ropes, and the whole resume their places for action.
Word—With two pair of Drag Ropes,
prepare to retreat quick.
3 and 4 unhook from the drag washers, and march to the rear; 2 and 5 follow, and 1 and 6 hook
the loop ends of the drag ropes to the trail hooks. 12 sticks his linstock in the ground, and with 13
brings the spare drag ropes from 14, and gives the chain ends to 7 and 8 to hook to the drag washers;
7, 9, and 12, man the right drag rope, and 8, 10, and 13, the left. To resume the position for action, on
the
Word—Prepare for Action.
7 and 8 unhook the spare drag ropes, and 12 and 13 carry them back to 14; 1 and 6 unhook from
the trail, and 3 and 4 hook the other ends to the drag washers.
Word—Prepare for Action retreating.
The drag rope men change as in retreating. Upon the word Load, 1 and 6 unhook from the trail,
and hook on again at the word Cease firing.
It must be here remarked, that in the exercise with 15 men, only the additional duties have been
detailed; the duties of the standing numbers in action, advancing or retreating, being still the same as
without drag rope men. In limbering and unlimbering, the drag rope men have no duties, but are ready
to assist with the drag ropes. The truck is always put on in all movements with the drag ropes, and
thrown off at the word Load.
Exercise with Heavy Ordnance in a Battery.

32, or 42 Pounder.
10 Men. 9 Men.
1 spunges; 2 loads. 1 spunges, 2 loads.
3 and 5 run the gun up. 3 and 5 run up.
4 and 6 run up and elevate. 4 runs up and elevates.
7 serves the vent, traverses, 6 brings cartridges, runs up,
primes and runs up. and elevates.
8 runs up, traverses, 7 serves the vent, runs up, traverses,
and fires. and primes.
9 brings cartridges. 8 runs up, traverses, and fires.
10 points and commands. 9 points and commands.
8 Men. 7 Men.
1 spunges; 2 loads and runs up. 1 spunges and runs up.
3 runs up. 2 loads and runs up.
6 brings cartridges, runs up, 4 brings cartridges, runs up
and traverses. and elevates.
7 serves the vent, runs up, 5 serves the vent, runs up,
traverses, and primes. traverses, and primes.
8 points, fires, and commands. 6 runs up, traverses, and fires.
6 Men.
1 spunges and runs up,
2 loads, runs up, and elevates.
3 runs up and elevates.
4 brings cartridges, runs up
and traverses.
5 serves the vent, runs up,
traverses and primes.
6 runs up, points, fires,
and commands.
24 Pounder, &c.
8 Men. 7 Men.
1 spunges, 2 loads. 1 spunges, 2 loads.
5 serves the vent, runs up, 4 brings cartridges, runs up,
traverses, and primes. and elevates.
6 runs up, traverses, and fires. 5 serves vent, traverses, and primes.
7 brings cartridges. 6 runs up, traverses, and fires.
8 points and commands. 7 points and commands.
6 Men. 5 Men.
1 spunges, runs up, elevates. 1 spunges, runs up, elevates.
2 loads, runs up, and elevates. 2 brings cartridges, loads,
runs up, and elevates.
3 serves the vent, runs up, 3 serves vent, runs up, traverses,
traverses, and primes. and primes.
4 runs up, traverses, fires. 4 runs up, traverses, fires.
5 brings cartridges. 5 points and commands.
6 points and commands.
4 Men. 3 Men.
1 spunges, runs up, points. 1 spunges, runs up, points, and fires.
2 brings cartridges, loads, 2 brings cartridges, loads,
runs up and elevates. runs up, elevates, traverses.
3 serves vent, runs up, traverses, 3 serves vent, runs up, elevates,
elevates, and primes. traverses, and primes.
4 runs up, traverses, fires.
4⅖, or 5½ Inch Mortar.

2 Men. 3 Men.
1 spunges, runs up, brings shells, 1 spunges, runs up, traverses,
puts them in, traverses, brings shells, and puts
and primes. them in.
2 serves the vent, runs up, brings 2 brings cartridges, puts in,
cartridges, puts them in, points, serves the vent, runs up,
and fires. primes, and fires.
3 points, elevates, and commands.
8 Inch Mortar,
or Howitzer.
5 Men. 4 Men.
1 spunges, runs up, dredges. 1 spunges, runs up, dredges.
2 runs up, brings cartridges 2 runs up, brings cartridges,
and puts them in. and puts them in.
3 runs up, brings shells, puts 3 serves the vent, brings shells,
them in, traverses, primes. and puts them in, runs up,
traverses, and fires.
4 runs up, traverses, fires. 4 runs up, points, commands.
5 serves vent, points, and commands.
10, or 13 Inch Mortar.

10 Men. 6 Men.
1 spunges, runs up, puts in shells, 1 spunges, runs up, puts in shells,
and dredges. dredges, and traverses.
2 runs up, brings cartridges, puts 2 runs up, brings cartridges, and
them in, and puts in the shells. puts them in, puts in shells,
and traverses.
3 brings cartridges. 3 and 4 run up, bring, shells,
and traverse.
4 and 5 bring shells. 5 runs up, serves vent, and primes.
6, 7, 8, and 9, run up, and traverse. 6 runs up, points, fires,
and commands.
8 serves vent and primes.
9 fires, 10 points, and commands.
Exercise of the Gin.

The complement of men for a gin is usually 1 noncommissioned officer and 10 men; they are
numbered from 1 to 10, the noncommissioned officer being 11.
To carry a Gin.
1 and 2 carry the prypole, 3 and 5 the right cheek, 4 and 6 the left, 7 the windlass and fids, 8 and 9
the blocks and tackles, 10 the handspikes, &c.
To Set up a Gin.
1 and 2 put a common handspike through the ring, near the foot of the prypole, at which they lift; 3
and 4 steady the cheeks, by placing each a handspike against the lower cross bar; 5, 7, and 9 lift the
right cheek; 6, 8, and 10 the left cheek; 11 gives directions. The tackles must be hooked on before the
gin is raised.
To work a Gin.
1 and 3 man the right handspikes of the gin; 2 and 4 the left; 5, 6, 7, and 8 hold on the fall, and pull
in the slack; 9 and 10 steady the gun, 9 at the muzzle, 10 at the breach. The tackle hook must be fixed
directly over the dolphins, if any, or a little behind the trunnions.
In heaving, when the ends of 1 and 4 handspikes come as low as their knees, 2 and 3 put theirs
into the upper holes of the windlass, and 3 gives the word Fetch, upon which 1 and 4 clear their
handspikes from the windlass, and 1 gives the word Heave; 2 and 3 then bear down their handspikes,
and remain fast till 1 and 4 having taken their fresh purchase, 1 gives the word Fetch, when 2 and 3
clear their handspikes, and 3 gives the word Heave; and so on alternately, till the gun is at its proper
height, when the handspikes in the upper holes are made to rest against the upper cross bar, and 5
makes fast the fall to the lower cross bar; and if required to lower the gun, eases the fall off from the
windlass; 5, 6, 7, and 8 move the carriage, as required, under the gun.
Exercise of the Sling Cart.

The men for the service of the sling cart are numbered from 1 to 7; the noncommissioned officer
being No. 7; No. 1 and 2 sling the gun. The gun must be laid with 1 trunnion touching the ground, and
the sling passes diagonally round the gun; being before one trunnion, and behind the other; and that
end of the sling which goes round the lower side of the gun must be the end to be acted on by the
windlass; as by that means the trunnions become horizontal when the gun is raised; No. 1, 3, and 5
man the right lever; 2, 4, and 6 the left lever; and upon the word from the noncommissioned officer
they heave together: the noncommissioned officer then directs left hand lever hold on, right lever
fetch; the right lever takes a fresh purchase: then, right lever hold on, left lever fetch; the left lever
takes a fresh purchase; they then heave together again. When the gun is high enough, 7 puts in the
pall; 1 and 2 take out the levers, and put in the prypole; 3 and 4 raise the breech of the gun with two
common handspikes, and 5 and 6 lash it to the prypole: 1 and 2 then lay their levers along side the
prypole, and 3 and 4 their handspikes on the top of them, which 5 and 6 lash all fast together.
F ascines —have different names, according to their size and use.

1. Saucissons are usually made 18 feet long, and from 10 to 12 inches in diameter; and are used
for the revetement of embrazures, or for the corners of the parapet.
2. Battery Fascines—are made from 8 to 12 feet long, and from 10 to 12 inches thick; used for the
revetement of the parapet, &c.
3. Trench Fascines—from 4 to 6 feet long, and from 4 to 9 inches thick; used at sieges.
4. Water Fascines—6 feet long, from 1 to 2 feet thick; used to cover marshy and wet situations;
they must be loaded with stone to make them sink.
5. Covering Fascines—are used to form the tops of magazines or saps. They ought therefore to be
composed of the strongest branches, with the addition of a few poles, that they may bear a
considerable weight.
6. Sap Faggots—3 feet long, 8 inches thick.
Attentions in making Fascines—The bands must be from 10 to 12 inches asunder, of birch, hazle,
or other pliant wood, well twisted. The fascines must be drawn close with a choke rope, previous to
being tied.
In laying the wood to form the fascines, the shortest and smallest pieces should be laid inside.
Three men are usually employed at each trestle, with two to collect the stuff.
In general a saucisson of 18 feet may be finished at each trestle in half an hour.
Birch and fir are the bell woods for this work.
Fascines are sometimes bent so as to coincide with the angles of the battery. The Prussians
double some of the fascine stuff, so as to make a loop at the end of the fascine, which being laid over
one another at the corners, and a stake driven through the loops, are very strong.
FIRE SHIP. —Proportion of combustible Stores for a Fire Ship of 150 Tons.
Nᵒ.
Fire barrels, filled with composition 8
Iron chambers, to blow open the ports 12
Composition for priming,barrels 3½
Quick, match, ” 1
Curtains, dipped 48
Reeds, long, single dipped 150
double dipped 75
short,
” single dipped 75
Bavins, single dipped 250
The fire barrels are about 2 feet 4 inches high, and 1 foot 6 inches diameter. Each barrel must
have four holes of about 6 inches square cut in its sides; and these holes must have a square piece of
canvass nailed over them quite close. They are then filled with the same composition as for
carcasses, and 4 plugs of about 1 inch diameter and 3 inches long, and well greased, are thrust into
the top, and then left to dry. When dry, these plugs are taken out, and the holes driven with fuze
composition, and quick match at the top; which goes from one hole to the other: after this the top is
smeared over with mealed powder mixt up with spirits of wine. When dry again, a sheet or two of
brown paper is laid over the top, and then one of the canvass covers, which is made secure by the
upper hoop of the barrel.
Composition for dipping Reeds,
Bavins, and Curtains.
lbs.
Rosin 120
Coarse sulphur 90
Swedish pitch 60
Tallow 6
Mealed powder 12
This proportion will dip about 100 reeds and 25 bavins.

Each curtain contains 1 square yard of barras.
Each cover for fire barrels 1 do. of sacking.
Immediately that the curtains, covers, &c. are dipped, they are to be strewed over with fine
brimstone, before the composition grows cold.
The iron chambers, for blowing open the ports, hold from 9 to 11 ounces of powder. They are fixed
in such a manner as to prevent their recoil, and to ensure the ports being blown open. The vents are
generally corked up, and covered with a piece of barras, till required to be primed.
To fit out a Fire Ship.—The whole breadth of the fire room is to be divided into 9 parts, and troughs
laid the whole length of the room. Cross troughs, of communication are laid between them, about 20 in
each row, perpendicular to the long troughs. These troughs are usually 4 inches wide, and 4 deep.
There are two fire trunks and two fire scuttles on each side, under which the eight fire barrels are to be
placed.
The reeds and bavins are to be tied down in the troughs. The curtains are to be nailed up to the
beams, equally through the fire room. The ship is not to be primed when fitted out, but only when
intended to be fired.
To Prime.
Composition for Priming.
Saltpetre pulverized 22 lbs. 8 oz.
Rosin 2 11
Sulphur 18 —
Mealed powder 45 —
Linseed oil 1 pint.
All the reeds and bavins are to be taken up, and a little of the above composition sprinkled in the
bottom of the troughs; the reeds, &c. to be then gently tied down again. Quick match of 6 or 8 threads
doubled must be laid along on the tops of all the reeds &c. and the priming composition strewed over
it, and over all the fire room. The covers of all the fire barrels must be cut open, and made to hang
down on the sides of the barrels. Leaders of strong quick match must be laid from the reeds to the
barrels and to the chambers; and must be tied down to the vents to insure its not falling off. Strong
leaders of quick match; 4 or 5 times doubled, must be laid from the reeds to the sally ports; and the
sally ports must be connected by quick match, that the whole may take fire at once.
The following method is now adopted of producing an external fire, in addition to the internal fire,
before gained by the fire room.
Fire boxes filled with the carcass composition, are distributed in the following manner, in a ship of
three masts:
1 Suspended from each of the catheads and davits,
4
on each side the bow
8 Slung across the bowsprit 8
4 Across each of the outriggers abaft 8
2 From the graplins of each of the
12
lower yardarms
1 From the deadeyes on each side of the
6
three round tops
1 From the middle of the inside of the main, fore,
6
and mizen shrouds
44
The boxes are suspended by chains and hooks, and those slung across the bowsprit and
outriggers, are fixed by staples. The two inner ones are laid with leaders of quick match, which fire
instantly, or with portfires, which burn a given time; they communicate with the outer ones by reeds,
which are tied down on the bowsprit and outriggers. The boxes hanging from the deadeyes and
shrouds, are fired by curtains suspended from the shrouds, the lower one of which hangs immediately
over one of the large fire barrels. The two boxes on each yardarm are hung one over the other; the
upper one having a leader of quick match carried along the yard from the shrouds; and in burning will
no doubt fire the lower one. Besides the boxes, there are fire barrels arranged as follows; 2 half
barrels on the forecastle; 2 abaft the main deck, and 4 on the main deck; 2 in each roundtop, placed
against the masts; and 4 large fire barrels under fire trunks, to convey fire to the curtains on the
shrouds. All these fire barrels and boxes are to be fired by separate leaders of quick match or portfire,
in order that any part of the ship may be fired to cover its approach by the smoke; and the remaining
part instantaneously upon quitting the ship. It has been found by experiment, that two men with lighted
portfires can set fire to the whole of the leaders on the deck, bowsprit, catheads, outriggers, &c. in less
than a minute; therefore the risk of trusting to one main leader to the whole, may be avoided.
The leaders are laid in painted canvass hose made for the purpose.
FLINTS—are usually packed in half barrels.

Weight.
Qrs. lbs.
Musquet, 2000 2 14
One half barrel contains Carbine, 3000 2 10
Pistol, 4000 2 15
The most transparent and free from veins are esteemed the best flints.
cwts. qrs.
28 kegs of musquet flints take 18 0 in tonnage
10 kegs of pistol ” ” 3 2 ”
FORTIFICATION.—Practical Maxims in building Field Works.

1st. The spot on which works are to be constructed should determine their figure; nor should any
attention be paid to preserve a regular form which does not occupy the ground to advantage.
2d. Every line must be so disposed, that the slope of hills all around even to the very bottom, be
open to the small arms of the garrison; and every part should be discoverable to the distance of at
least 500 paces.
3d. Works thrown up for the defence of a defile, should always be within musquet shot of it, which
must not be more than 200 yards.
4th. The best defence in works that are flanked, or where one side is defended by the fire of
another, is that formed by right angles.
5th. A salient angle should never be less than 60, and a re-entering angle than 90 degrees; nor
greater than 120 degrees.
6th. The entrance to the work should always be made in the part least exposed to attack, and if
possible in a re-entering angle.
7th Endeavor to present, if possible, a larger front to the enemy than he can occupy in making the
attack.
8th. Avoid all ground commanded by an eminence, either in front, flank, or rear.
9th. Never leave the rear of a work so exposed that the enemy may turn it.
10th. Always make the angles of a work in the directions least exposed to attacks, and
consequently always present a front to the most exposed.
11th. The garrison should never be drawn up more than two deep; and an ordinary pace of two feet
is usually allowed for each file, and from 6 to 8 paces from each piece of ordnance.
12th. If a work is so large as to be defended by a battalion or two, a reserve should be allowed of
about one sixth of the number.
13th. The space within a work should always be sufficient for the men to move and lie down. Every
soldier will require at least 18 square feet, and every field gun at least 216 square feet.
14th. Provided the line is not made too extensive, the more inward space there is the better.
15th. A parapet to resist cannon shot should never be less than 12 feet thick; and for musquet shot
not less than 6 feet.
16th. The height of the parapet must be regulated by the situation of the work, and of the adjoining
ground; with this consideration, that its height above the banquette does not exceed 4½ feet.
17th. The depth and breadth of the ditch must be regulated by the quantity of earth required, for
the parapet and banquette.
18th. A tete de pont, or work to cover the embarkation of troops, or the passage of a river, should,
if possible, be made where the line of the river or coast forms a kind of re-entering angle; that the
flanks of the corps, as well as those of the works, may be covered.
To carry on the Work.—The number of workmen must be proportioned to the time allotted for
carrying on the work, the quantity of labour, and the number of hands capable of being employed at
the same time. When the ditches are broad, the workmen may be posted in two rows; but if narrow,
only in one. In the first case, the earth will be thrown by those who are on the outward edge of the
ditch to the second row, and by them upon the parapet; for which reason the second row, to keep pace
with the first, ought to be twice as numerous. The workmen should never be placed nearer than 2
paces, or 4 feet, from each other; and two men with shovels should be preceded by one with a
pickaxe. If more than usual expedition be required, one man with a wheel barrow, or basket, may be
added to six or eight with shovels. Another row of workmen should also be placed upon the parapet, to
spread the earth and beat it down, as it is thrown up.
In fixing the fascines, three men will be sufficient for every 24 feet of the work, who should be
provided with two mallets, a saw, and a handbill, or hatchet.
In order to form some idea of the time in which a field work may be completed, compute the
number of cubic feet of earth to be excavated, thus; multiply half the sum of the breadth of the ditch at
top and at bottom, by the depth, for the number of square feet in the profile; and this multiplied by the
distance between the workmen in feet, will give the number of cubic feet each man has to dig: or being
multiplied by the length of the ditch, gives the cubic contents of the ditch. Now, one man is supposed
to be able to move 216 cubic feet of earth in a day, during the summer; but this is not always the case.
If a field work be completed in 24 hours, it will be as much as the most diligent workmen are capable
of. This time is generally allowed for the formation of a weak profile; 48 hours for that of a stronger,
with a revetement of fascines; and 72 for the strongest.
The different slopes for the works must depend upon the nature of the soil, and the materials of
which the work is composed. The interior slope of the parapet, though it be fascined, should be ⅙ of
its height; exterior about ⅔ its height. The slope of the banquette equal to its height. The slope of the
scarpe or counterscarpe of the ditch, should be from half its height to its full height, according to the
soil. The superior slope of the parapet must entirely depend upon the situation of the work, and that of
the surrounding country. The interior slope of the parapet is generally lined with fascines, to keep up
the earth; but it is not absolutely necessary to fascine the exterior slope, if the soil be pretty stiff. The
embrazures are generally made 20 inches wide on the inside, and 9 feet on the outside; they must
always be lined with something to retain the earth; turf is generally preferred, as fascines are so apt to
take fire.
The manner of making the materials for field works, may be seen under the heads Fascines,
Gabions, Hurdles, &c. and the manner of estimating the quantity of materials for works of this kind,
may be seen under the word Battery.
Fortification—Permanent.

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• Lesson Plan for Lecture (for large sections)

 What Would You Do? Case Assignment––3M

Highlighted Assignments Key Points

Supplemental Resources Where to Find Them

Chapter 7: Innovation and Change 154

7.1 Explain why innovation matters to companies.

7.3 Discuss why not changing can lead to organizational decline.

Chapter 7: Innovation and Change 155

Lesson Plan for Lecture (for large sections)

Pre-Class Prep for You: Pre-Class Prep for Your Students:

Chapter 7: Innovation and Change 156

7.2 Managing 7: Managing Innovation

7.3 Managing Change 12: Forces

Chapter 7: Innovation and Change 157

Remind students about any upcoming events.

Lesson Plan for Group Work (for smaller classes)

Pre-Class Prep for You: Pre-Class Prep for Your Students:

Conversely, break for this group activity:

Chapter 7: Innovation and Change 158

Lecture on Organizational Decline: The Risk of Not Changing (Section 7.3).

Break for the following activity:

Segue into the lecture on Change Tools and Techniques (7.4c).

“GE Workout for Campus President”

Remind students about any upcoming events.

Assignments with Teaching Tips and Solutions

What Would You Do? Case Assignment

Chapter 7: Innovation and Change 160

If you were in charge at 3M, what would you do?

What Really Happened? Solution

Chapter 7: Innovation and Change 161

Chapter 7: Innovation and Change 162

Chapter 7: Innovation and Change 163

Chapter 7: Innovation and Change 164

Chapter 7: Innovation and Change 165

Chapter 7: Innovation and Change 166

FACE THE FUTURE

Chapter 7: Innovation and Change 167

Students’ responses will vary.

Practice Being a Manager

Exercise Overview and Objective

Develop Your Career Potential

SPARK YOUR OWN CREATIVITY

Sources: Julie Schlosser, “Inside-the-BoxThinking,” Fortune, 1 November 2004, 54; http://www.mindwareonline.com;

Chapter 7: Innovation and Change 170

Reel to Real Video Assignment: Management Workplace

Video: Holden Outerwear

Discussion Questions from Prepcard:

Workplace Video Quiz

Video segment title Managing Change and Innovation

Chapter 7: Innovation and Change 171

Quiz Question 1 Holden Outerwear is engaged in the following type of change:

Chapter 7: Innovation and Change 172

Video segment title Managing Change and Innovation

Chapter 7: Innovation and Change 173

Chinese or White Light.