A.
Innovation Strategy
Analyse an organisation of your choice (or unit or department) using relevant models (e.g. Bessant) to determine the current level of innovation. Describe this in the analysis of your organisation. Use the vision and/or mission as a rationale to decide the direction and steps that would need to be taken to increase innovation activity within your organisation. Do a full report on the innovation strategy you’d implement including key outcomes, resource and risk management, and an incremental plan.
COLLEGE OF EDUCATION, PSYCHOLOGY & SOCIAL WORK Managing Innovation in Organisations EDUC 9611 TOPIC INFORMATION Sylvia Habel 2018 Contents TOPIC INFORMATION1 COLLEGE OF EDUCATION, PSYCHOLOGY & SOCIAL WORK - STATEMENT OF OUR ROLES, RESPONSIBILITIES AND VALUES3 TOPIC OUTLINE4 INFORMATION ABOUT THIS TOPIC5 TOPIC DESCRIPTION5 COURSE OVERVIEW7 INFORMATION ABOUT ASSESSMENT8 COLLEGE OF EDUCATION, PSYCHOLOGY & SOCIAL WORK - STATEMENT OF OUR ROLES, RESPONSIBILITIES AND VALUES ________________________________________________________________________________________________________ The College of Education, Psychology & Social Work staff acknowledge their roles in working with students, colleagues and the wider community. We see the following activities in social commentary, teaching and research as integrated, with each activity informing and complementing the others. Our teaching role is to provide degrees in education that are inspirational, promote an enthusiasm for learning, equip teachers with professional expertise, and develop lifelong learners. We exemplify best educational practice to our students and to the rest of the University. Our research role is to generate, advance and promulgate knowledge that will inform the scholarly community, our industry partner and society. Our research encompasses a variety of methods, subjects and audiences, providing information, understanding and critique. In our social role we advocate for cultural beliefs and public policies in which education is a means of achieving social justice. We challenge presumptions and practices which limit individuals’ potentials. We endeavour to construct a College culture that encourages, promotes and celebrates: · reflection and inquiry · academic freedom and integrity · collegiality, collaboration and respect for individuals · diversity and social justice. TOPIC OUTLINE EDUC9611 Value of Topic: 4.5 points Prerequisite Postgraduate standing Awards serviced by this topic Postgraduate courses in education Topic Coordinator&Lecturer Sylvia Habel Text Readings available on FLO INFORMATION ABOUT THIS TOPIC TOPIC COORDINATOR Sylvia Habel Mob: 0403041163 Email:
[email protected] TOPIC DESCRIPTION Managing Innovation in Organisations provides students with an understanding of the nature and significance of innovation from an organisational behaviour perspective. Students will learn to conduct analyses and to formulate strategies in order to facilitate innovation in their organisation. Educational Aims This aim of this topic is to: · equip students with the skills and knowledge to examine innovation from a strategic management perspective; and · focus on the value of innovation strategies to practitioners and policy developers in the education, non-government and non-profit sectors. Expected Learning Outcomes Upon completion of the topic, students will be able to: · explain the nature, role and significance of innovation and entrepreneurship · analyse the relationships among key organisational elements and an innovation strategy · conduct an analysis of their own organisation from an innovation perspective Login: Flinders Access Name (FAN)—this is an alphanumeric combination of the first 4 letters of your surname and 4 numbers. It is also your Flinders email address, for example,
[email protected] Password: Your password is the same one you used during enrolment. If you cannot login to iFlinders or your email you may need to activate your FAN at: https://www.flinders.edu.au/fan/activate.php KEY DATES A table outlining the topic structure and key dates is printedbelow.Please refer to it for important information regarding due dates for assignments. COURSE OVERVIEW July 26 Introduction to course Innovation Begins August 2 Approaches to Continuous Improvement August 9 Shifting the future August 16 Problem based vs Strength based approaches (Michael Bell) August 23 Six Pillars: Futures Studies August 30 Causal Layered Analysis (CLA) 1 Sept 13 Causal Layered Analysis (CLA) 2 Sept 20 MID SEMESTER BREAK Sept 27 Oct 4 Drawing together your plans Oct 11 Systems thinking(Michael Bell) Oct 18 Drawing together your plans Nov 5th Assignment 1 due Nov 12th Assignment 2 due INFORMATION ABOUT ASSESSMENT 1. Assessment 1 – Option A or B A. Innovation Strategy Analyse an organisation of your choice (or unit or department) using relevant models (e.g. Bessant) to determine the current level of innovation. Describe this in the analysis of your organisation. Use the vision and/or mission as a rationale to decide the direction and steps that would need to be taken to increase innovation activity within your organisation. Do a full report on the innovation strategy you’d implement including key outcomes, resource and risk management, and an incremental plan. OR B. Innovating for your preferred future Using the processes you have engaged with online or in class, a) Describe the current CLA layers followed by the new layers working back from the new metaphor (750 words) b) Describe the desired future and use backcasting as a planning technique for transforming the future. Do a full report on each stage of the forward planning (max of 3 steps). At each stage address these issues: 1. What measures will be needed to address the new narrative: i. “new” roles? ii. “new” resources? iii. “new” structures? 2. What risks/challenges or opportunities will be presented? (1750 words) Weighting 55%(2500 words) Grading: HD, DN, Cr, P or F Due Date: 5th Nov 2018 2. Assessment 2: Personal SOAR Report Develop a personal SOAR (See Assessment guide below p 9) report that parallels the preparation work you are doing for Assessment1. Weighting: 45%(2000words) Grading: HD, DN, Cr, P or FDue Date: 12th Nov 2018 Assessment 2: Personal SOAR Report Strengths: (500 words) Having used the peak experience analysis tool to uncover your generative strengths, answer the questions below. (500 words) I. How do you see your strengths playing out in your roles? II. What value do your strengths offer others? III. What value do your strengths offer to processes linked to leadership? E.g. decisions making, consulting, persuading, planning, organising, envisioning Opportunities(500 words) What are the opportunities that will present to you in your role if you were able to move toward the preferred future of Assessment 1? I. What challenges does it present? II. What roles will be required? III. What processes will need to be undertaken? Aspirations (500 words) Given your strengths and the opportunities that present to you – what are your aspirations for yourself as a leader of innovation? I. How might you leverage your strengths as a leader to progress the opportunities ahead? II. Given your strengths, what might you aspire to do more of or do more often in your role? III. How do you aspire to be with others? IV. Who do you aspire to be? V. What is the underpinning metaphor for you leadership of innovation? Results (500 words) I. What might the results of your aspirations be? II. What might you expect to see more of? III. What might you expect to see less of? General information relating to assessment The study materials for our topics have been developed by academic staff who are experts in their fields. These materials are intended to be the primary source of information for your study and we expect to see this reflected in your assignments and other submitted work. We encourage you to draw upon other sources in your studies, but we expect that you will exercise critical judgment in selecting information from those sources. Although the Internet provides ready access to a vast array of information and opinion, this is of highly variable quality and its use as a source for scholarly study requires considerable caution. Note: Word length must be within 10% of the stated word length requirement. Students should refer to the Flinders University Student related policies and procedures manual for detailed information on grading and assessment. The Flinders University’s policy on assessment allows students to negotiate possible changes to assessment details. Should you believe that you are disadvantaged with respect to the assessment methods for this topic you should, in the first instance, contact the Lecturer-in-charge. Web address: http://www.flinders.edu.au/students/current Policies relating to the submission of assignments There have been some changes to University Policies in 2016 relating to assessment. In order to alert students to these changes and to support students to make informed choices, the following information is included in this Topic Information booklet. It will be assumed that you are aware of these policies. We recommend that you read the policies in full, which can be accessed at http://www.flinders.edu.au/ppmanual/student/assessment-policy.cfm Support for students in writing assignments can be accessed via the Student Learning Centre website. http://www.flinders.edu.au/current-students/slc/ . Should you believe that you are disadvantaged with respect to the assessment methods for this topic you should, in the first instance, contact the Topic Coordinator. Criteria for assessment Rubrics for Assignment 1 and 2 will be introduced as part of the online interaction on FLO (Distance Mode) Submission of assignments Via FLO Be sure to include all the information required on the Assignment cover sheet including page numbers. Unless you are using Microsoft Word, save the document as a text file (.txt). You will need to give documents a unique name. Please do not name your document something like ‘assignment 1’ or ‘communication assignment’. The convention for naming of a document is: Topic code–Your name–Assignment number.doc Applications for extensions All applications for extensions must be made in writing (email) to the Topic Coordinator prior to the due date and include supporting information and/or documentation to justify the request. 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For extensions beyond four weeks Extensions beyond four weeks will only be granted in extenuating circumstances. Late submission of assignments - penalties Penalties will apply for assignments submitted after the due date and time, for which an extension has not been granted. For any day (or part thereof) after the due date, an assignment will lose 5% of the total mark possible. In practice this means that if a piece of work is given 65% and it is 18 hours late, the recorded mark will be 60%. No late work, without extensions, will be marked if submitted more than 2 weeks after the due date. Resubmission A failed paper may be resubmitted once only. A resubmitted paper will only be graded Fail or P. Students should contact their Lecturer and refer to the ‘Statement of assessment methods’ in this booklet. Academic integrity All students need to become familiar with using a referencing system, as the use of other people’s information without acknowledging the source of that information is a breach of academic integrity, which