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H-creativity is the true goal of the organization, in order to be the most innovative literary agency in a very competitive industry.
S-creativity is an addition to Boden's (1990) theory.
Suwa, Gero, and Purcell, 2000 proposed a third possibility for creativity -- situated creativity. S-creativity occurs when an innovation happens that was unplanned for in the original design. Although these ideas may not be truly unique, their application in the specific situation is unique, giving them value. As an example, if an idea from another industry could be applied to our literary agency that had not been done before, this innovation would be highly valuable, helping set us apart from the competition.
Self-Evaluation:
Self-evaluation is an important task for any good leader. During this task, the leader can evaluate where they currently are, what is working for them and what is not. Currently, I have a fairly full plate with educational, professional and a personal responsibilities. This has caused me to be pulled in many different directions, which is often a challenge. This is especially true of time management issues. However, when it comes to the concepts that were the primary focus of this course, I feel that I've begun to take steps necessary to facilitate creativity, discovery and innovation.
My current strengths in these areas lie primarily in my knowledge of the concepts. I not only understand the concepts, but also have a full understanding as to why creativity, discovery and innovation are so important to organizations. Organizations have to continually innovate if they hope to stay competitive in whatever market and industry they are operating within. This doesn't simply mean product or service innovation, although this is important too, but innovations organizational wide need to occur to continue to have a competitive advantage. Innovations such as improved customer service, faster delivery times, minimizing inventories, and reducing costs...
My ability to take the somewhat abstract concept of creativity and see its real world application in innovation is a strength that separates me from others who simply wait for innovation to happen, rather than nurturing it to grow.
My current primary weakness is not uncommon. My fear of failure is something that often restricts my creativity. I not only fear the repercussions of failure in my current position, but also do not personally like to fail. For this reason, I often will choose the safer solution to a challenge, rather than try out a riskier solution that may yield better results, if it were to work. Although logically I know that there is even value in failure, as a learning experience, between my human nature's desire to succeed and an upbringing that prided itself on success, and a professional environment that does not look lightly on failure, going truly beyond my comfort zone to really explore completely innovative solutions rarely happens.
References
Boden, M. (1990). The creative mind, myths and mechanisms. London: Abacus.
De Miranda, P., Aranha, J. & Zardo, J. (Aug 2009). Creativity, people, environment, and culture, the key elements in its understanding and interpretations. Science & Public Policy, 36(7). Retrieved October 20, 2009, from Academic Search Complete.
Gong, Y., Huang, J., & Farh, J. (Aug 2009). The mediating role of employee creative self-efficacy. Academy of Management Journal, 52(4). Retrieved October 20, 2009, from Business Source Complete.
Panday, S. & Sharma, R. (2009). Organizational factors for exploration and exploitation. Journal of Technology Management & Innovation, 4(1). Retrieved October 20, 2009, from Business Source Complete.
Ideally, we will collaborate to develop a long-term vision of what we want to accomplish in business. Thereafter, each of us will help one another become aware of possible business application of innovations in our respective fields of relative expertise and we will be able to rely on one another to identify potential opportunities in specific areas based on our shared long-term vision and our individual areas of greater
Ford implemented social media campaigns to promote some of its product lines that are intended for young adults precisely because they are already so comfortable using those forms of communications. Perhaps the most innovative concept embraced by Ford in that regard is the incorporation of customer-to-customer communications as a supplement to the traditional channel of promotional communications between corporate entities and prospective customers. Tata Motors as the Counterexample The purchaser of
Self-Regulation Issues in Children and Adolescence with ADHD, ODD, and OCD Self-regulation in children and adolescence who suffer from ADHD, ODD, and OCD (Attention Deficit Hyperactive Disorder, Obsessive Compulsive Disorder, and Oppositional Defiant Disorder) is often evident due to several things. A lot of the issues in relation to self-regulation stem from additional anxiety the child/teen may feel from the difficulties experienced from these kinds of mental disorders. OCD is known
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
performed well. This self-evaluation details my learning in the areas that we studied in class, including the pride/craftsmanship approach both Sennett and Taylor address in their respective works. I appreciated the inclusion of these books in the course because they offer what I believe to be unique perspectives on relevant ethical issues. In The Craftsman, Sennett talks about the fact that people need to take pride in their work,
Variations are to ask each student to write their own sheet or to have small groups do so. (22) Value Lines: Students line up according to how strongly they agree or disagree with a proposition or how strongly they value something. This gives a visual reading of the continuum of feelings in the group. Next, sort students into heterogeneous groups for discussion by grouping one from either end with