BUMGT6927 Course Description Partners Sem 2 2012 AH

Course Description:

School/Portfolio: The Business School

Course Code/ID: BUMGT6927

Course Title: Creativity and Innovation

Teaching Location: ATMC SRI LANKA

Program(s): Master of Business Administration

Author: Christine O’Connor

Level: Advanced

Semester: Summer Semester 2012/2013

Prerequisite(s): Nil

Corequisite(s): Nil

Exclusion(s): Nil

Credit Points/Progress Units:

15

ASCED Code: 080301

Adopted Reference Style APA

1 COURSE ORGANISATION:

1.1 Handbook/sFor full details of programs and school procedures, please refer to the University of Ballarat handbook (http://www.ballarat.edu.au/ubhandbook-2011) and The Business School Programs Handbooks available at http://www.ballarat.edu.au/business/handbooks

Important information in located in the handbooks, including: Student responsibility Special Consideration process and forms Submission of tasks and assignments Appeal process

Unsatisfactory progress - Early Intervention

Grading codes

1.2 StaffThe most appropriate contact is your teacher. If necessary they will contact the Course Coordinator at the University of Ballarat.

Page 1 of 17

Summer Semester, 2012-2013 – ATMC SL

http://www.ballarat.edu.au/business/handbooks

http://www.ballarat.edu.au/ubhandbook-2011

Course Description:BUMGT 6927 Creativity and Innovation

Author Lecturer TutorName: Angela HipwellPhone: O428 406 529 Treasurex MelchiorFax: +94 777483120Email: [email protected] [email protected]: Sessional Room

1.3 Consultation Hours

Sundays from 8.30 am to 6.30 pm

1.4 Prescribed Text

Proctor, T. (2010). Creative problem solving for managers: Developing skills for decision making and innovation. (3rd ed.). London & New York: Routledge.

Highly Recommended Text

Buzan T. and Buzan B. (2005). The Mind Map book. London: BBC Worldwide.

Buzan T. The Ultimate Book of Mind Maps. London: Thorsons (HarperCollins)

de Bono E. (2009). Think! Before It’s Too Late. Random House

1.5 Plagiarism Plagiarism is presenting someone else work as your own and is a serious offence with serious consequences. As set out in the University Regulation 6.1.1, students who are caught plagiarising will, for a first offence, be given a zero mark for that task. A second offence will result in a failing grade for the course(s) involved and any subsequent offence will be referred to the Student Discipline Committee. Student must be aware of the University Regulation 6.1.1 Student Plagiarism, available at http://www.ballarat.edu.au/legislation/6.1.1-plagiarism. The link to the library website for more information is: http://www.ballarat.edu.au/library/assignment-and-research-help/referencing

Students must: fully reference the source(s) of all material, even if you have re-expressed the ideas, facts or

descriptions; acknowledge all direct quotations; and not submit work that has not been researched and written by another person

Turnitin – Turnitin is a software application that allows students to check their assignments for referencing and citation omission or incorrect paraphrasing.

You will be informed by your lecturer to submit your assignments through the task assessment drop box in UBOnline.

1.6 UBOnlineUBOnline is used to host course resources for all courses. Students can download lecture and tutorial notes to support class participation. Students login to the UBOnline at

https://ubonline.ballarat.edu.au/login/index.php.

Summer Semester , 2012- 2013- ATMC SL Page 2 of 17CRICOS Provider Number 00103D

http://www.ballarat.edu.au/library/assignment-and-research-help/referencing

http://www.ballarat.edu.au/library/assignment-and-research-help/referencing

http://www.ballarat.edu.au/legislation/6.1.1-plagiarism

mailto:[email protected]


2 OBJECTIVES:

This course is designed to enable students to:

Knowledge Describe a variety of creative styles and the principles of creative thinking Examine the impact of perception on thinking, concept development and innovative

action Analyse the barriers to creativity in individuals and organisations Understand the processes and determinants of the successful exploitation of innovation.

Skills Develop Creative Thinking capability Observe and analyse creative processes Determine strategies to cope with blocks to creative problem solving Differentiate between a variety of creative styles Develop approaches to a realisation of an individual’s own vision of the future Apply skills to emerging opportunities.

Values/Attitudes Appreciate the complexity of human behaviour Value unconventional approaches Develop a broad view of creative processes and the mechanisms for unlocking creativity Differentiate between product, service and functional creativity.

3 CONTENT:

Topics and sub-topics may include: Alternative viewpoints on creativity, representing management, cognitive, scientific

thought and psychodynamic perspectives Thought organisation and creative thinking, rationality and the power of the metaphor.

Creative processes; problem solving, brainstorming, Mind Mapping, intuition, judgement and imaging

Removing blocks to creativity The process of innovation. Strategic innovation and change Defining the Challenge – Imagineering and Focus Exploration – Radiant and Parallel Thinking Creative Interventions – Team facilitation for Entrepreneurs Deliberate Creative Thinking – The fundamentals of lateral thinking Designing Outcomes – From creativity to innovation Application individually and in teams.

4 LEARNING TASKS AND ASSESSMENT: SummaryIt is emphasised that this course requires a significant commitment outside of formal class contact. The learning tasks in this course may include classes (lectures, tutorials or seminars), required reading, the preparation of answers to set questions, exercises and problems, and self-study. In addition, students may be required to complete an assignment, test or examination.



Summary of suggested time allocations for this course

Classes 3 hours per topic for 12 topics 36 hoursReading 2 hours per topic for 12 topics 24 hoursPreparation of set questions, exercises and problems

4 hours per topic for 12 topics 48 hours

Preparation of report 20 hoursPreparation for group presentation and report.

22 hours

TOTAL 150 hours

Attendance and ParticipationIt is in students’ interest to make every effort to attend all the classes for this course and to complete all preparatory and assessment tasks. It is our experience that those students who do not attend class or carry out the associated activities are more likely to do poorly or to fail the course completely.

LEARNING TASKS ASSESSMENT

(GRADING)

WEIGHTIN

G (%)

Week Due

1. Individual assignment Biography 0%Week 4

2. Analysis of personal and

organisational styles and assessment

of strategies for improvement

Individual report 40% Week 8

3. Group project (a) Group Presentation

and Report

(b) Individual Participation

40%

20%

Week 11 & 12

Week 11 & 12

TOTAL 100 %

Note on Assessment

The University of Ballarat PASS grade is achieved at 50%.

Students are strongly advised to attempt ALL assessment tasks. Students who do not submit a task(s) or fail a task(s) in the semester will be identified as a ‘student at risk’ of unsatisfactory academic progress (outlined in the Business School Handbooks) and will be directed to the School’s Intervention Program. Students who encounter difficulties or who are otherwise concerned regarding their progress should consult their lecturer.

Assessment criteria set out the details by which performance in each task will be judged. This information will give a clear and explicit understanding of the expected standards to be achieved relative to the marks awarded.



Grade Explanation

HD Outstanding, insightful work. Goes beyond requirements of the task to develop a

response, which is thoughtful, reflective, and considers alternative views and makes

connections among ideas and information from different sources or from different

aspects of the course. Well researched and documented. Displays creativity and

originality.

D Very good work. Purposefully and logically developed. Thoroughly addresses all

aspects of the task. Synthesis of details and concepts from various sources or topics

shows evidence of sound understanding and thoughtful examination. Research

information appropriately cited.

C Good work. Generally clear, accurate and relevant. Adequately addresses all

requirements of the task. Demonstrates understanding of course concepts, with

evidence of some thoughtful examination and reflection. Development is generally

logical, facts generally correct. Tends to focus on one interpretation.

P Satisfactory work. Shows basic understanding of concepts with minimal evidence of

reflection or thoughtful analysis. Complies with the basic requirements, relies on limited

sources of information, little integration of concepts.

Fail Unsatisfactory work. Fails to address the topic in a meaningful way. May be extremely

brief, inaccurate, illogical or undeveloped.

4.3 Notes on Learning Tasks and Assessment

LEARNING TASK 1: AUTOBIOGRAPHY

DUE DATE WEEK 4

WEIGHT 0%

LENGTH MAXIMUM 2 PAGES PLUS PHOTO

This is your chance to introduce yourself to me. I will make some suggestions about the content however, this is up to you. I do require a photograph that is not a passport photo.

HOW TO WRITE AN AUTOBIOGRAPHY

When writing an autobiography, you focus on three major things: who you are in life, what life means to you and what your outlook on the future is.

"Autobiographies have been written since A.D. 400 when an early Christian leader, Saint Augustine, wrote his." An autobiography is information about one's own life written by that one person. In it, it tells what that person's life is all about. When writing your own autobiography, use interesting facts to explain as much about yourself as you can.

Who you are in life?

The best way to start an autobiography is to state your name. Next write some facts about your life. For example, when and where you were born, where you live (city and state), where you work. When you are writing this paragraph, you usually explain the type of person you are; use facts about yourself such as: have you travelled much? What movies do you enjoy? What music?



What is your outlook on the future?

In this section you should explain what you think the future will be like. In 5 years what do you hope to be doing? Where will you be? How will you be living?

(Source: http://www.sarasota.k12.fl.us/bhs/bryan/bryan_auto.html ).

Note: Submission of this learning task is deemed a Pass. No submission is deemed as a Fail.

LEARNING TASK 2: ANALYSIS OF PERSONAL AND ORGANISATIONAL STYLES

AND

ASSESSMENT OF STRATEGIES FOR IMPROVEMENT

DUE DATE TO BE ANNOUNCED

WEIGHT 40%

LENGTH 2500 words

The intention of this learning task is to extend your understanding of processes, concepts and principles relating to the development of creativity and innovation, and to assist you in realising your own creativity and innovative capacity at work.

Over the teaching period you will have the opportunity to explore a variety of approaches to developing and practising your own creativity in business or work. The text (Proctor, 2010) offers one of these approaches and outlines a particular creative problem solving model, with associated techniques, that you will have the opportunity to apply and reflect on in the group project (see Learning Task 2 below). Other approaches to creativity and innovation in organisations - with some similarities and some differences to Proctor - are discussed in articles included in the Resource Pack, as well as in the wider research and practice literature in this area. There will also be the opportunity to talk with other students who have a variety of practical experiences with innovation issues in their organisations and industry sectors.

For this learning task there is a choice of two topics. Answer either topic a) or topic b). Each topic is outlined below, along with the questions you need to respond to.

Topic a)

Read the Oticon case (Burnes, 2000) in your Resource Pack. Write a report covering the following areas:

(1) Identify and discuss three issues that this case raises that you think are interesting or significant in relation to innovation (Note that your analysis should demonstrate an understanding of relevant concepts from the creativity and innovation literature).

(2) Imagine taking the approach used in the case and trying to introduce it to a Hong Kong organisation (or an organisation in a country in which you have lived and worked). Discuss what the difficulties might be in using such an approach in your different cultural situation.

(3) Discuss the insights and learnings from the case that you consider could be applied to your own situation. How will you apply these insights and learnings in your current or future endeavours as a manager? Given your strengths and


http://www.sarasota.k12.fl.us/bhs/bryan/bryan_auto.html


limitations, what might be the challenges for you in applying these insights? How could you try to meet these challenges?

Or

Topic b)

On the basis of the material discussed in class, your wider reading in the area of creativity and innovation, your experience of activities undertaken in and out of class, and reflection on your own personal and work situation (including your aspirations with regard to being personally creative at work), write a report covering the following areas:

(1) Review (briefly) the research and practice literature on how creativity and innovation can be enhanced in organisations.

(2) Identify and discuss the theoretical concepts and models from the literature that you consider to be helpful for better understanding how individual and group creativity can be enhanced. How do these concepts and models relate (or not relate) to your own experiences (and the experiences reported by others)?

(3) Provide an assessment of what would be appropriate creativity enhancement techniques to introduce or practise in your own work situation. To do this you will need to discuss your own aspirations for being personally creative at work, to outline relevant characteristics of your work situation, and to link these factors and issues with your assessment of the appropriateness of the identified techniques. An assessment of the potential or desired benefits and the limitations of the techniques’ use in your situation should also be included.

See marking guide at the end of Section 4 for the criteria that will be used in assessing this learning task.

LEARNING TASK 3: GROUP PROJECT

DUE DATE: (A) GROUP PRESENTATION WILL BE ANNNOUNCED.

AND REPORT:

(B) INDIVIDUAL PARTICIPATION: over teaching period

WEIGHT (A) GROUP PRESENTATION

AND REPORT: 40%

(B) INDIVIDUAL PARTICIPATION: 20%

LENGTH (A) GROUP PRESENTATION 45 minutes

AND REPORT: 2,000 words

Group Project



The purpose of this learning task is for students to become familiar with a creative problem solving (CPS) model, develop skills in applying CPS techniques to a real life work problem, and have the opportunity to observe and analyse different creative processes.

Students will work in groups of four. Initially, each group will explore, in class, possible problem situations in their own organisations that could benefit from the application of creative problem solving processes. Each group will then decide on a focal problem for this project. Over several days of class sessions, students will work on this selected problem, working through the different stages of the creative problem solving model outlined in Proctor (2010) and applying a variety of CPS techniques.

Part 3A: GROUP PRESENTATION AND GROUP REPORT (40%)

On the final two days of classes, each group will present the results of their work in a 45 minute presentation to the class, and submit their supporting documentation. Students are encouraged to use creative processes in this presentation and to make the session an enjoyable and enlightening learning activity for all the class members. Presentations are expected to be professionally delivered and accompanied by appropriate graphical displays (PowerPoint, slides, overheads, video clips, whiteboard demonstrations, handouts).

The presentation should:

(1) Describe the starting problem in the chosen situation of one of the members of your group, identify the methods used to better establish and define this problem, and show the results of the application of these methods

(2) Outline the methods of idea finding that have been applied to your identified problem and show the results of the application of these methods

(3) Outline the methods used for evaluating the ideas that were generated from the foregoing methods/processes and show the results of the application of these methods

(4) Not only describe the outcomes of the activities undertaken at each stage of the problem solving process but also reflect on the strengths and limitations of the various methods / techniques that you have used in your efforts to enhance creative problem solving.

As well as undertaking a presentation groups will provide the lecturer with copies of supporting documentation that shows the results of the group’s work and application of creative techniques (e.g. chart paper notes, photos, visual representations of the ideas generated by different methods) and a copy of any PowerPoint slides.

Groups will also prepare and submit a 2000 word report on their project. This report will provide an integrated coverage of the same four areas described above for the group presentation and should be submitted the day of the presentation along with other supporting documentation.




Part 3B: INDIVIDUAL PARTICIPATION (20%)

As well as assessing the overall quality of each group's presentation, supporting documentation and report, students will also be assigned an individual mark (out of 20%). This grade will be assessed in relation to an individual’s participation in seminar activities – including their participation in class activities and presentations by fellow project groups, their contributions to the overall quality of their own group’s presentation, and the teamwork with members of their group. You will be assessed in relation to:

. understanding of the topic

. industry and initiative

. dependability and integrity

. participation as a group member




BUMGT 6927 Marking Guide – Assessment Task 2 – Topic aIndividual written report (40%)

Due: Week 8

Marking Criteria

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Identification of three relevant innovation issues in case and demonstrated understanding of how these issues have been discussed elsewhere in the creativity and innovation literature

(12 marks available)

Analysis and discussion of potential difficulties in using case’s approach in different cultural situation

(8 marks available)

Evidence of reflection on how insights relate to student’s own situation and how learnings might be applied in current or future managerial endeavours

(6 marks available)

Discussion of challenges for student in transforming their learnings into action given their particular strengths and limitations

Consideration of how challenges might be met

(6 marks available)

Development of logical and well supported arguments

(4 marks available)

Clear presentation and expression and correct referencing using APA style

(4 marks available)

Total available marks - 40 Total mark obtained



BUMGT 6927 Marking Guide – Assessment Task 2 – Topic bIndividual written report (40%)

Due: Week 8

Marking Criteria

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Critical review of relevant research and practice literature relating to how creativity and innovation can be enhanced in organisations

(8 marks available)

Demonstrated understanding of relevant concepts and models relating to how individual and group creativity can be enhanced

evidence of reflection on how selected concepts and models relate to student’s own experiences (and experiences reported by others)

(10 marks available)

Student’s identification of relevant aspirations for being personally creative at work, and outline of relevant characteristics of work situation

(6 marks available)

Logical assessment of creativity enhancement techniques appropriate for student’s own situation, including assessment of potential benefits and limitations of use of selected techniques in student’s context

(8 marks available)

Development of logical and well supported arguments

(4 marks available)

Clear presentation and expression and correct referencing using APA style

(4 marks available)




BUMGT 6927 Marking Guide – Assessment Task No 3A Group presentation and report (40%)

Due: Weeks 11 & 12 – This is a group mark.

Marking Criteria

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Skilful use of appropriate CPS techniques for problem identification and definition, demonstrating range and depth of exploration

(8 marks available)

Skilful use of appropriate CPS techniques for idea generation, with evidence of range and variety of ideas and use of multiple thinking tools

(8 marks available)

selection and skilful use of appropriate CPS techniques for evaluation of ideas generated

(4 marks available)

Development of focus (including management of divergent and convergent phases of creativity, well supported arguments, logical evaluation, recommendations and conclusion)

(4 marks available)

Appreciation of significant issues and challenges in practical application of CPS framework and techniques

(8 marks available)

Effectiveness of communication with audience (including clarity of expression and presentation, effective use of audience participation and activities, appropriate graphical displays and handouts, and creative and effective use of a range of media - e.g. art, music, story telling and role playing)

(5 marks available)

Clear presentation and expression in written documentation (and correct referencing using APA style)

(3 marks available)




BUMGT 6927 Marking Guide – Assessment Task No 3B Individual participation (20%)

Due: ongoing over all classes – individual assessment.

Marking Criteria

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Student’s active participation in class activities, inquiry & dialogue that supports learning about creativity and innovation

(4 marks available)

Demonstrates openness to new ideas and learning presented in the course

Opens up new directions / lines of thinking

(4 marks available)

Degree of constructiveness and support for fellow class members’ learning during class activities

(4 marks available)

Group Presentation – assessment on individual participation.

(4 marks available)

Group Presentation – individual contribution to group work.

(4 marks available)




5 SCHEDULE:As semesters and contact hours vary between UB locations, delivery is usually scheduled across three hours a week for 12 weeks. As the University offers many programs in a variety of formats please contact local lecturers for further information about the schedule.

Please note that the sequence and content of lectures and tutorials may need to be changed and the following information should be used as a guide.

WEEK TOPIC READING

Week 1 Introduction & course outline Course Description

What is creativity? What is innovation? Proctor - Chapters 1& 2

Creativity and innovation in business Amabile

Week 2 Mind Maps Proctor - Chapters 1& 2

Blocks to creativity & Innovation Buzan

Baer

Week 3 Models for creative problem solving - Theories Proctor - Chapter 3

Problem identification and definition using the CPS model Osborne Parkes CPS

Week 4 Individual tools / heuristics - (creativity enhancement) methods Proctor - Chapter 4

Perceptions - Faith in your own Idea finding Carlopio, Andrewartha

Problem identification and definition & Armstrong

Week 5 Six Thinking Hats Proctor – Chapter 5

Individual tools / Heuristics, Morphological analysis McAdam & McClelland

Absence of negative Judgement, create curiosity

Week 6 Brainstorming and its Variants Proctor – Chapter 6

Individual tools / heuristics - precise observation, pay attention Wake Up your brain

Week 7 Idea generation - Lateral thinking (creativity enhancement) methods Proctor - Chapter 7

Individual tools / heuristics - creative questioning Carlopio et al

Week 8 Idea finding methods - continued Proctor - Chapters 8 & 9

Synectics, Paradigm-breaking McFadzean

Andriopoulos & Lowe

Week 9 Solution finding (evaluating ideas) Proctor – Chapter 10

Innovation: Implementing ideas Kaufmann

Reflections on using the CPS Model

Week 10 Innovation: Implementing ideas Proctor – Chapter 11

Creativity and innovation in business; Resistance to change Clegg & Birch

Week 11 Presentations Report due

Week 12 Presentations Report due



6 ADDITIONAL RESOURCES:

Additional useful references:

The following list refers you to material on creativity and innovation that could be of assistance in undertaking learning and assessment tasks for this course.

Amabile, T. (1997). ‘Motivating creativity in organizations: On doing what you love and loving what you do’. California Management Review, 40(1): 39-58.

Amabile, T. (1998). ‘How to kill creativity’. Harvard Business Review, 76(5): 76-88.Andriopoulos, C. & Lowe, A. (2000). ‘Enhancing organisational creativity: the process of perpetual

challenging’. Management Decision, 38(10): 734-742.Baer, J. (1999). ‘Bolster your brain power with memory and mind mapping’ In J.W. Pfeiffer (ed) The 1999

Annual: Volume 2. San Francisco: Jossey-Bass.Buzan, T. (2001). The power of creative intelligence. London: Thorsons.Buzan T. (2003). The mind map book. London: BBC Worldwide. Buzan, T. (2003). Use your head. London: BBC Worldwide.Carlopio, J., Andrewartha, G. & Armstrong, H. (2005). ‘Solving problems analytically and creatively’ From

Developing management skills: A comprehensive guide for leaders (3rd ed). Frenchs Forest, NSW: Pearson Prentice Hall.

Chan, K.W. & Mauborgne, R. (1997). ‘Value Innovation: The Strategic Logic of High Growth’. Harvard Business Review, 75(1): 102-113.

Clegg, B. (1999). Creativity and innovation for managers. Oxford: Butterworth-Heinemann.Clegg, B. & Birch, P. (2002). ‘Getting the basics’ From Crash course in creativity. London: Kogan Page.de Bono, E. (1992). Serious creativity. New York: Harper Collins.de Bono, E. (1993). Sur/Petition. New York: Harper Collins.de Bono E. (1999). Six thinking hats. New York: Penguin.De Graff, J. & Lawrence, K.A. (2002). Creativity at work: Developing the right practices to make innovation

happen. University of Michigan Business School Management Series. San Francisco: Jossey-Bass.Drucker, P. (2002). ‘The discipline of innovation’. Harvard Business Review, 80(8): 97-101.Gioia, D.A. (1995). ‘Contrasts and convergences in creativity: Themes in academic and practitioner views’ In

C.M. Ford & D.A. Gioia (eds). Creative action in organizations: Ivory tower visions & real world voices. Thousand Oaks: Sage.

Harvard Business Essentials (2003). Managing creativity and innovation. Boston, Mass.: Harvard Business School Press.

Henry, J. (1991). Creative Management. London: Sage.Henry, J. & Mayle, D. (2002). Managing innovation and change (2nd ed) London: Sage.Henry, J. & Walker, D. (1995). Managing innovation. London: Sage. Howkins, J. (2009). Creative ecologies: where thinking is a proper job. St Lucia, Australia: University of

Queensland Press.Kaufmann, G. (2001). ‘Creativity and problem solving’ In J. Henry (ed). Creative management (2nd ed).

London: Sage.Leonard, D. & Swap, W. (1999). When sparks fly: Igniting creativity in groups. Boston, Mass.: Harvard

Business School Press.Luecke, R. (2003). Managing creativity and innovation. Boston, Mass.: Harvard Business School Press.McFadzean, E. (2000). ‘Techniques to enhance creative thinking’. Team Performance Management: An

International Journal. 6(3/4): 62-72.McWilliam, E. (2008) The creative workforce. Sydney, Australia: University of New South Wales Press.Markowitz, L. (1999). ‘Wake up your brain!’ Networker, Jan-Feb: 22-32.Martins, E.C. & Terblanche, F. (2003). ‘Building organisational culture that stimulates creativity and

innovation’. European Journal of Innovation Management, 6(1): 64-74.Ray, M. & Myers, R. (1986) Creativity in Business. New York: Doubleday.Senge, P.M. (1990). The fifth discipline. New York: Random House.Sillince, J. and Simpson, B. (2008). The emotional choreography of creative social practices. Paper

presented at Organization Studies Summer Workshop, Cyprus, 5-7 June 2008.Sutton, R. (2001). ‘The weird rules of creativity’. Harvard Business Review, 79(8): 94-104.



Thacker, R.A. (1997). ‘Team leader style: enhancing the creativity of employees in teams’. Training for Quality, 5(4): 146-149.

Thompson, L. (2003). ‘Improving the creativity of organizational work groups’. Academy of Management Executive, 17(1): 96-111.

Tidd, J., Bessant, J. & Pavitt, K. (2001). Managing innovation: Integrating technological, market and organisational change (2nd ed.). Wiltshire: John Wiley.

Weisberg, R.W. (2006). Creativity: Understanding innovation in problem solving, science, invention and the arts. Hoboken, New Jersey: Wiley.

Web Links:

Here is a list of sites, which you may find interesting and helpful.

Creativity at work:

http://www.mindwerx.com

http://www.creativityatwork.com/

Mind Maps:

http://www.buzan.com.au

http://www.mindgenius.com.au

http://www.mind-map.com/

http://www.peterussell.com/mindmaps/mindmap.html

http://www.mindtools.com/pages/article/newISS_01.htm

Brainstorming:

http://www.guardian.co.uk/uk_news/story/0,3604,1054896,00.html

http://www.brainstorming.co.uk/

http://www.jpb.com/creative/brainstorming.php

Creativity Associations: National and international organizations of creativity and related fields.

Creativity Exchange Network – Australian based self-organising group looking at the exchange of ideas on how to drive creative thinking and innovation. Sponsored by Mindwerx International www.mindwerx.com

American Creativity Association - Information about the American Creativity Association, newsletter, ACA leadership, membership information, etc.

Creative Education Foundation (CEF) - a nonprofit organization dedicated to nurturing creativity, innovation and problem solving in individuals in all walks of life especially those in business, industry, education, government, and the arts.

European Association for Creativity and Innovation (EACI) - dedicated to contribute a better understanding, practice and acceptance of creativity and innovation management in Europe.

National Center for Creativity, Inc. - An organization dedicated to the advancement of creative thinking.

Educational Programs Here are a variety of Internet sites which promote creative education.

Alden B. Dow Creativity Center (Northwood University) - to encourage creativity in individuals and to preserve the works and philosophy of Alden Dow.

The Center for Creative Learning (CCL, Inc.) - offers a variety of publications, training programs, information support, and consulting services on creativity, Creative Problem Solving, talent development, and learning styles.


http://www.creativelearning.com/

http://www.northwood.edu/abd/

http://www.creativesparks.org/

http://www.eaci.net/

http://www.cef-cpsi.org/

http://www.amcreativityassoc.org/

http://www.mindwerx.com/

http://www.mindwerx.com.au/

http://www.jpb.com/creative/brainstorming.php

http://www.brainstorming.co.uk/

http://www.guardian.co.uk/uk_news/story/0,3604,1054896,00.html

http://www.mindtools.com/pages/article/newISS_01.htm

http://www.peterussell.com/mindmaps/mindmap.html

http://www.mind-map.com/

http://www.mindgenius.com.au/

http://www.buzan.com.au/

http://www.creativityatwork.com/

http://www.mindwerx.com/


Future Problem Solving Program - teach students creative problem solving processes through competitive and non-competitive instructional programs so they learn to work with others in designing positive futures.

Future Problem Solving of Virginia - follow the progress of the Virginia Future Problem Solving teams.

Destination ImagiNation® - New Hampshire - information about the New Hampshire Destination ImagiNation® program.

Destination ImagiNation® - South Dakota (OM) - follow events in South Dakota's Destination ImagiNation® program.

Universidade de Santiago de Compostela - International masters program in comprehensive applied creativity.

Critical and Creative Thinking (CCT) at the University of Massachusetts Boston - CCT's programs of study and other activities are directed towards "developing reflective practice and changing our schools, workplaces, and lives."

The Torrance Center for Creative Studies - The Torrance Center for Creative Studies is a research and instructional center concerned with the identification and development of creative potential, and with gifted and future studies.

Other Sites of Interest

CreativityWeb - Resources for Creativity and Innovation Creative Center of the Universe - A global collaboration of creative people from all walks of life

developing ground-breaking ideas and winning strategies for fun and profit. Edward de Bono's Authorized Website - relates to most of Dr. de Bono's work in the teaching of

'thinking tools', lateral thinking and the communications framework- Six Thinking Hats.

The InnovationJournal - an independent Internet-based journal devoted to sharing ideas and discussion of public sector innovation; includes both peer reviewed and non-peer reviewed material.

Innovation Tools - designed to help busy executives to be more innovative in their businesses. Learn more about the tools, strategies and techniques you can use to be more creative in your business

Innovation Network - a dynamic group of people dedicated to improving their organizations through the powerful use of innovation, creativity and collaboration skills.


http://www.thinksmart.com/

http://www.innovationtools.com/

http://www.innovation.cc/

http://www.edwdebono.com/

http://www.gocreate.com/

http://www.ozemail.com.au/~caveman/Creative/index.html

http://jane.coe.uga.edu/torrance/index.html

http://omega.cc.umb.edu/~cct

http://www.usc.es/coies/3ciclo/cursos/ing/mast16i.htm

http://www.rapidnet.com/~cozyom/

http://www.nhom.org/

http://www.vafps.org/

http://www.fpsp.org/

Documents

BUMGT6927 Course Description Partners Sem 2 2012 AH