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“An idea that is developed and put into action is more important than an idea that exists only as an idea. “ De Bono Lecture 1 8/9/14.

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Presentation on theme: "“An idea that is developed and put into action is more important than an idea that exists only as an idea. “ De Bono Lecture 1 8/9/14."— Presentation transcript:

1 “An idea that is developed and put into action is more important than an idea that exists only as an idea. “ De Bono Lecture 1 8/9/14

2 details Dr. Ciara Heavin Room 3.85 ORB 3rd Floor Tel 021 4903826

3 Case-Based Teaching A misconception
“The case method is ‘theory free’” “The case method deals with practice, rather than theory” No…the case method accesses and teaches theory inductively rather than deductively Beginning with specifics, we re-derive general frameworks Instead of more usual classroom approach (e.g., lectures): Beginning with general frameworks and asking students to demonstrate their understanding of the frameworks by applying them to specific cases

4 Kolb, 1976 Traditional Approaches Case-based Teaching

5 The Case-Based Teaching Challenge
Orchestrating the emergence of theoretical material that covers the territory you are aiming for Must tolerate individual departures from orthodoxy (even if “wrong”) Students will leave a discussion without learning whose theory they’ve learned; if you want them to know it’s Mintzberg’s, you’ll have to provide supplementary reading The method can work in very technical areas (operations, finance) Course design very important (more on this later) as a way of completing the deductive part of the Kolb cycle…

6 An Inductive Approach Shifts the Learning Contract
Less about knowledge transfer in one direction, from the professor to the students More about student interaction with each other in a joint effort to arrive at helpful principles and frameworks Conveys an obligation to students to help fellow students learn by participating in the search for frameworks, principles In some schools, this may be a big departure from what students are accustomed to Requires a lot of forethought by professor to “orchestrate” rather than force the development of ideas and theoretical frameworks Patience (to let ideas emerge) and good content (cases) make this work

7 Case-Based Approach Organise Groups Assign case studies
The entire class will prepare the case The group will prepare a short presentation (15-20 minutes) In class discussion will follow


9 Some Recommended Reading
De Bono, E. ( 1985, revised1999 ) “Six Thinking Hats”, Penguin. Kim, C. W. and Mauborgne, R. (2005 ) “Blue Ocean Strategy”, Harvard Business School Press, Boston, MA. Moore, G.A. (1998) “Crossing the Chasm - Marketing and Selling Technology Products to Mainstream Customers”, Capstone Publishing Ltd. UK. Mullins, J. and Komisar, R. (2009) “Getting to Plan B – Breaking Through a Better Business Model”, Harvard Business School Press, Boston, MA. Mullins, J. (2006) “The New Business Road Test - What Entrepreneurs and Executives Should Do Before Writing a Business Plan”, Financial Times/ Prentice Hall. Goffen, K., Lemke, F. and Koners, U. (2010) “Identifying Hidden Needs: Creating Breakthrough Products”, Palgrave Macmillan.

10 De Bono’s Six Thinking Hats
Thinking complexity often leads to confusion The ‘6 Hats’ method of thinking simplifies the process by dealing with emotion, logic, hope, information and creativity separately and within a coherent framework This framework drives better exploration and sharing of perceptions, while reducing adversarial behaviour and wasted time

11 Edward de Bono’s (p150) suggests:
“Thinking often proceeds as drift and waffle and reaction to what turns up from moment to moment. There is a background sense of purpose, but this is never spelled out either as an overall objective or sub objectives. Suggestions, criticism, information and plain emotion are all mixed together in a sort of thinking stew. It seems to be a matter of messing around until a thinker stumbles on some tried approach that seems to achieve what is desired. It is a haphazard exploration of experience strongly guided by negative criticism. The underlying assumption is that reasonably intelligent people provided with enough background information will, in the course of the discussion, list the action options and choose the most suitable”

12 Rationale Behind the Thinking Hats
Revolutionise group problem-solving, save time and reach decisions quickly Become more objective when evaluating ideas Bring positive change to an organisation in a simple way Expand your thinking Facilitate productive and effective meetings

13 White Hat Indicates neutrality -imitates the computer.
Neutral and objective – does not offer interpretations and opinions. Uses focusing questions to obtain information. Two tier system of information – 1st) checked and proven facts, 2nd) believed to be true, but have not yet been fully checked. Refers to spectrum of likelihood ranging from ’always true’ to ‘never true’. Strives to be more neutral and more objective in the presence of information

14 Green Hat creative thinking.
Symbolises fertility, growth and the value of seeds. Fundamental aspects:-the search for alternatives – going beyond the known, the obvious and the satisfactory. Used to consider at any point, whether there might be alternative ideas. The idiom of movement replaces that of judgement. Provocation an important part – used to take out of usual patterns of thinking and generate new concepts and perceptions.

15 Yellow Hat positive and constructive.
Symbolises sunshine, brightness and optimism. Concerned with positive assessment and covers a positive spectrum from logical and practical at one end, to dreams, visions and hopes at the other. Probes and explores for value and benefit – seeks to put forward soundly based optimism. Constructive and generative – generates concrete proposals and suggestions. Not concerned with mere positive euphoria (red hat), nor directly with creating new ideas (green hat)

16 Black Hat concerned with caution.
Considers risks, dangers, obstacles, potential problems and the downside of a suggestion. Black hat questions could include: “Does this suggestion fit our policy and strategy?” “Does it fit our ethics and values?” “Does it fit the known facts and experiences of others?” Can be abused and overused if it is the only mode of thinking.

17 Red Hat allows the thinker to say “This is how I feel about the matter”. Legitimises emotions and feelings as an important part of thinking. Makes feelings visible so that they become part of the thinking ‘map’, and part of the value system that chooses the route on the map. Allows the thinker to explore the feelings of others by asking for a red hat view. Never attempts to justify feelings or provide a logical basis for them. Covers 2 broad types of feelings: 1) ordinary emotions such as: like, dislike – to more subtle, such as suspicion, 2) more complex judgements such as hunch, intuition, taste, aesthetic feeling -and other not justified types of feeling.

18 Blue Hat organises the thinking itself.
Thinking about the thinking needed to explore the subject. Like the ‘conductor of the orchestra’ – calls for the use of the other hats. Defines the subjects towards which the thinking is to be directed. Sets the focus, defines the problems and shapes the questions. Determines the thinking tasks that are to be carried through. Responsible for summaries, overviews and conclusions. Stops argument and insists on the map type of thinking – enforces discipline.

19 Six Thinking Hats Exercise
Teams of 6 students In each group one student (the facilitator) takes notes, in order to collate ideas and summarise findings for presentation, the facilitator must also ensure each hat is used and the groups meets the deadlines set Each team may spend 5 minutes on each of the six hats After 30 minutes the facilitator must STOP listening to the group and formulate the ideas for presentation – they have 5 minutes to do this The class will vote on the best idea The challenge: You work as part of a new product development team at Apple Inc. Considering the success of the iPod, iPhone, iPad etc., your team has been given the responsibility of proposing ‘the next big product/service’ for the company




23 Related Links

24 CA 50 Marks Innovative Opportunity – Must be Technology Related
Group Project Slide Deck(max 10 slides) to be submitted before 4pm Wednesday 26th November to Include student names and student numbers Group presentation in class on Thursday 27th November 2014 “Pitch the Opportunity” Outline the scope of the idea Is the industry attractive? Who? What? Why? Is the market attractive? Who? What? Why? Who are the team? Who? What? Why? Where is the ‘value’ in this product/service? How do you plan to operationalize this idea?

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