Organizational Behavior

organizational behavior
• What is creativity, innovation and design?
• Creativity myths
• Creative people, creative organizations
• Impact and purpose
• Change and change management

• Preparing for change
• Communicating Effectively With Empowerment
• Leading the Organization and Managing Change
• Managing Change in organization
• Sustaining the Organization
Module 1: What is creativity, innovation and
design?
• KEY LEARNING AIMS

• By the end of this module, you should be able to:
1.Apply definitions for innovation, entrepreneurship, creativity and
design thinking.
2.Articulate why innovation and creativity are important for
individuals and for organizations.
3.Understand and define how and why creativity and innovation
are processes, not events.
Module 1: What is creativity, innovation and design?
• What is innovation?
• Joseph Schumpeter saw those forms as the introduction of a new
product or service; a new methodof production; creating a new
market; establishing a new supply source, or changing the structureof
an industry.
If Business theory reflects modern business practices, innovation is
core to modern practice.
Innovation can also be incremental, made through small but ongoing
changes to products and processes, or can occur through radical or
transformational change.
design?
• it is important to remember that Innovation happens not just in

business settings. It also improves healthcare, education, social
enterprises and not-for-profits, government and the environment.
• Innovation can also have a major impact on the economy and more
broadly, our lives (social and environmental value)
• In this course, we will introduce you to theories and concepts that can
be used to manage innovation within organizations and a variety of
other settings.
• The innovation process covers how ideas move from concept and
selection to implementationand positioning for the market.This
process is similar to how strategists scan internal and external
environments foropportunities, select the best strategy for
competitive advantage or to overcome threats.For corporate
innovators, innovation is a strategy.
• Course’s objective: how individuals andorganizations use creativity
and design thinking skills to identify opportunities that
enableinnovation.
• Why is innovation important?

Why should we care about creativity and innovation?
There are a few good reasons to do so.
1.From a personal perspective, being more innovative leads to a
number of positive outcomes.
2.Jobs that involve higher levels of creativity are usually more
rewarding, both emotionally and financially.
3.People in these roles feel higher levels of empowerment.
4 you’re also less likely to be replaced by a robot.
design?
• For organizations, there are a similar set of payoffs.

A few years ago, we studied the innovation capabilities and
outcomes for about 2500 organizations. We were trying to learn
about the relationships between strategy, innovation and
performance.
We started by asking firms what their main sources of
competitive advantage are.They were able to choose from: price,
marketing, speed of service, reputation, cost advantages, design,
quality, specialization, range, creativity, custom solutions and
responsiveness. When we did a factor analysis of the answers,
we found that were four types of strategy that firms pursue.
design?
1.One is Operational Excellence – these are firms that offer the

lowest overall cost to their customers.
2.The second is Customer Intimacy – these are firms that provide
the best customized solution to their customers.
3.Third is Product Leadership – firms that provide best-in-class
products and services.
4.Firms that don’t have any distinct competitive advantage at all.
We call these firms The Blob.
design?
• why innovation is so important for organizations. Highly innovative

firms also have happier, more productive employees, a stock market
premium, higher resiliency in times of economic turbulence, and
many other positive outcomes when compared to similar firms that
don’t innovate. That’s why it’s worthwhile to put some effort into
making both yourself and your organization more creative and
innovative.
design?
• How to be effective at innovating?

• What kinds of organizations create value?
We primarily think of innovation as something that businesses do
– they create economic value. But there are other important kinds
of value as well.
Educational institutions, not-for-profits and arts organizations all
create value. This means that they can innovate as well. Any
organization can.
It’s a mistake to think that innovation is only something that
businesses do
design?
1.The next key point is that value can vary widely in scale.
2.A radical innovation is one that leads to something completely
new, and so it’s an
3.innovation that creates economic growth.
4.For example, when Haloid Corporation introduced the world’s
first photocopier in 1950, they
5.created an entirely new product, a new product category, and
ultimately a new way to organize
6.work in the office.
design?
That is a big innovation – it’s something that didn’t exist before.

At the same time, radical innovations also threaten existing
businesses and industries which is why another word for them is
disruptive innovation.
On the other hand, we can also make small changes that
improve something that already exists. We call these smaller
ideas incremental innovations.
design?
When we think about innovation, we must think of it as a process.

Innovation usually starts with a new idea – everyone understands
that.
But no one has enough time or resources to implement every
new idea that they have. This is true both of individual people and
of organizations. So we need some sort of Idea Selection
process. Making new ideas real means that we also have to be
good at implementing new ideas.
This can involve building something, or simply persuading people
to try doing things in a new way.
design?
Great new ideas are never adopted instantly. We usually have to
figure out who needs the new idea the most right now, and start with
them.
From there, things grow slowly until they hit a tipping point and really
take off. Of course, some ideas never take off – so there is a lot of
uncertainty in the Idea
Diffusion process.
We’ve got information on more than 700 organizations, Everyone does
a survey that helps them identify their organizational weakness.
Out of all those organizations, less than 4% are bad at Idea
Generation. The other 96% are about evenly split. Half are worst at
Idea Selection and Implementation, and the other half are worst at
Sustaining and Idea Diffusion.
design?
This means that innovation is more complex than most people

originally think. It’s also why so many big organizations find it
hard to become more innovative – they have to change a lot to
do so effectively.
design?
• WHAT IS CREATIVITY?
In The Rise of The Creative Class, Richard Florida identifies what
he calls the creative class: people whose economic function is to
create new ideas, new technology, and new content; and people
in science, engineering, architecture and design, education, arts,
music and the entertainment industry; and the people that
provide direct support to those in these professions.
Module 1: What is creativity, innovation
and design?
In 2012, he estimated that this group of 40 million people
accounted for 1/3 of the jobs in the US economy, and nearly 2/3
of the wages!
These are resilient jobs too – during the Global Financial Crisis in
2009, the unemployment rate in this group was right around 5%.
Now, Florida uses a very broad definition of creative work, but
creativity is obviously very important to our economy, and so it
should also be important to our organizations.
design?
“But Edison’s or Einstein’s discoveries would be inconceivable

without the prior knowledge, without the intellectual and social
network that stimulated their thinking, and without the social
mechanisms that recognized and spread their innovations”.
(Creativity: The Psychology of Discovery and Invention)
The final important point is that creativity is clearly a process that
takes place over time. There is the point in time where the idea
first occurs, but then there is the process of actually building the
outcome of the idea. And after that, the new idea must be
accepted, and it must spread.
design?
• The role of design thinking in creativity and innovation
“The single common element in all man-made things is that they are
designed. The reason for bringing in the idea of design is that you
can’t build or make anything without it.” George Nelson
This element of design applies to both physical things, and also ways
to do things. This gives us some ideas about design in the innovation
process.
The reason for bringing in the idea of design is that you can’t build or
make anything
without it.” This element of design applies to both physical things, and
also ways to do things. This gives us some ideas about design in the
innovation process. The first is that the design perspective is one that
can help us define what people will value in our work – an essential
element of innovation.
design?
Charles Eames once said:“In our chairs, we have not attempted

to solve the problem of how people should sit. Instead, we accept
the way people do sit and operate within that framework.”
1.Start with how they do sit in reality, not with how they should sit
in theory. The second issue is that design is not simply about
making things look pretty. There are lots of gorgeous chairs that
are terrible to sit in. The way a thing works is more important
than the way it looks. Design is really about making things work.
If you only focus on making things pretty, you won’t get usable
outcomes.
design?
The design process for the Eames Office.

three intersecting shapes.
The first one was the set of things that are interesting to the
designer.
The second was those that are important to the users of the
design.
The third was the set of things that create value for society as a
whole.
Charles said that great designers work at the intersection of all
three areas.
We use design thinking to make sure that the ideas that we’re
Creativity myths
• By the end of this module, you should:

1.Be aware of many common creativity and innovation myths,
and a have an understanding of why they are incorrect and a
block to innovation.
2.Develop your Insight into how to think more effectively about
creativity and innovation processes.
Creativity myths
I The Myth of the Lightbulb
Two related ideas that are both almost completely wrong.

The first is that creativity and innovation are all about the sudden flash of
insight, or the moment of epiphany.
The second flawed idea is that creative ideas emerge from our unconscious
in a way that we can’t explain.
If both of these ideas are true, then, yes, trying to manage innovation would
be impossible.
But they’re both wrong.
1.Because: first: having a great idea is only one part of the innovation
process. Because great innovators don’t just have great ideas – they’re
also good at selecting the best
Creativity myths
• For an organization, innovation is the process of idea
management.
• The second problem with is that no idea stands alone.
Great ideas build upon many previously existing ones.
In his book The Myths of Innovation, Scott Berkun explains it like
this:
“The myths are so strong that it’s a surprise to many to learn that
having one big idea isn’t enough to succeed.
Epiphany works the same way: it’s not the apple or the magic
moment that matters much, it’s the work before and after.”
Creativity myths
The example of Gordon Gould – one of the inventors of the laser.

Gould said: “In the middle of one Saturday night… the whole
thing… suddenly popped into my head and I saw how to build the
laser…but that flash of insight required the 20 years of hard work
I had done in physics and optics to put all of the bricks of that
invention in there.”
And that is that creative ideas often come when we’re not actively
thinking about the problem we’re working on.
Creativity researchers refer to this process as incubation. But it’s
not mysterious.
Creativity myths
There’s plenty of research to show that you do get sudden
flashes of insight – after you’ve put in years and years of hard
work learning your domain. It’s only when you have that deep
knowledge that our subconscious can go to work on our problem.
And once you have the idea – it’s usually pretty clear to see
where it came from.
Creativity myths
IIThe Myth of the Mousetrap
Why do you think that people want to believe that a great idea
sells itself? For example:
The mousetrap myth actually contains two traps for innovators.
1.The first is that our new ideas don't exist in a vacuum. They
can't just be interesting to us. They have to create value for
people.
A company like TrapCo seems highly innovative. They're
inventing like crazy, and they're making those ideas real as well.
But they're not creating any value.
Creativity myths
• They keep solving over and over again a problem that's already
been solved.
In his book The Myths of Creativity, David Burkus says:
"Creative ideas, by their very nature, invite judgement.
People need to know if the value promised by the new is worth
the abandonment of the old. The Mousetrap Myth would have us
believe that the world is waiting anxiously for our original
creation, our novel and useful ideas. But the truth is that most
people have a hard time seeing how the novel can be useful."
Creativity myths
It turns out that getting new ideas to spread is really hard.
It is another part of the innovation process that requires hard
work, perseverance, and sometimes a little luck.
•
Creativity myths
• III The Myth of the Lone Genius
We all know that Thomas Edison invented the light bulb, right?
So here’s a question – who invented the computer?
It turns out that there are lot of candidates, and no clear answer.
After the war, Mauchly and Eckert went on to build the world’s first
commercial computer, the UNIVAC.
Since then, thousands and thousands of people have made important
contributions to the development of computers.
So the answer to who invented the computer?
Is: everyone! maybe not everyone – but many, many people
contributed.
Creativity myths
We have this image of the lone inventor, working in their garage
until they bring their great idea out to the world. It doesn’t work
that way
Solitude and reflection are critical for generating great ideas. But
the best ideas are ones that are built with other people. It doesn’t
matter if
your idea is for a business, a social venture, scientific research or
creative work – it will become a better idea after you share it with
people to get their input.
Scientists cite previous research, startups combine existing ideas
and business models in new ways, artists are influenced by those
who came before.
Creativity myths
It turns out that Thomas Edison didn’t invent the light bulb by himself
either. His patent was the 23rd that was granted for a working light
bulb, and he developed his with the help of his lab, which employed
dozens of people and took up two full city blocks in Menlo Park, New
Jersey. One of Edison’s most important inventions was actually the
corporate Research & Development laboratory.
SO,innovation is highly social.
The lone genius may well come up with a great idea working in their
garage.
But to turn that idea into something that will have impact, they will
almost certainly have to work with others. Ultimately, innovation is a
team sport.
Creativity myths
• IV The Myth of Talent
A very destructive creativity and innovation myth is that you’re
either born with talent, or you’re not.
This is actually untrue – research shows that talent develops.
This is true of Marcel Duchamp, Pablo Picasso, and Henri Matisse.
It’s true of Louise Bourgeois, Lee Krasner and Jackson Pollock.
All of them went through a period where they learned the craft, the
mechanics, and the skills of the artist.
Creativity myths
The research shows that the path to mastery is based on thousands of
hours of deliberate practice.
A research line comes from Carol Dweck, a researcher from Stanford
University. She has conducted a great research program that looks at
what leads people to succeed in education and business.
She has identified two common mindsets that people have, which she
calls Fixed Mindset and Growth Mindset.
“In a fixed mindset, people believe their basic qualities, like their
intelligence or talent, are simply fixed traits. They spend their time
documenting their intelligence or talent instead of developing them.
They also believe that talent alone creates success – without effort.
They’re wrong.
Creativity myths
“In a growth mindset, people believe that their most basic abilities
can be developed through dedication and hard work – brains and
talent are just the starting point. This view creates a love of
learning and a resilience that is essential for great
accomplishment.
• Thinking more creatively is something that all of us can do.
Not everyone can be Georgia O’Keeffe.
But if you want to be more creative and innovative, you can be –
with the right mindset and some effort.
Creativity myths
• V The Myth of Hierarchy
The myths around creativity and innovation are dangerous
because if we act on beliefs that aren’t true, we will build habits
and organizational structures that not only fail to support
innovation, but actively inhibit it.
Getting everyone in the organization to participate in and
contribute to management and innovation is an easy thing to
prescribe. But it’s a hard thing to do.
Creative people, creative organizations
• KEY LEARNING OUTCOMES

1.Understand what creativity means for you as an individual.
2.Develop some strategies for helping yourself be more creative.
3.Know why the idea of "flow" is so important to undertake
creative work.
4.Understand some of the key ideas we can use to make our
organizations more creative.
• I What makes people more creative?

In his book, Creativity: The Psychology of Discovery and Invention,
Csiksentmihalyi identifies three different definitions of creativity that
are in common use. He calls people who fit the first definition of
creativity “brilliant.” This refers to people “who express unusual
thoughts, who are interesting and stimulating, in short, to people who
appear to be unusually bright.”
Second He calls people who fit the second definition “personally
creative.”
These are people that have fresh perceptions, or unusual insights.
They often come up with substantial ideas, but they don’t find ways to
get their ideas accepted, or to diffuse more widely.
The third definition of creativity refers to people who change our

culture in some important respect. These are the people
everyone views as creative.
A creative system – the field. This is the group of people that
have important knowledge about the domain, and the ones which
help decide which creative works in the domain are important
and valuable.
The final element of a creative system is creative people or
agents.
These are the ones that develop the novel combinations of
elements that make up new creative ideas.
To be creative, it’s not enough to have unusual thoughts, or even

to be uniquely insightful. We have to do this work within a
creative system.
• II How to be more creative and have better ideas?

Warren Berger summarises what research has shown about asking better
questions and finding better problems: Pay close attention to the world
around you – watch and try to notice details others miss, and listen closely
to what others are saying. Don’t assume or accept – instead, ask “why are
things that way?”
Ask the most basic questions – even if some people might think those
questions obvious
or naïve – asking the fundamental questions can help you challenge
assumptions.
Dig deep – use follow-up questions whenever you talk with people.
Use your imagination – pose “what if?” questions that open up new
possibilities.
Share your questions with others – to get help and ideas from others
interested in similar questions.
The first step is to adopt what Carol Dweck calls a growth

mindset – the belief that your “most basic abilities can be
developed through dedication and hard work.” Next, you need to
find a creative domain that you find challenging and interesting.
This will enable you to learn that domain well – this deep
knowledge will become the foundation that you can build your
creative ideas upon. Then remember that we can have better
ideas by asking better questions.
• III Use flow to get more creative

Mihaly Csikszentmihalyi was trying to figure out what made
people happy, and he found that people that were happier had
what he calls peak experiences more frequently than others.
• Flow is his word for the state that describes peoples’ peak
experiences.
“We have seen how people describe the common characteristics

of optimal experience: a sense that one’s skills are adequate to
cope with the challenges at hand, in a goal-directed.
Concentration is so intense that there is no attention left over to
think about anything irrelevant, or to worry about problems.
Self-consciousness disappears, and the sense of time becomes
distorted.
An activity that produces such experiences is so gratifying that
people are willing to do it for its own sake, with little concern for
what they will get out of it, even when it is difficult, or dangerous.”
Being in a state of flow leads to higher levels of creativity.

Any time we are undertaking activities that build or rely on skill,
there is a balance between our skill in the task, and the level of
challenge that we face. When our current level of skill is roughly
what we need to meet the challenge of a task, then we’re in the
channel of Flow.
If our skill exceeds the challenge, we become bored. If the
challenge exceeds our ability, we become anxious. Both of those
states encourage us to quit.
To grow, when we’re outside of the Flow channel we need to

either increase the challenge, we face if we’re bored, or build our
skills if we’re anxious.
When we surveyed hundreds of managers around the world,
ranging from CEOs to project leaders, about what motivates
employees, we found startling results: 95 percent of these
leaders fundamentally
misunderstood the most important source of motivation.
“The secret is creating the conditions for great inner work life—
the conditions that foster positive emotions, strong internal
motivation, and favorable perceptions of colleagues and the work
itself. Great inner work life is about the work, not the
accoutrements.
It starts with giving people something meaningful to accomplish,
like Google’s mission “to organize the world’s information and
make it universally accessible and useful.”
It requires giving clear goals, autonomy, help, and resources—

what people need to make real progress in their daily work and it
depends on showing respect for ideas and the people who create
them.”
They’re describing a system with challenging goals, with regular,
constant feedback about your progress towards those objectives,
matched to the skills of the people involved. They’re describing
building a state of Flow at work.
• IV Building a creative organization

What’s a company that you think is really creative?
Is the big tech firms, like Apple, or maybe an organization in the
arts, like a museum, or a movie studio, or glamourous industries
using
cutting edge technology.
But there’s creativity and innovation through all kinds of business.
For example Herman Miller (a manufacturing company in one of
the
oldest product categories in the world – furniture).
Herman Miller is a highly innovative and creative firm since 1930,

1950s, 1970s (they invented the Action Office – the first open-
plan office system), the Aeron chair in the 1994 (chair – made
almost entirely from recycled, and recyclable, materials).
So People then have to have the opportunity to participate, to
question, to initiate, to be innovative, and to become responsible.
People need equity: therefore, Herman Miller needs an
understandable way of sharing the financial benefits that will
accrue through participation.”
The Herman Miller managers developed this approach over

decades, but recent research shows that this is exactly the right
way to support creativity and innovation in your organization.
Teresa Amabile from Harvard University and her colleagues
outline the characteristics that support and inhibit creativity in the
workplace.
They identify these factors that support creativity at work:
The encouragement of creativity from the organization,
managers, and peers – this includes the active encouragement of
creative work, fair evaluation of and reward for good ideas, and
appropriate support from managers and co-workers;
• Autonomy – an ability to decide which tasks to undertake, and

a feeling of control over your work; Access to resources –
including money, work space, information and materials; and
Challenging work – a sense that your work is challenging,
and is being done in support of important goals.
• The things that inhibit creative work are: Workload pressure –
especially time pressures, unrealistic expectations and an
overemphasis on efficiency; and Organizational impediments –
including destructive competition, internal politics, excessive
criticism of new ideas, and risk aversion.
The research of Teresa Amabile and many others, including us,

shows that organizations that are built to support creativity are
more profitable, more resilient, and better places to work. If we
want our organizations to be more creative, we know what works.
• Case study
Read the following description of an organization from the
perspective of an employee. How would you describe the factors
that influence creativity in this workplace?
Select your answer from the choices provided and then provide
an explanation for the answer you selected. You will then see the
answers selected by other learners along with the rationale they
provided. You will have an opportunity to change your response,
if you choose.
•
• Samira works for a multi-national company responsible for designing

and developing both print and online educational materials. The
organization is described by its peers in the market as one that
produces creative products.
• A typical work week for Samira includes meetings with her
supervisor and team members to discuss project status, deadlines,
and new projects on the horizon. For any given project she is
assigned, she will also meet with stakeholders and contributors
regularly, tracking each meeting and documenting the time spent on
the project within the appropriate spreadsheet. Oftentimes, Samira
has to work outside of her paid hours in order to meet changing
deadlines, complete tasks that have high priority or take on new,
last-minute projects that have been assigned to her by her
supervisor's boss.
• Her supervisor provides regular feedback on her performance,

encourages professional development and does not
micromanage her time or projects. Samira feels that she has
freedom and agency when working on projects or meeting with
external stakeholders.
• Samira enjoys working within her assigned team, trusts her
colleagues and believes in collaboration and shared
responsibility, but the larger organization provides her team with
challenges that affect their overall attitude and performance,
oftentimes imposing unrealistic timelines for poorly planned
projects or for projects that don't truly meet the scope of the
team's directive.
• What do you think of this organization's willingness to

support creativity? Do they inhibit it or support it?
• A I think that this organization mostly supports creativity.
• BI think that this organization mostly inhibits creativity.
• CThis organization both supports and inhibits creativity equally.
• V Reselience
An important aspect of organizational creativity is the
development of resilience. When organizations are tenacious, we
say that they have organizational resilience, that is, a ‘continuing
capacity to recover from disturbances as well as the capacity to
rebound from adversity in a strengthened and more resourceful
way’. In a changing world packed with risks and opportunities,
organizations need to be resilient to navigate the unknown.To
build resilience takes practice, discipline, and a commitment to
change.
Module 3: Creative people, creative organizations
• Resilient organizations exhibit a range of traits, some shared with innovative

organizations:
• -Enterprise risk management;
• - Business continuity capabilities;
• -Security.
- Anticipation,
- Slack,
- Innovative problem-solving,
- Improvisation,
- Flexibility,
- Connectedness,
- Adaptiveness and pro-activeness.
Impact and purpose
• KEY LEARNING AIMS

1.Be able to outline the problems you would like to address.
2.Have a definition of value from the perspective of your
stakeholders.
3.Understand what a business model is, and why it is an
important tool for value creation.
4.Have the ability to use the Value Proposition Canvas to help
guide your innovation thinking.
Impact and purpose
I What change do you want to see in the world?
For example, innovation in health is driven by two things - impact
and purpose.
Impact is the change that you want to see in the world:For health
researchers, it might be reducing infant mortality, or finding a cure
for a disease. When they succeed, the impact is huge. People
live longer, healthier, more fulfilling lives.
Purpose defines what we strive for in life. It also defines the goals
of an organization.
Impact and purpose
We confirm that community works when it is "controlled" by
purpose.
Community without purpose is chaos.
Purpose without community is simply passion.
Dan Pontefract has been studying how purpose works for a
while.
In his book The Purpose Effect: Building Meaning in Yourself,
Your Role, and Your Organization, he outlines how personal, role
and organizational purposes interact to create more fulfilling,
rewarding, and profitable work.
Impact and purpose
He says that rewarding work happens when people find the sweet
spot where their personal purpose aligns with that of their
organization, and their role enables them to contribute to this shared
purpose.
Now, you might say: all this purpose stuff sounds fine, but we're a
business - our purpose is to make money. That may be true.
But if making money depends at all on people, then you need a clearly
articulated purpose because that's the strongest motivator. Especially
for knowledge workers. Pontefract quotes Peter Drucker on this issue:
"We will have to redefine the purpose of the employing organization
and of its management as both, satisfying the legal owners, such as
shareholders, and satisfying the owners of the human capital that
gives the organization its wealth-producing power, that is, satisfying
the knowledge workers.
Impact and purpose
For increasingly the ability of organizations, and not only of
businesses, to survive will come to depend on their "comparative
advantage" in making the knowledge worker productive and the
ability to attract and hold the best of the knowledge workers is the
first and most fundamental precondition."
Impact and purpose
II Value and value creation (Business Model)
We know that to create value, new ideas need new business
models.
What exactly is a business model?
David Teece from the University of California - Berkeley says:
"A business model articulates the logic and provides data and
other evidence that demonstrates how a business creates and
delivers value to customers."
•
Impact and purpose
That value creation idea is important - it means that any
organization that creates value for a specific group of
stakeholders has a business model - it's not just a concept for
businesses.
You can use the BMC to describe and design a value creation
system for your organization. You can even use it to innovate the
business model for your industry - this is a powerful form of
innovation.
When you work out your Business Model - the most important
place to start is with the Value Proposition and Customer
Segment.
The Value Proposition defines the value that you're creating for
Impact and purpose
• A common mistake that people make here is to list the features of
their idea.
• In the case of the Xerox 914 (Haloid Photographic Company used
to launch the Xerox 914 - the third attempt), the value proposition
isn't that the copier can make 5 copies per minute, or that the copies
are of archival quality. The value proposition when they launched the
914 was: get the same quality of documents that you get from a
typist, at a fraction of the cost.
Impact and purpose
Once the value of photocopying was finally established, this
Value Proposition changed to: the fastest, cheapest way to make
a copy of any document.
The Customer Segment defines the stakeholders for whom you
are creating value. For the Xerox 914, the customer segment
was: Fortune 500 companies that had big typing pools.
Impact and purpose
When launching new ideas, it is best to have the most precise
customer segment you can identify to start with.
The next big issue that Haloid had to address was pricing.
Their earlier attempts at selling photocopiers had failed in part
because their equipment was more than six times as expensive
as their closest competitor - mimeograph machines.
Impact and purpose
With the 914, they solved this problem by using leasing instead of
outright sales. This fills in the bottom right box in the BMC - Revenue
Streams. Channel describes the various ways that you can reach your
Customer Segment.
Customer Relationship describes how you interact with your Customer
Segment. Is it a transactional relationship, where they just buy
something once and you never see them again? Or are you trying to
form deeper, more strategic relationships with a set of customers.
Key Activities are the things you need to do to create and deliver your
Value Proposition. Some of the Key Activities that Haloid had to
undertake included: high-quality sales and service, marketing, and
manufacturing.
Impact and purpose
Key Resources defines the things required to undertake the Key
Activities, they include: intellectual properties, human capabilities,
financial resources, and physical assets. Some of the Key
Resources for the Xerox 914 included many photocopier patents,
their highly skilled sales force, manufacturing plants, and a
relatively large amount of dollars to support the launch.
Key Partnerships is a broad category. It includes both
partnerships like joint ventures or sponsorships, but also the
other firms in your supply and distribution chains. It also includes
any Key Activities that you outsource.
Impact and purpose
The last box in the BMC - your Cost Structure (the main thing
here is to include everything that you're paying for)
Change and change management
What is organizational change?
Organizational change Is an unavoidable part of organizational
life.
Stouten, Rousseau De Cremer (2018) define organizational
change as deliberate activities, which move an organization from
its present state to some desired future state.
Organizational change is often prompted by factors in the
external environment, but it can also be proactively initiated by
the organization upon identification of opportunities or issues
Sometimes environmental factors are unexpected and dramatic,
such as natural disasters, and the hurried government legislation
relating to the COVID19 pandemic. Many projects were faced
with the need to change rapidly to cope with these challenges
and had to operate on a relatively short timeframe to plan and
prepare for the change.
Organizations that fail to scan their environment and respond to
shifts put themselves at risk.
The reality is that change need not be one, and organizations
can concurrently experience major transformational change
alongside ongoing and incremental changes.
• What is change management?
Organizational change management refers to a systematic
process of planning, implementing, and evaluating change, be it
cultural, structural, procedural, or change of some other form.
Such a description calls to mind timelines, budgets, and detailed
project plans. But this is only part of the picture. Successful
organizational change is entirely dependent on the ability and
willingness of people to change. Effective change management
should therefore examine and manage the impact of change on
members of the organization, at all stages of the change process.
• psychology practitioners can assist leaders and organizations to
understand the psychological mechanisms, including the
affective, cognitive, and behavioral reactions of employees that
help or hinder change processes. These practitioners are also
equipped to coach leaders to develop change-related
competencies, including communication, and to support their
team as they navigate change.
Psychology practitioners also provide tools and techniques to
assist in the measurement of change progress and success, from
needs analysis through to implementation and evaluation
phases. In essence, psychology practitioners have a significant
role in maximizing the positive outcomes of organizational
change, from performance and development to wellbeing and
engagement.
Just for a break
Change can be driven by external and internal forces. Examine
the scenario below and state which external or internal force is
prompting a change within an organisation.Currently inflation is
rising, and people do not have capital to spend on luxuries such
as books. The owner of a bookstore is evaluating their business
model to see what additional streams of revenue is available.
A Economic forces
B Technical forces
C Organizational forces
D Legal forces
Select all that apply.
A Change should only be seen as a discrete, single event
B Change can be framed as incremental
C Change can be framed as transformational
D Change should be spontaneous
Which of the following factors is organizational change most
dependent on...
A Monitoring solutions to problems
B People’s willingness to change
C Coaching staff members
D Creating data visualisations
Industrial organizational psychology practitioners can help
leaders and organizations...
Select all that apply.
A Understand psychological mechanisms
B Develop tools to manage advertising
C Measure change progress and success
D Evaluate business solutions
E Manage financial transactions
• A; B AND C; B; A and C
Researchers and practitioners alike have differing perspectives
on organizational change, and these perspectives influence their
recommendations on how change is best approached and
managed.
• A rational approach to organizational change turns on the
premise that change can be planned, and that the change
process follows a linear model. Change is thought to be stable
and predictable, and easily controlled so long as a series of
predetermined steps are followed. According to this perspective,
the leader plays a pivotal role in designing and implementing
change. Although input may be sought from employees, it is the
leader who makes decisions and controls the change process
from the top down.
• This rational perspective of organizational change suggests that
change is something which is ‘done’ to employees and relies on
the assumption that employees are receptive to change and
willing to engage with its implementation.
• A contingency perspective presents a less prescriptive
approach to change, suggesting that there is no one set formula
or guiding principle which should be followed. According to this
perspective, organizations decide to make changes in response
to internal and external demands. Any change process can be
tailored to fit the situation at hand, and the best approach will
depend on contingencies and circumstances unique to the
organization.
Psychological perspective focuses much more on the human
dimension of change. This perspective acknowledges that
change can be uncomfortable, confronting, and elicit a range of
emotional responses spanning outrage, enthusiasm, and
ambivalence. This perspective highlights how employees
perceive a given change and their actions in response to those
perceptions can significantly affect its implementation. Therefore,
effective change planning must consider the human experience
of change and the factors that influence employee attitudes
toward change, namely resistance and readiness.
Both the contingency and the psychological perspectives differ
markedly from the rational perspective in that they acknowledge
that change is not always forward flowing, and that
implementation steps often need to be revisited to accommodate
unique or unforeseen employee responses. In practice,
employees can be expected to hold varying views on the change
objectives, and to differ in their experiences of change
implementation and the pace of change, eliciting a range of
responses.
Systems perspective, an organization is an interconnected
system and any adjustment or change in one area will have a
flow on effect to other areas. Change management must
therefore take the entire organization into account, rather than
focusing on a particular unit or department. Change can take
place at any speed and on any scale, so long as adjustments are
made across all sub-systems. A traditional take on a systems
approach suggests that there is ‘best practice’ in change
management, often involving a linear implementation approach
with prescribed steps. Nevertheless, a systems perspective can
be useful when it draws on contingency and psychological
principles.
•
Models of change: Lewin's Change Management Model
We introduce several well-known models of change, which can
be used as a guide for change processes:
Lewin’s three-stage Change Management Model was
developed in the 1940’s and represents a traditional, rational
approach to change management. Lewin’s model draws on an
iceberg analogy to present three distinct phases of change:
unfreezing, changing, and refreezing.
• The unfreeze phase is all about preparation. Leaders need to
persuade followers of the need for change to secure buy-in,
which involves presenting evidence to support why the current
way of doing things is not sustainable (e.g., poor sales figures,
high turnover rates, rising costs, increased competition). The
unfreeze phase serves to disrupt the status quo so that in the
change phase, people look to new ways of doing things. At this
point, clear and consistent communication from leaders should
be aimed at empowering employees and helping them realize
the benefits of the new strategic direction.
• The refreeze phase is about incorporating new ways of doing
things into every aspect of the business, so changes are
institutionalized and embedded. For example, changes might be
reflected in the organization chart, in job descriptions, and in
performance management systems. In this phase, the
organization returns to a place of stability, ready for the next
change.
Models of change: Kotter's 8 Stages of Change
Kotter’s 8 Stages of Change model first appeared in the
Harvard Business Review in 1995, and was included in Kotter’s
1996 book, ‘Leading Change.’ The model was based on Kotter’s
personal business and research experience, and since its
publication it has been widely applied by change management
practitioners. Here we provide a brief overview of the Kotter
model guidelines for change leaders:
• 1 Establish a sense of urgency – This first stage is about
securing buy-in and ensuring motivation for change. Change
leaders must get people on board with the change by
communicating what the organization stands to gain from it, and
the negative consequences of failing to change.
• 2 Create a guiding coalition – At this stage, leaders survey the
organization to identify key people in formal or informal
positions of power, namely employees who are well-regarded
and with the KSAs, credibility, and connections to get things
done. These employees will champion change and become
“change drivers”.
3 Develop a vision and strategy – Leaders draft an inspiring yet
realistic vision and strategy for the organization, and outline an
implementation plan, attending to internal and external
challenges. The vision and strategy can be co-created with
change champions and other key stakeholders.
4 Communicate the change vision – Communication of the
change strategy should rely on different media (e.g., meetings,
emails, forums), and on a blend of words, actions, and symbols,
to convey and reinforce messages about why the change is
necessary and how it will be implemented.
5 Empower action – This stage focuses on empowering people
by providing resources (e.g., technology, training, information,
support) and managing demands (e.g., role overload from
change-related tasks) so that people develop a sense of self-
efficacy toward change and become less susceptible to view
challenges as insurmountable barriers.
6 Generate short-term wins – At this stage, change leaders
should communicate and celebrate change milestones or
victories. Acknowledging achievements and the people behind
them sustains enthusiasm and momentum for change.
7 Consolidate change gains – Here change leaders capitalize
on achievements and rely on evaluation metrics to demonstrate
the gains of investing time and resources into the change, model
perseverance in the face of obstacles, and remind people of the
strategic purpose and benefits of the change.
8 Anchor change in organizational culture – To ensure long
term success, change leaders must shape a culture consistent
with the procedural and/or structural transformations. Failing to
do so means people may revert to the former and familiar way of
doing things.
• Models of change: McKinsey 7S Model
• The McKinsey 7S Model is an example of a model of change
based on a systems perspective.
• The model presents seven key areas, that change leaders
should scrutinize when considering any change process –
strategy, structure, system, shared values, (leadership) style,
staff(ing), and skills.
• Across areas, leaders should discern gaps and inconsistencies
(e.g., shared values: Are the organization’s values consistent
with your structure? Leadership style? What needs to
change?).
Examining gaps within and across the seven areas of the organization
will highlight where adjustments need to be made.
So these are sequential models of change, which provide useful
guidance for any organization engaging in a change process.
These models are not sensitive to different business contexts or the
scope of change, but they can easily be tailored.
Their main limitation is that they rarely consider people in change. And
this matters because the success of a change depends a lot on
whether organizations attend to people's unique experiences,
expectations, motivation, and competencies, and how they manage
these elements through the change.
The outcome of any change process will depend on
understanding people’s capabilities, and their willingness and
readiness to support the change.
Examining gaps within and across the seven areas of the organization
will highlight where adjustments need to be made.
So these are sequential models of change, which provide useful
guidance for any organization engaging in a change process.
These models are not sensitive to different business contexts or the
scope of change, but they can easily be tailored.
Their main limitation is that they rarely consider people in change. And
this matters because the success of a change depends a lot on
whether organizations attend to people's unique experiences,
expectations, motivation, and competencies, and how they manage
these elements through the change.
The outcome of any change process will depend on
understanding people’s capabilities, and their willingness and
readiness to support the change.
Preparing for change
• Emotional reaction: Some people have a significant reaction
when a change is about to happen. For these people, the
prospect of change in their life triggers anxiety and feelings of
distress.
• Short term focus: This reflects a tendency to focus on the
short-term impact and the initial discomfort and hassle a change
may bring and discount the long-term benefits of change.
• Routine Seeking: Some people prefer the familiarity and
comfort of routine and are less open to trying new and different
things.
• Cognitive rigidity: People may be inflexible in their opinions
and beliefs, and reluctant to change their mind about things,
even when presented with new information.
• However, resistance to change is not explained simply by
individual differences, and it may follow from an evaluation of
the change's aims, context, and resources available from the
organization.
• For example, if communication regarding the change is
infrequent, inconsistent, or does not clearly convey the purpose
of change, employees may develop a sense of uncertainty and
unease, leading to feelings of resistance. Resistance can also
result from a perceived lack of consultation on the proposed
changes, and the absence of honest discussion about the
impact of the change on one’s work and team..
• Additionally, a lack of trust in leadership, or low confidence in
change-leadership competence, is likely to prompt change
resistance. Lastly, employees may show resistance to change
when they consider that the organization lacks the
necessary resources and capabilities to effectively implement
change initiatives,
• Social contagion is also a powerful factor: in the absence of
clear communication and strong leadership, speculation
amongst employees can spread and amplify resistance to
change.
• Readiness to change: Readiness for change in work contexts
has been defined as a set of beliefs and attitudes about the
need for change and the likelihood of successful
implementation. Readiness for change is characterized by the
following factors:
• Change process and context. When employees believe that leaders and
managers are supportive of the change, aligned with each other in this
support, AND when the organization is seen to involve employees in the
planning and implementation stages, there is greater readiness for
change.
• Change content. When employees consider the change to be appropriate
given the organization's current challenges, strategic direction, and
resources, and believe the change will be advantageous for people and
the organization (e.g., performance, engagement, reputation), they are
more likely to express readiness for change.
• Individual role appraisals. Employees will feel ready for change if they
believe they possess the necessary skills and competencies to navigate
the change, or if they believe they will receive the training and support to
adapt to new job requirements and ways of working. Employees will also
ask themselves the question – ‘what is in it for me?’. If they believe the
change is likely to result in mainly positive outcomes, they will show
greater readiness for change.
• Leader's perspective on change
A range of factors can impact a manager’s ability to drive
change: *leadership competencies,
*organizational politics
*resource constraints,
* own experiences and perceptions of change.
But cognitive, affective, and motivational factors that act as
sources of change resistance and readiness in employees also
explain variability in responses to change among managers.
Another cognitive bias that affects managers is a skewed cost-
benefit analysis. This is typically reflected in the tendency to
focus on the short-term losses or risks associated with the
change, and to remain cynical about its long-term gains, making
the change seem overall less appealing.
Social dynamics can also impact managers’ willingness and
ability to engage with change. For example, it is common for a
change leader to experience fear of failure
• Managers may also worry about changes to their own role. For
example, they might feel anxious that their workload will
significantly increase because of the additional responsibilities
that come with being a change driver, such as greater
involvement in strategic decision-making, or coaching staff
through the implementation process.
• A related issue is leader self-efficacy. Some managers might
feel competent in their role, but still question whether they have
the right competencies to successfully drive change. That may
discourage them from getting involved or buying into change
implementation.
• Leader attributes, competencies and behaviours
What are the attributes, competencies and behaviours which
influence a leader’s ability to support and guide others through
change?
Self-awareness is an essential attribute for effective leadership
through change. Leaders who have a high degree of self-
awareness with regards to their emotional states, typical
behaviours, and stress responses, are better equipped to
appraise and regulate their reactions to change.
• Leaders who adopt a growth mindset are more likely to see
change as an opportunity.
• Planning and organizing, team coordination, and
delegation skills will assist a leader to manage the timing of
change activities, ensuring effective workload management
(both for themselves and their team), empowering talented
team members, and minimising stress.
• Take Break
1 It is often the job of a leader to drive change implementation,
without them necessarily being ready for the change. Which of
the following attributes will enhance the leader’s ability to
successfully drive the change process?
A Cognitive biases
B Self-awareness
C Active listening skills
D Skewed-cost benefit analysis
E Growth mindset
2 Leaders who have a high degree of _______ with regards to
their emotional states, typical behaviors, and stress responses,
are better equipped to appraise and regulate their reactions to
change.
A Self-worth
B Control
C Self-awareness
D Instinct
3 Which skills will assist a leader to manage the timing of change
activities, ensure effective workload management (both for
themselves and their team), empower talented team members,
and minimize stress for the team?
A Planning and organizing
B Delegation skills
C Having a growth mindset
D Maintaining professional relationships with external stakeholders
E Team coordination
F Becoming mindful
• 1 B, D et E; 2 C, 3ABE
• Change communication
• How and what change leaders communicate
• The way leaders communicate a change from the outset can
influence employee attitudes. By clarifying the rationale for the
change, and the expected outcomes, change leaders can help
employees to make sense of what is ahead. Here we describe
some of the change communication behaviours that research
(e.g. Aitken & von Truer, 2021) has linked to successful change
implementation outcomes.
• In their initial and ongoing communications, change communicators
should focus on:
1 Strategic imperatives for the change: what exactly is happening,
and why does it need to happen. If appropriate, they may frame
organizational change as a unique opportunity to revisit and develop
roles, work dynamics, and job design, increasing the likelihood the
change will be viewed in a positive light by employees.
2Effective change communicators know the importance of crafting a
compelling and logical story around the change, so that followers
understand why the change is necessary. If followers have a clear
understanding of why changes are necessary, rather than simply
knowing what they will need to change, they are much more likely to
be on board. In communicating the change story, the use of
metaphors, branding and imagery can be impactful.
3 Communication should also focus on the specific goals of the
change, how those goals will be achieved, and who will be
involved. To this end, change leaders should be sure to
acknowledge the potentially significant disruption to employees
and their wellbeing, and embed employee-focused support and
developmental initiatives into the change rationale and outcomes.
Leaders should also explain to employees the potential gains
they stand to experience from the change, and their performance
may improve as a result.
4 A change communicator will identify potential change
champions who can role model desired behaviours and assist
with change implementation activities and tasks, actively helping
to drive the change.
5The quality and quantity of change information are important.
Effective change communicators will provide clear and timely
messages around change, even when no new information is
available. Doing so helps to maintain trust and avoid speculation
and uncertainty about what may be ahead.
• Change evaluation:
Formative change evaluation takes place during the change
process itself, and its purpose is to track progress and keep atop
of arising issues as the change unfolds. Areas of focus may
include staff readiness and motivation for change (compared with
baseline levels), actual progress against projected change
implementation milestones, a preliminary indication of the
effectiveness of initiatives put in place to support the overarching
change goals, and resource management (e.g., ensuring the
change effort stays within budget and timeframes).
• The obvious benefit of formative evaluation is that data
gathered can highlight risk areas, enabling corrective action
during the implementation process to improve change initiatives
and increase the likelihood of success across the indicators of
interest. Another advantage is that employees have several
opportunities to provide feedback and input into the change,
and therefore feel involved and listened to throughout the
implementation process. Involvement and voice ensure
engagement with and support for the change.
• Change evaluation methods are akin to those used for needs
analysis and involve a combination of quantitative and qualitative
methods collected from a cross-section of the organization. This
wealth of data makes it possible to track the impact of change
initiatives along with the quantitative indicators of interest – from
employee performance to leadership capabilities –, as well as to
qualitatively explore emerging issues to consider in subsequent
change interventions (e.g., trust in leadership, team conflict). While
most data will come from within the organization, it is also important
to consider external change indicators; when a change is substantial
and involves expansion or rebranding, it can be useful to check how
the media, community leaders, and other external stakeholders
perceive this transformation.
For a break
1 Change evaluation is an integral part of the overall change process,
providing valuable information that can be used to reinforce and
sustain organizational growth and performance.
Which of the following is true:
AChange evaluation criteria are usually determined post-
implementation
B Change evaluation can make it possible to determine return on
investment
C Change evaluation is often not worth the investment and effort
D Negative change evaluation findings should be withheld from
employees
2 Formative change evaluation takes place:
A Ahead of the change
B During the change process itself
C Once the change process is complete
• 1 B; 2B;
Communicating Effectively With Empowerment
• https://youtu.be/CVpZR00IqOk
• Essentials of Communication
• In today's global world, how we communicate is evolving at a rapid
pace. To truly understand why effective communication is important
for bringing out the best in yourself— and others—let's take a step
back to highlight some essentials of communication
Communicating Effectively With
Empowerment
• . We live in a global and virtual world. Okay, this may seem quite
obvious, but differences in language, time zones, and access to
information can help and hinder our ability to communicate with
others. Even our use of humor, emoticons, acronyms, and personal
stories (all of which can be very specific to our culture) are elements
of communication that we must pay attention to. . Communication
can take different forms.
Empowerment
• Verbal communication involves using words, both written and
spoken, to deliver a message. Non-verbal communication comes in
many forms, and includes our facial expressions, body movements,
hand gestures, signs, and symbols as well as the way something is
said (e.g., pitch, tone, volume, speed or pace, intonation, eye contact,
and emotional affect).
Empowerment
• Silence is also an overlooked yet powerful form of non-verbal
communication because it opens a space for connection to occur.
Verbal and non-verbal communication work in concert to convey
messages in everyday conversations and in forms of artistic
expression such as painting and music. . Audience matters. Whether
you are having a one-on-one conversation, small group discussion, or
talking to a large group (virtually or in-person; written or spoken),
understanding your audience is critica
Empowerment
• Inclusive Communication Is a Part of Effective
Communication
You are communicating effectively when the message you are intending
to send is what is being received and your communication is making an
impact. Effective communicators are inclusive, because they consider
all participants in their interactions. They honor other viewpoints, are
open even to those who disagree with them, and speak up and take
thoughtful action to make a difference in their life, community, or
workplace. To effectively share ideas, have difficult conversations,
connect across difference, and inspire others to action, inclusion is
necessary. Inclusive communication is a platform you can use to change
your life and the lives of others. Everyone can be an inclusive leader.
Everyone has the power to use their voice to make change.
Empowerment
1 The message you are communicating is being received and
understood the way you intended.
A Inclusive communication
B Effective communication
2. The message you are communicating creates an environment
where others feel heard and valued.
A Inclusive communication
B Effective communication
Empowerment
3 Nori’s supervisor needs to give Nori constructive feedback about one of her
projects. Take a look at the three possible responses Nori’s supervisor could
provide.
Which of the following is the most effective and inclusive approach?
A “Nori, the work you did on this project lacked direction. Section 1 needs to be re-
written to include XYZ; you need to delete Section 2; and I inserted edits in the rest
of the document. Please make those corrections and return it to me.”
B “Nori, how do you think this project went? What would you have done differently?
I probably did not explain what I was looking for clearly enough.”
C “Nori, this project could have used more direction, on both of our parts. I
welcome a discussion with you about your perspective on this so I can hear what
you think went wrong and what worked well. Then we can brainstorm together to
decide what each of us can do to get the draft completed by Friday.”
Empowerment
• 1 B; 2A; 3C
In this response, Nori’s supervisor is being clear that there is a
problem, while also being inclusive of Nori’s perspectives and
providing space for both to share ideas, brainstorm solutions, and
take appropriate responsibility for improving the work.
Empowerment
• "inclusive leadership." Inclusive leadership brings out the best in
others
• Inclusive leadership has four leadership attributes that link to
inclusion: . Empowerment . Accountability . Courage . Humility
• We call this the "EACH Framework." These attributes are the building
blocks for inclusive leadership and the guideposts for inclusive and
effective communication.
Empowerment
Empowerment
• Are You an Inclusive Leader?
Each example has two correct answers. Identify and select them
both.
1 Your new hire is given a large important project. You suggest
he creates a timeline with specific, measurable goals and provide
you with weekly progress reports.
A Empowerment
B Accountability
C Courage
D Humility
Empowerment
2 A project you spearheaded was not as successful as you had
hoped, and your boss points this out in a departmental meeting.
You acknowledge your mistakes and think about how to do things
differently going forward.
A Empowerment
B Accountability
C Courage
D Humility
Empowerment
3Your daughter is having trouble with her college admission
essay. Instead of helping her write it, you sit with her and ask her
to talk through some of the ideas she has been thinking about.
A Empowerment
B Accountability
C Courage
D Humility
Empowerment
• 1AB
• 2CD
• 3,AB
• Knowledge Check: What is Unconscious Bias

1 Some people are more enlightened, empathetic, or knowledgeable than others, and do
not have unconscious bias.
A True
B False
2 If everyone has unconscious bias, trying to change that is pointless.
A True
B False
3 Unconscious bias can cause harm, however unintentional, to others.
A True
B False
Empowerment
• 1B,2B, 3A
Empowerment
• How Unconscious Bias Leads to Discrimination
• STEREOTYPE Widely held, preconceived and oversimplified image or
idea about a person, group, or thing.Over time, stereotypes can
become unconscious biases, lead to:
• UNCONSCIOUS BIAS • An automatic association or attitude about
race or gender, for example. • Operates beyond our control and
awareness. • Informs our perception of a person or social group. •
Can influence our decision-making and behavior toward the target of
the bias. • Is a powerful predictor of our behavior, lead to:
• PRE-JUDGING An attitude about a person or group of people that is
based on a belief or stereotype, lead to:
Empowerment
• BEHAVIOR Based on preconceptions and unchecked assumptions. Can
create in-groups and out-groups by favoring one group over another,
lead to:
• DISCRIMINATION An ACTION that follows prejudicial attitudes. Denial
of opportunity or unequal treatment regarding selection, promotion,
etc,
Empowerment
• https://courses.edx.org/assets/courseware/v1/8c383aee5a292a6bc0
aa3de01b4f0a1b/asset-
v1:CatalystX+UB1x+1T2018+type@asset+block/UB_diagram_updated
-07.png
Empowerment
Leading the Organization for change
• How do you prepare for Leadership?
Leaders who reflect on their own ethics, values, and principles, and
decide to remain aware and committed to them can often find it easier
to lead when faced with uncertainty.
It is not only important to consider your own values, but you must also
think about the values of the organization you have been asked to
lead.
One of the most important ways to deal with the complexities of
leadership.
Having a fixed mindset means that you believe your basic qualities
such as intelligence or talent are fixed, and they alone determine your
success.
Having a growth mindset allows you to try new solutions when
faced
with challenges and seek to improve yourself, regardless of your
current situation or capabilities. With a growth mindset, you and
your organization can achieve success through hard work and
resilience rather than a fixed set of attributes or resources.
So, while you’re thinking about yourself and how you will act in
your new role, don’t forget about everyone else. It’s because of
them, and for their sake, that you are being considered a leader.
You should never forget that simple but important fact.
e

1 Whose values are important for a new leader to consider?
A Your own and the organization’s
B Those of external stakeholders
C The government's
All of the above
2 Which of the following statements about the growth mindset is
true?
A Intelligence and talent are fixed leader qualities
B Resilience works against a growth mindset
C Learning is central to organizational success
• 1A, 2C
• Leadership Philosophy
1.how you see yourself as a leader? THIS question is important
because when you’re preparing to enter a new role as a leader,
it’s important to pause and think about what is most important to
you. captures and communicates your ideas of what leadership
means for you.
2.An Example Leadership Philosophy
- Integrity above all else (We needed to be credible to the highest
moral standard in both word and deed);
- Our relationships were pacing items - so important they
required continuous management;
Leading the Organization and Managing
Change
- Time would always be our most limited resource and we needed to
use it effectively and efficiently;
- Here and now is where our organization’s needed to be (They
needed to maintain their presence of mind on the missions at hand.
In a play on words, I called this, ‘You must be present to win’);
- Our perspective is one of many.
- Business does not equal effectiveness. We needed focused
competence and energy not just activity to accomplish our goals;
-.
Change
1.Organizations today face constant change. Technology and the
digital revolution have increased our connectivity and expanded
global markets. organizations must be nimble and adaptive to
respond to challenges and opportunities.
So what are you doing as a leader to prepare for, and lead
change, in your organization?
Here’s an industry that had remained relatively stable for
decades.
But the introduction of ride-sharing apps on smart phones
combined with new businessmodels has significantly shifted both
customer expectations and experiences in transportation.
Change
• Did the taxi industry see this coming?
An important role for leaders revolves around change. Leaders
must be able to scan their organization’s operating environments
to identify shifting trends and patterns across a range of factors.
Recognizing and understanding how transformations in
technology, demographics, politics, the environment, and social
norms can affect your organization may provide clues as to how
your organization might react.
But in order to be proactive in your marketplace, your
organization must not simply respond to these different
circumstances, it must create them.
Leading the Organization and Managing Change
How will you lead your organization to face the challenges of change?
In his 1990 article, ‘What Leaders Really Do’, John Kotter states that “Leaders don’t
make plans; they don’t solve problems; they don’t even organize people. What
leaders really do is prepare organizations for change and help them cope as they
struggle through it.”
He also describes a difference between management and leadership.
He states that management is about dealing with complexity
by bringing order and consistency to chaos.

Change
He also describes a difference between management and
leadership.
He states that management is about dealing with complexity by
bringing order and consistency to chaos.
Leadership, in contrast, is about coping with change.Kotter has
studied leaders and change for many years, and in his 1996
book, ‘Leading Change’, he describes an eight-step process of
successful change.
Change
For leaders to be successful in helping organizations cope with change, they must
set the stage, creating a sense of urgency by:
- helping others see the need for change, and the importance of acting
immediately, assembling a guiding team - making sure there is: a powerful group
with leadership skills, credibility, communications ability, authority, analytical skills,
and a sense of urgency to guide the change.
Leaders decide what to do by developing the change vision and strategy – to clarify
how the future will be different from the past, and how they can make that future a
reality.
Change
Kotter also stresses the role of thinking and feeling in the change
process. Thinking differently can help change behavior and lead
to better results through collecting and analyzing data, then
presenting the information logically to change people’s thinking.
That changed thinking then drives changes in behavior. Feeling
differently can change behavior even more and lead to even
better results.
Kotter believes that leaders should create surprising, compelling
visual experiences to change how people feel about a situation.
That change in feeling then leads to a significant change in
people’s behavior.
Change
with dealing with change. Bridges describes a difference between
change and transition. Change is situational, like the move to a new
office or the reorganization of roles in a team. Transition, however, is a
psychological process that individuals go through when they deal
with the new circumstances that change brings.
Bridges’ three phases of transition are:
Phase 1 - Letting go of the old ways and the old identity people had.
This first phase should be considered an ending and a time when
people need help in dealing with their losses.
Change
Phase 2 - Going through a ‘neutral zone’. This is the in-between
time when the old ways are out but the new ways aren’t fully
operational.
And lastly, Phase 3 - Coming out of the transition and making a
new beginning. This is when people develop new identities,
experience new energy, and discover a new sense of purpose
that makes the change begin working.
Change
The large majority of organizations expect to achieve results by
MANAGING change; more than 70% fall well short. The minority that
learn how to LEAD their change, equip themselves with the essential
linchpin for sustainable success,
the difference between “change management” and
“change leadership: Change management, which is the term most
everyone uses, refers to a set of basic tools or structures intended
to keep any change effort under control. The goal is often to
minimize the distractions and impacts of the change.
Change
Change leadership, on the other and, concerns the driving forces,
visions and processes that fuel large-scale transformation.
Change leadership is much more associated with putting an
engine on the whole change process, and making it go faster,
smarter, more efficiently.
Change
Key Considerations in Building Your Team
Gnerallay we chose or were chosen by friends - people who knew us
and our capabilities. It’s likely that those people were quite similar to
us. They were surely the same, or nearly the same, age. They had
similar levels of skills and experience, and most were probably from
the same culture.
Humans are social beings and we are comfortable in conformity.
So, it should come as no surprise that most people choose others who
are like them when building a team.
Change
Drawing from 120 interviews with employers, as well as participant
observation of a hiring committee, Lauren Rivera found that
“employers sought candidates who were not only competent but also
culturally similar to themselves in terms of leisure pursuits,
experiences, and self-presentation styles.
In their 2016 article, Why diverse teams are smarter, David Rock and
Heidi Grant suggest that working with people who are different from
you challenges your brain to do better thinking and sharpen your
performance.
Studies have shown that companies with more diversity are more
likely to introduce radical innovations and develop new products than
those with homogeneous leadership.
Change
Max Nathan and Neil Lee researched a sample of 7,600 firms in
London. They found what they call a “diversity bonus” for all
types of businesses.
“First, companies with diverse management are more likely to
introduce new product innovations than those with homogeneous
‘top teams.’”
“Second, diversity is particularly important for reaching
international markets and serving cosmopolitan populations” –
like those in London. “Third, migrant status has positive links to
entrepreneurship.”
Overall, the results support the idea that “diversity is an economic
asset, as well as a social benefit.”
Change
As a leader of an organization, you must remember: when you
hire people like yourself, you get more of the same.
If you want to increase your organization’s chances of
outperforming the market, build a diverse team.
Change
What are the key considerations for building and leading high
performing teams?
When it comes to building teams, first we have to find the right
people. George Anders, in his 2012 book, The Rare Find,
describes the challenge that many face when trying to recruit
talent.
He found that talent scouts are more focused on character than
experience when finding the best performers.
De Rond’s view is that leaders must take people for what they
are, rather than what they might be.
Managing Change in organization
Pentland’s research revealed that successful teams share
several defining characteristics.
They are:
1. Everyone on the team talks and listens in roughly equal
measure, keeping contributions short and sweet.”
2. Members face one another, and their conversations are
energetic.”
3. Members connect directly with one another- not just the team
leader.”
4. Members carry on back-channel or side conversations within
the team.”
Managing Change
5 Members periodically break, go exploring outside the team, and
bring information back.”
High-performance teams are extremely rare. What differentiates
high-performing teams from others is a high degree of personal
commitment to one another.
“Organizational leaders can foster team performance best by
building a strong performance ethic rather than by establishing
a team-promoting environment alone.
Real teams are much more likely to flourish if leaders aim for
performance results that balance the needs of customers,
employees, and shareholders.”
• Facing Challenges
Organizations can face many different types and scales of
challenges.
They can range from man-made individual catastrophes to wide-

scale natural catastrophes. They can be accidental, such as a
fire, or purposeful, such as internet hacking.
So as a leader, how do you go about preparing to face challenges?

Regardless of what type of industry or sector your organization operates in, you can face
challenges similar to those in other industries.
While most organizations have policies and procedures for dealing with these types of
challenges, they can easily become dated or irrelevant based on changes in legal or
regulatory requirements, or even advances in technology.
•
It's important that as a leader, you know and understand your
responsibilities and those of your organization to meet those
requirements.
1.So 1, So start by reviewing those types of policies and
procedures in your organization to ensure you are up to date.
It's not only important to ensure that your policies and
procedures are current, it is also necessary to ensure that your
leadership team and beyond understand them.
2.Start first by having your leadership team review existing
documents. Often this can reveal significant discrepancies,
shortfalls, or misunderstandings. Remedy these before moving
to the next step.
3 Next, conduct a 'table-top' rehearsal. That is, conduct a
rehearsal of individual and collective actions by reading through
the procedures as a group. These rehearsals often help
everyone understand the timing and sequencing of actions
across the organization.
4 Once you've completed a 'table-top' rehearsal, consider
executing a 'dry-run' or 'walk-through’ rehearsal. This type of
rehearsal requires everyone on your team to respond to the
challenge or crisis under normal work conditions and while in
their normal work locations. 'dry-runs' often highlight challenges
in communication, task organization, resources, and overall
situational understanding.
Dry-runs' normally prove to be very informative and often bring to
light potential contingencies never previously considered.
Because of this, time spent conducting and reviewing this type of
rehearsal is extremely
valuable for organizations and leaders.
5 You should conduct a full-scale drill. This drill should take place
under normal operating conditions to simulate 'real-
world'conditions as much as possible. This gives everyone in the
organization a better understanding of what can happen and how
they should respond.
Depending on the crisis situation you're simulating, you may even
save lives by conducting a realistic drill.
These situations should not only be safety-related. Breaches of
data security, loss of operational capability, and product recalls
are some examples of significant challenges that your
organization may need to prepare for and remain poised to
respond.
6 Don't forget to use the after action review, or AAR, throughout
your rehearsals to recognize what happened, what should be
sustained, and what needs improvement. Conducting AARs after
each rehearsal ensures that individuals can learn from their
actions.
When an organization finds itself dealing with a crisis, what steps should a leader
take to deal with the crisis effectively?
1 The first things to do, when facing a crisis, is to assemble your leadership
team. Key to the situation is having as many appropriate leaders as is
possible, aware of the crisis and involved. These people can help you make
sense of what is going on and develop effective ways of dealing with it. If
possible, you should designate someone as the lead for managing the
incident. Trying to do this on your own is not only difficult, but managing the
incident yourself Is foolhardy
2 Once you’ve assembled your leadership team, it’s important to gain
a quick grasp of what has happened and what is transpiring.
One tool to help with this is to do your best to identify facts and
assumptions. Facts are things you know without doubt to be true.
Assumptions are things you think may be true but you cannot confirm.
Or they may be things that are necessary to assume, in order to plan
or take actions. In crisis situations, your assumptions will likely far
outnumber your facts, especially in the beginning
3 Recording is critical because as a leader, you may need to recount
or revisit events and actions from the past to make decisions, garner
resources, inform authorities, or engage the media.
When it comes to crisis management, it’s important to not only recognize and
understand, what is happening, but to also think ahead to be ready for what might
happen next.
One way to do this is to consider worst case scenarios and develop possible
contingency plans for dealing with them.
This can be as simple as asking yourself and others in your leadership team, “what
is the worst thing that could happen here and what do we need to do to prepare for
it?”
4 More likely, things will happen in parallel, or even independently, of one another.
Because of this, it’s important not to get too focused on what should happen next or
what you expect, and better as a leader to remain ready for what might happen –
what
you don’t expect.
5 It is important that as the leader, you must be ready and willing
to span the boundaries of your organization to seek necessary
help from strategic partners. In all crisis situations, as a leader, it
is important to think in terms of who and what needs your
attention.
• Developing Organizational Resilience
So what can you do to build an organization that is resilient
enough to face the toughest situations?
There are three main considerations when developing
organizational resilience.
1) build flexible and responsive systems and processes,
2) build a strong and experienced team,
3) build a body of knowledge that remains current and relevant.
First, building flexible and responsive systems and processes.

These include policies, procedures, and plans to deal with routine
and non-routine events and circumstances when crises arise.
Examples include: A serious incident response or SIR plan that
details things such as who gets notified and how or when a
serious incident occurs; A media engagement or public relations
plan that identifies who takes the lead and what messages are
used in media relations; and a continuity of operations or COOP
plan that outlines how your organization will continue operations
during an extended crisis situation.
It’s likely that your organization may have developed one or more
of these already. It’s also likely that you might need to review
these to ensure they are feasible, acceptable, complete, and
current enough to effectively apply even in the worst of scenarios.
Secondly, build a strong and experienced team. While you may
have experience in dealing with crisis, there may be many on
your team who
have never encountered it.
Or if they have, they may have experienced different types of
challenging situations. It’s important to recognize and account for
the skills and experiences of those on your team, so that you can
best leverage your individual and collective competencies. This
also helps you develop opportunities for cross-training individuals
and teams in assuming new roles and responsibilities. For
example, when conducting a crisis management rehearsal or
drill, consider using the ‘mandown’ technique. This means that
instead of allowing the person who’s normally in charge of a
certain task or action execute their duties, pretend that they’re
not present or otherwise incapacitated from performing their
normal duties. Then make someone else step up and take
charge of the situation.
This technique increases the awareness, understanding, and

abilities of others within and across the organization. It also
boosts the confidence of individuals and other members of their
team, as well as the confidence of leaders who know that when
faced with a challenge, the bench is deep with people who can
effectively deal with the situation
Lastly, build a body of knowledge that remains current and relevant.
Organizations face change both inside and outside their structure.

Technology, workforces, work environments, products, and clients can
evolve from year-to-year. Not only must organizational procedures be
updated to deal with current contingencies, they must also be
accessible to the people who need them when pressure is high and
time is critical.
Developing lessons learned that people can not only draw upon,
but readily put into practice is key.
Whenever possible, the lessons learned should be fully
incorporated, integrated, and embodied by the whole
organization in routine operations. This makes it easier for
organization members to deal with the extraordinary as if it was
ordinary.
If your organization routinely conducts after action reviews and
then incorporates lessons learned into current operations, your
processes will remain as current as your last event.
Furthermore, you don’t even need to actually experience a crisis
situation to improve your operations. You can learn from the
experiences of others. For example, imagine another
organization in your industry was subject to rumors that their
products were contaminated in some way. You might develop
your own contingency plan for dealing with a similar situation and
devise procedures and messages to respond appropriately.
Managing Change
While it’s likely that you don’t have the time or other resources to
devise an endless playbook of contingency plans, incorporating
even small lessons learned from day-to-day operations can pay
big dividends when it comes to building a resilient organization.
Individuals and organizations who build flexible and responsive
systems and processes, strong and experienced teams, and a
body of current, relevant knowledge that they continually
integrate across their structures and into their practices, are likely
best postured to deal with challenging and even crisis situations.
Sustaining the Organization
How do we sustain it? How do we keep it going? for how long?
Does change need to be a permanent state? YES it has to be,
change is growth. But we need to think carefully about how we
set and maintain the conditions for moving forward.
As a leader, you are responsible for your organization’s current
operations and performance as well as preparing your
organization for future operations.
1.Regardless of your organization’s current situation, there are

things you will want to sustain and things you want to improve.
So as a leader, how do you go about sustaining your
organization over the long term? Not only is it important to
continually conduct ‘after action reviews’ on day-to-day
operations and activities, it’s also good to review major projects
or other efforts
This helps members of your organization to thoughtfully consider

what happened, what should be sustained, and what should be
improved to ensure successful future efforts. It is also important
to conduct a more ‘macro AAR,’ to review everyone’s
understanding of what is happening in the organization as a
whole, what major things should be sustained and what should
be improved.
These ‘major’ items might include things such as: Product or

service development and innovation, customer engagement,
major processes, or investments. For example, your organization
may be successfully developing new products and services for
your customers and thus gaining market share.
By personally reviewing your own leadership philosophy as well

as your organization’s vision statement and strategy, you can
conduct your own leader assessment of your organization.
Where are you on track and where might you need to adjust? In
fact, you may even consider incorporating this activity into your
leader practices on a routine or almost constant basis.
Maintaining a macro perspective on what goes on in your

organization, what should be sustained, and what needs
improvement is really your responsibility as leader. If you’re not
doing it, it’s likely not being done.
Another perspective you may want to consider revolves around a

theory of ‘functional stupidity.’ This theory was coined by Mats
Alvesson and Andre Spicer in their 2016 book, The Stupidity Paradox.
‘Functional stupidity’ occurs when people are ‘excessively narrow and

focused in their thinking’ yet it leads to positive outcomes. It’s the sort
of ‘getting by’ that accomplishes results on a day-to-day basis but
usually
Without knowing how it happens. Alvesson and Spicer identify

three aspects of functional stupidity. The first aspect is: ‘ ‘Not
thinking about your assumptions or the absence of reflexivity’.
This happens when we stop asking questions about our
assumptions and simply take for granted what other people
commonly think, fail to question our dominant beliefs and
expectations, and see rules, routines, and norms as completely
natural.
The second aspect of functional stupidity is not seeking cause or a
good reason. This occurs when people stop asking ‘why’ at work.
They consider rules to be rules that must be followed, even if no one

knows why it exists. Questions about why something should be done
are ignored or dismissed with regard to rank, convention, or taboos.
Phrases like, ‘the boss wants it’, ‘we’ve always done it this way,’ or ‘we
could never do that’ reflect this factor of functional stupidity.
The third aspect of functional stupidity is a ‘lack of substantive

reasoning.’ This is when people stop asking about the wider
consequences of their actions and their broader meaning. They
instead focus on a narrower perspective of how things should be
done. A phrase that indicates this factor at work is ‘playing the game.’
When people just ‘play the game’ they are just following understood
prescriptions of how things should be done rather than questioning
why they are done or done in certain ways.
As you can rightly imagine, while functional stupidity can actually

facilitate work being accomplished in organizations, it can also
lead to inefficiencies, ineffectiveness, and even irrelevance.
Leaders who ignore functional stupidity in their organization do
so at risk of their own peril.
Building Your Legacy
When you're leading an organization, it’s important to not only
think about your tenure but also the tenures of those who will
remain in the organization over the longer term. The way you
position your organization and its members to perform over time
is, in essence,
your legacy. So what should you consider in building your

legacy?
One of the main considerations I had in preparing my
organization for the long term, was the end state goal of my
personal leadership philosophy. I knew I wouldn't remain in my
organization forever, so I wanted to leave behind an organization
whose people were competent, capable, and confident - excelling
in their current roles
and missions and prepared for future assignments.
What are the key considerations for building and leading high
performing teams?
When it comes to building teams, first we have to find the right
people. George Anders, in his 2012 book, The Rare Find,
describes the challenge that many face when trying to recruit
talent.
He found that talent scouts are more focused on character than
experience when finding the best performers.
De Rond’s view is that leaders must take people for what they
are, rather than what they might be.
Pentland’s research revealed that successful teams share
several defining characteristics.
They are:
1. Everyone on the team talks and listens in roughly equal
measure, keeping contributions short and sweet.”
2. Members face one another, and their conversations are
energetic.”
3. Members connect directly with one another- not just the team
leader.”
4. Members carry on back-channel or side conversations within
the team.”
5 Members periodically break, go exploring outside the team, and
bring information back.”
High-performance teams are extremely rare. What differentiates
high-performing teams from others is a high degree of personal
commitment to one another.
“Organizational leaders can foster team performance best by
building a strong performance ethic rather than by establishing
a team-promoting environment alone.
Real teams are much more likely to flourish if leaders aim for
performance results that balance the needs of customers,
employees, and shareholders.”
• Facing Challenges
Organizations can face many different types and scales of
challenges.
They can range from man-made individual catastrophes to wide-

scale natural catastrophes. They can be accidental, such as a
fire, or purposeful, such as internet hacking.
So as a leader, how do you go about preparing to face challenges?

Regardless of what type of industry or sector your organization operates in, you can face
challenges similar to those in other industries.
While most organizations have policies and procedures for dealing with these types of
challenges, they can easily become dated or irrelevant based on changes in legal or
regulatory requirements, or even advances in technology.
•
It's important that as a leader, you know and understand your
responsibilities and those of your organization to meet those
requirements.
1. Start by reviewing those types of policies and procedures in
your organization to ensure you are up to date. It's not only
important to ensure that your policies and procedures are
current, it is also necessary to ensure that your leadership team
and beyond understand them.
2.Start first by having your leadership team review existing
documents. Often this can reveal significant discrepancies,
shortfalls, or misunderstandings. Remedy these before moving
to the next step.
3 Next, conduct a 'table-top' rehearsal. That is, conduct a
rehearsal of individual and collective actions by reading through
the procedures as a group. These rehearsals often help
everyone understand the timing and sequencing of actions
across the organization.
4 Once you've completed a 'table-top' rehearsal, consider
executing a 'dry-run' or 'walk-through’ rehearsal. This type of
rehearsal requires everyone on your team to respond to the
challenge or crisis under normal work conditions and while in
their normal work locations. 'dry-runs' often highlight challenges
in communication, task organization, resources, and overall
situational understanding.
Dry-runs' normally prove to be very informative and often bring to
light potential contingencies never previously considered.
Because of this, time spent conducting and reviewing this type of
rehearsal is extremely
valuable for organizations and leaders.
5 You should conduct a full-scale drill. This drill should take place
under normal operating conditions to simulate 'real-
world'conditions as much as possible. This gives everyone in the
organization a better understanding of what can happen and how
they should respond.
Depending on the crisis situation you're simulating, you may even
save lives by conducting a realistic drill.
These situations should not only be safety-related. Breaches of
data security, loss of operational capability, and product recalls
are some examples of significant challenges that your
organization may need to prepare for and remain poised to
respond.
6 Don't forget to use the after action review, or AAR, throughout
your rehearsals to recognize what happened, what should be
sustained, and what needs improvement. Conducting AARs after
each rehearsal ensures that individuals can learn from their
actions.
When an organization finds itself dealing with a crisis, what steps should a leader
take to deal with the crisis effectively?
1 The first things to do, when facing a crisis, is to assemble your leadership
team. Key to the situation is having as many appropriate leaders as is
possible, aware of the crisis and involved. These people can help you make
sense of what is going on and develop effective ways of dealing with it. If
possible, you should designate someone as the lead for managing the
incident. Trying to do this on your own is not only difficult, but managing the
incident yourself Is foolhardy
2 Once you’ve assembled your leadership team, it’s important to gain
a quick grasp of what has happened and what is transpiring.
One tool to help with this is to do your best to identify facts and
assumptions. Facts are things you know without doubt to be true.
Assumptions are things you think may be true but you cannot confirm.
Or they may be things that are necessary to assume, in order to plan
or take actions. In crisis situations, your assumptions will likely far
outnumber your facts, especially in the beginning
3 Recording is critical because as a leader, you may need to recount
or revisit events and actions from the past to make decisions, garner
resources, inform authorities, or engage the media.
When it comes to crisis management, it’s important to not only recognize and
understand, what is happening, but to also think ahead to be ready for what might
happen next.
One way to do this is to consider worst case scenarios and develop possible
contingency plans for dealing with them.
This can be as simple as asking yourself and others in your leadership team, “what
is the worst thing that could happen here and what do we need to do to prepare for
it?”
4 More likely, things will happen in parallel, or even independently, of one another.
Because of this, it’s important not to get too focused on what should happen next or
what you expect, and better as a leader to remain ready for what might happen –
what
you don’t expect.
5 It is important that as the leader, you must be ready and willing
to span the boundaries of your organization to seek necessary
help from strategic partners. In all crisis situations, as a leader, it
is important to think in terms of who and what needs your
attention.
• ONLINE RESOURCES
• Scott Berkun: The Myths of Innovation, Google Tech Talks
https://www.youtube.com/watch?v=m6gaj6huCp0
• David Burkus: The Myths of Creativity, Authors @ Google
https://www.youtube.com/watch?v=JPe7IAINeAE
• Tim Kastelle on mindset: Talent is everything and talent can be developed
http://timkastelle.org/blog/2014/06/talent-is-everything-and-talent-can-be-developed/
• TED Talk: The power of believing that you can improve by Carol Dweck
https://www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can_improve?l
anguage=en
• The World’s Top 10 Most Innovative Companies of 2015 in Design
https://www.fastcompany.com/3041644/the-worlds-top-10-most-innovative-companies-of-
2015-in-design
• The World's Top 10 Most Innovative Companies of 2019 in Design
https://www.fastcompany.com/most-innovative-companies/2019/sectors/design
• BOOKS AND ARTICLES
• Berkun, S. (2007). The Myths of Innovation, O’Reilly Books: Sebastopol, CA.
• Birchard, B. (2011). Merchants of Virtue: Herman Miller and the Making of a
Sustainable Company, Palgrave Macmillan: New York, NY.
• Burkus, D. (2014). The Myths of Creativity: The Truth About How Innovative
Companies and People Generate Great Ideas, Jossey-Bass: San Francisco, CA.
• De Pree, H. (1986). Business as Unusual: The People and Principles at Herman
Miller, Herman Miller: Zeeland, MI.
• Dweck, C. (2007). Mindset: The New Psychology of Success, Ballantine Books:
New York, NY.
• Ericsson, A. & Pool, R. (2016). Peak: Secrets from the New Science of Expertise,
Eamon Dolan/Harcourt Mifflin: New York, NY.
• Kastelle, T. & Steen, J. (2011) Ideas are not innovations, Prometheus, 29(2): 199-
205.
• Robinson, R. (2016). Georgia O’Keeffe: A Life, Bloomsbury: New
York, NY.
• Sawyer, R.K. (2012). Explaining Creativity: The Science of Human
Innovation, Oxford University Press: Oxford, UK.
• ONLINE RESOURCES
• Scott Berkun: The Myths of Innovation, Google Tech Talks
https://www.youtube.com/watch?v=m6gaj6huCp0
• David Burkus: The Myths of Creativity, Authors @ Google
https://www.youtube.com/watch?v=JPe7IAINeAE
• Tim Kastelle on mindset: Talent is everything and talent can be
developed
http://timkastelle.org/blog/2014/06/talent-is-everything-and-talent-
can-be-developed/
• TED Talk: The power of believing that you can improve by Carol
Dweck
https://www.ted.com/talks/carol_dweck_the_power_of_believing
_that_you_can_improve?language=en
• The World’s Top 10 Most Innovative Companies of 2015 in
Design
https://www.fastcompany.com/3041644/the-worlds-top-10-most-
innovative-companies-of-2015-in-design
• The World's Top 10 Most Innovative Companies of 2019 in
Design
https://www.fastcompany.com/most-innovative-
companies/2019/sectors/design
• BOOKS AND ARTICLES
• Berkun, S. (2007). The Myths of Innovation, O’Reilly Books: Sebastopol, CA.
• Birchard, B. (2011). Merchants of Virtue: Herman Miller and the Making of a Sustainable
Company, Palgrave Macmillan: New York, NY.
• Burkus, D. (2014). The Myths of Creativity: The Truth About How Innovative Companies
and People Generate Great Ideas, Jossey-Bass: San Francisco, CA.
• De Pree, H. (1986). Business as Unusual: The People and Principles at Herman Miller,
Herman Miller: Zeeland, MI.
• Dweck, C. (2007). Mindset: The New Psychology of Success, Ballantine Books: New
York, NY.
• Ericsson, A. & Pool, R. (2016). Peak: Secrets from the New Science of Expertise, Eamon
Dolan/Harcourt Mifflin: New York, NY.
• Kastelle, T. & Steen, J. (2011) Ideas are not innovations, Prometheus, 29(2): 199-205.
• Robinson, R. (2016). Georgia O’Keeffe: A Life, Bloomsbury: New York, NY.
• Sawyer, R.K. (2012). Explaining Creativity: The Science of Human Innovation, Oxford
University Press: Oxford, UK.

Organizational Behavior

Uploaded by

Copyright:

Available Formats

You might also like

Organizational Behavior

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Organizational Behavior

Uploaded by

Copyright:

Available Formats

organizational behavior

• What is creativity, innovation and design?

• Change and change management

• KEY LEARNING AIMS

• it is important to remember that Innovation happens not just in

• Why is innovation important?

• For organizations, there are a similar set of payoffs.

1.One is Operational Excellence – these are firms that offer the

• why innovation is so important for organizations. Highly innovative

• How to be effective at innovating?

That is a big innovation – it’s something that didn’t exist before.

When we think about innovation, we must think of it as a process.

This means that innovation is more complex than most people

“But Edison’s or Einstein’s discoveries would be inconceivable

Charles Eames once said:“In our chairs, we have not attempted

The design process for the Eames Office.

• By the end of this module, you should:

Two related ideas that are both almost completely wrong.

The example of Gordon Gould – one of the inventors of the laser.

• KEY LEARNING OUTCOMES

• I What makes people more creative?

The third definition of creativity refers to people who change our

To be creative, it’s not enough to have unusual thoughts, or even

• II How to be more creative and have better ideas?

The first step is to adopt what Carol Dweck calls a growth

• III Use flow to get more creative

“We have seen how people describe the common characteristics

Being in a state of flow leads to higher levels of creativity.

To grow, when we’re outside of the Flow channel we need to

It requires giving clear goals, autonomy, help, and resources—

• IV Building a creative organization

Herman Miller is a highly innovative and creative firm since 1930,

The Herman Miller managers developed this approach over

• Autonomy – an ability to decide which tasks to undertake, and

The research of Teresa Amabile and many others, including us,

• Samira works for a multi-national company responsible for designing

• Her supervisor provides regular feedback on her performance,

• What do you think of this organization's willingness to

• Resilient organizations exhibit a range of traits, some shared with innovative

• KEY LEARNING AIMS

• Knowledge Check: What is Unconscious Bias

Leading the Organization for change

He also describes a difference between management and leadership.

He states that management is about dealing with complexity

by bringing order and consistency to chaos.

They can range from man-made individual catastrophes to wide-

So as a leader, how do you go about preparing to face challenges?

First, building flexible and responsive systems and processes.

This technique increases the awareness, understanding, and

Lastly, build a body of knowledge that remains current and relevant.

Organizations face change both inside and outside their structure.

1.Regardless of your organization’s current situation, there are

This helps members of your organization to thoughtfully consider

These ‘major’ items might include things such as: Product or

By personally reviewing your own leadership philosophy as well

Maintaining a macro perspective on what goes on in your

Another perspective you may want to consider revolves around a

‘Functional stupidity’ occurs when people are ‘excessively narrow and

Without knowing how it happens. Alvesson and Spicer identify