21st Century Skills: Propose Methods of Applying Learning Innovation in Organization

AContents
Learning Outcomes 3

Learning Outcome No. 1: Assess work procedures and systems in terms of

innovation in the Organization 4

Information Sheet 5.1-1 4

The Innovation Process 4

Innovation -The Basics 4

What is the Importance of Innovation? 4

Risks of the Innovation Process and how to overcome them 5

How innovative companies benefit from innovations 6

Innovation process 7

Why use a structured innovation process? 7

Different understanding of innovation and its consequences on the

innovation process 8

Tiggers of innovation discontinuity and the problems associated with them 9

Steps of the Innovation Process 9

Innovation Models, 14

First-generation model - technology push 14

Second-generation model - market pull 15

Third Generation model - coupling method 15

Tips for a successful innovation process 18

Self-Check No. 5.1-1 Error! Bookmark not defined.

The Innovation Process 20

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 21st Century Skills: Propose Methods of Applying Learning Innovation in Organization

The Innovation Process 20

Information Sheet 5.1-2 21

Seven Habits of Highly Effective People 21

Be proactive 21

Begin With the End in Mind 21

Put First Things First 22

Think Win/Win 23

Seek First to Understand, Then to Be Understood 23

Synergize 24

Sharpen the Saw 24

Self-Check No. 5.1-2 25

Seven Habits of Highly Effective People 25

Answer Key No. 5.1-2 27

Seven Habits of Highly Effective People 27

Learning Outcome No. 2: Generate practical action plans for improving work
procedures and processes. 29

Information Sheet 5.2-1 29

Five Minds for the Future 29

The Disciplined Mind 30

Four Essential Steps in developing a disciplined mind: 31

The synthesizing mind 32

The Creating Mind 34

The respectful Mind 36

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 21st Century Skills: Propose Methods of Applying Learning Innovation in Organization

The Ethical Mind 37

Self-Check No. 5.2-1 39

Five Minds for the Future 39

Learning Outcome No. 3: Evaluate the effectiveness of the proposed action

plans. 44

Information Sheet 5.3-1 44

Action Plan: Evaluation Effectiveness 44

Documentation 44

Training 45

Self-Check No.5.3-1 46

Action Plan: Evaluation Effectiveness 46

Learning Outcomes
● Assess work procedures, processes, and systems in terms of innovative
practices
● Generate practical action plans for improving work procedures, processes
● Evaluate the effectiveness of the proposed action plans

Learning Outcome No. 1: Assess work procedures and

systems in terms of innovation in the Organization

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 21st Century Skills: Propose Methods of Applying Learning Innovation in Organization

Information Sheet 5.1-1

The Innovation Process
It is very understandable for you to ask yourself these questions. To help you understand the innovation
process, I will inform you why you need innovation, explain the risks associated with it, give a detailed
procedure of the process, look at some models of innovation and then give you tips on how to carry
out a successful innovation process.

Innovation -The Basics

Innovation is the process of improving a product service from its current state. Already from the
definition, you can tell that innovation is not limited to the size of the business or the business venture
you are dealing with.

Hence, innovation is open for everyone in business adds value to the services or goods that you provide
and so you should seek to be innovative in your business. Let me show you some more advantages of
embracing innovation in your business.

What is the Importance of Innovation?

● Solving problems: Most ideas are actually derived from attempts to solve existing problems. As
such, when you encourage innovation, you are opening doors for solutions to problems both
within and outside your company. If our business provides services, you might realize that your
customer does not have an avenue to share their opinions, complaints, and compliment. The
only avenue available could be the physical office. So, to solve the problem, you could decide to
operate a virtual office where customers` needs can be attended to within a short time. The
customers will be happy and as result, your sales will go higher.
● Adapting to change: This is especially evident in the technological world where there are rapid
changes defining the business. Change is inevitable and innovation is the method to not only
keep your business afloat but also ensure that it remains relevant and profitable. With the rise
in mobile phones, the traditional telephone had to find ways to remain relevant. The same case
with your business, when you develop an innovation culture, you remain relevant at all times.
● Maximizing globalization: With markets all over the world becoming more interlinked, greater
opportunities are emerging in these new markets and with that, new needs and challenges. For
instance, China and India are estimated to be the leading markets, and Africa is predicted to be
the next “hot spot”. Therefore, if your company hopes to tap into this market share, innovation
is a must to enable you to capitalize on the opportunities opening up.
● Facing up the competition: The corporate world is always very competitive, and with many new
companies coming up, the top position in the industry is no longer a reserve of a few. To retain
or establish your company`s cutting edge, you can compete strategically by having a dynamic
business that is able to make strategic and innovative moves and thus cut above the rest.

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 21st Century Skills: Propose Methods of Applying Learning Innovation in Organization

● Evolving workplace dynamics: The demographics in the workplace are constantly changing.
With the new generations that have entered the marketplace; new trends are also coming up.
Innovation is therefore critical to ensure the smooth running of the company.
● Customers` changing tastes and preferences: The current customer has a great variety of
products and services available to him and is well informed of his choices than before. The
company must therefore keep itself abreast with these evolving tastes and also forge new ways
of satisfying the customer.

Risks of the Innovation Process and how to overcome them

The innovation process is lauded for its many benefits that have defined the corporate and social-
cultural scene since the era of industrialization. However, it does not lack its set of challenges and risks
as discussed below.

● Technological failure of the innovation - The biggest risk any company takes in the innovation
process is whether or not the new product or not a new product or idea will work once it is
launched in the real world or whether it remains to be a white elephant. To manage this, the
company may carry out trials on small scale to test its effectiveness. Once this is done and
observations made, the necessary adjustment may be made accordingly to avert any huge
losses once the product is mass-produced
● Financial Strain - Often, the innovation process is faced with the challenge of draining out the
company resources as returns are usually long-term as opposed to immediate. This may lead to
the abortion of the product or idea once it is perceived to be non-profitable. However, you
should look at the projected returns and consider whether or not the innovation aligns with its
long-term goals.
● Redundancy - With trends in the market constantly changing and many innovations emerging, it
is possible innovation today may be redundant in the near future. To counter this, there must be
constant research on how to improve the existing systems and keen observance of global trends
and the factors influencing them in order to stay a step ahead.
● Lack of capacity for implementation - This is especially for start-ups where they lack the
structural and financial capacity to roll out the innovation. You then risk remaining a pipe
dream. So, you may choose to look for partners who will assist in your area of lack and thus
overcome the challenge. It is important that the partners also share in the vision of the
innovation to avoid conflicting interests in the future.
● Organization risks - This refers to the risks that are faced in the structure and running of the
business once the innovation is introduced. For instance, the company may revert to focusing
all resources and time on innovation at the expense of its daily activities. Proper planning and
allocation of resources have to be ensured by the leadership to ensure this does not happen.
● Unprecedented risks - These are risks that would not have been foreseen and may be
influenced by factors outside the company`s control. They may involve changes in policies or
political instability whose ripple effect spills over hindering the effectiveness o the innovation. It

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is important for the business to keep a contingency plan to buffer it against such an unseen
event.

How innovative companies benefit from innovations

Experience

Innovative companies have the advantage of experience in innovating a product. Since they understand
the process so well, they do not have to always go through many trials and errors. The fact that they
have repeated the process several times sets them apart from other companies that do not have an
innovative culture.

Creativity

Innovative companies attract innovative employees. Since the company maintains an innovative culture,
the employees understand that they are responsible for innovations and the implementation of new
products. Moreover, every stage of the innovation process is characterized by a large number of
experienced personnel who ensure that the process goes on smoothly.

The experienced professionals ensure the conceptualization, design, and implementation of the idea is
completed. Besides, they make sure the product is desirable to customers.

Leadership

As a matter of fact, innovative companies are industry leaders. They are always ahead of the others in
the market. Even if the others try to catch up, they can`t This is because they only copy what the
industry leaders do.

By the time they implement the idea fully, The innovative company already has a new product.
Therefore, innovative companies set the pace for the industry.

Name recognition

Companies with an innovation culture are known in their industry. Therefore, they do not have a huge
budget for marketing and branding. As a fact, customers look forward to new products from the
company.

Innovation process
The innovation is a structured strategy that ensures that the innovation team idealizes an innovation
and runs with it until it is successfully implemented. However, the way you understand the innovation
process greatly influences the way you establish it.

In this section, we shall discuss why it is good to use a structured innovation process. We shall also
demystify the innovation process by explaining each step that needs to be followed until the innovation
is implemented.
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We will so look at how your understanding of the process affects the outcomes. Besides, I will also
highlight some conditions that disrupt the innovation process.

Why use a structured innovation process?

Have you ever heard that quitters do not win and winners do not quit? A structured innovation model
will help you face every challenge head-on and to take the innovation seriously. It gives you a strategy
for how to tackle every step along the way.

Without a structure, the innovation process can seem complex, big, and unachievable. However, when
you use structure, you simplify the process. Benefits of the structure include:

● Creates urgency: Innovations are never urgent in nature; they are thought of as something to be
implemented in the long run. You can spend one year talking about an innovative idea and by
the end of the year; you have nothing to show for it. This is because immediate matters arise
every now and then and you keep postponing the implementation of an innovation. Initially, you
do not need a lot of time to plan for the innovation. So, you can set apart an afternoon for an
innovation meeting every week. With time, you will see some progress and the innovation will
not interrupt other processes. Besides, it will not be forgotten.
● Increases efficiency and effectiveness: All leading companies embrace innovation as their core
culture. Innovation can be a one-time or a continuous process. By relying on a structured
innovation process, you increase your efficiency and the outcomes of your innovation are more
likely to be adopted in the market. This separates you from other companies that do not take
innovations seriously.
● Increases performance: Since the innovation process follows a step-by-step model, it gives you
an opportunity to improve on your weak areas. For example, if you are good at implementing
ideas but poor at analysis, then you have to make sure you improve your analytical skills.
Therefore, structure eagles you to effectively apply all aspects of the process. As a result, the
innovation process yields positive outcomes for you.
● Incentives and rewards: You need a team of participants to carry out a successful innovation
process. Note that not all the ideas proposed will be successful; some will fail terribly. However,
others will be successful. The employees taking part in the innovation process need to be
appreciated for their efforts. Besides, they need to learn lessons from failed processes. A
structure identifies failures and the mistakes that lead to failure. Besides, it makes it easy to
reward participants who perform exemplary well. The rewards and lessons learned to act as
motivation tools for an innovation culture

Different understanding of innovation and its consequences on the

innovation process
● If the innovation process is viewed as a process where only specialists participate, then there
will be very little involvement from all the employees. Some employees will keep off since they
do not feel like they are specialists.

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● Small companies view innovation as a process for the big companies only. This is because they
conceptualize the innovation process as a completed process that they lack the capacity to
handle. Innovation can involve small and big changes so small businesses miss out on the market
and technical opportunities which they could have enjoyed had they involved themselves in
innovation. If you have a small business that produces books, you can add a section of dates at
the top of every page. It will not cost you much but it will draw people to your books
● Innovations that are entirely targeted miss out on opportunities for new customers. For
example, supermarkets could give awards to people with the highest loyalty points at the end of
the year. The incentive might not attract more customers if it is only focused on customers who
acquired loyalty cards a month before the service was introduced. Customers who acquire the
cards later will not feel valued. As a result, they might not feel compelled to acquire the cards.
● Another misunderstanding is looking at the innovation process as a linear process. A linear
process relies on either technology or market trends as sources of innovation. As a result, a lot
of money is spent on research and development and other sources of innovations are ignored.
The customer, suppliers, public, and employees are ignored as sources of innovation. The
innovation is therefore not a representation of the needs of the customers.
● Companies look at innovations as breakthroughs and fail to think about incremental
innovation. A good example is what happened concerning electric light using the Edison design.
The design of the bulb did not change for 16 years after it was created. When a product and
process improvement took place, the price of the bub was reduced by about 80%
● Oftentimes, the innovation process is looked at as an independent process separate from the
other processes in the organization. This is not right as all processes in an organization work
together to support each other. Besides, the other processes in the organization. This is not right
as all processes in an organization work together to support each other. Besides, some
organizations look at process innovation differently from the product being produced. This is a
misunderstanding as the process and product relate to each other.

Innovation involves some players and set rules. The two make up the rules of the game; they can
therefore influence the conditions and space of the innovation.

If anything happens that is capable of dislocating the framework and the rules of the game, it leads to
discontinuous innovation. It is a shift in the basic conditions (technology, market, regulatory social, etc.)
when some innovation conditions are discontinued.

Tiggers of innovation discontinuity and the problems associated with

them
● The drastic shift in new political rules which influence the social and economic rules cripples old
and established companies. This is because they are not able to adapt to new ways of doing
business. In such instances, new businesses thrive as they quickly align their innovation plans
with the new rules.

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● Markets evolve through market segmentation and growth. In contrast, there are times when
new markets arise. These markets pose a challenge because they cannot be analyzed, predicted,
or explored. Due to their unpredictability, established markets ignore them as small and they fail
to see their potential.
● Unthinkable events take over an industry, country, or even the world; it disrupts established
markets. An example is in the case of political turmoil; businessmen cannot continue to operate
in such situations. Everything is put on hold or destroyed.
● Shifts in regulatory regimes lead to new opportunities in the market. Only the companies that
see the potential are able to enjoy the opportunities.
● The behavior or opinion of people can bring a shift in the innovation model. For example, since
canned soda was innovated, the market share of producers of the returnable bottle has
reduced.
● Innovation is business models that force existing businesses to adapt to new rules of games or
their market share reduces. An example is the case of mobile money transfers. In countries
where mobile money transfers are being used, the banks have had to think of ways of working
together with mobile money transfer companies. Otherwise, if they do not work together, then
banks will decrease in relevance.

These forces that lead to discontinuity in innovation present new opportunities to new businesses.
Besides, companies that are willing to adapt to new ways of doing things increase their market share.

To help you come up with an innovation, let me explain to you the steps of the innovation process. If
you follow the steps carefully, then you will be able to come up with new ideas and implement them
successfully in the market.

Steps of the Innovation Process

Step 1. Idea Generation

This is the first step in an innovation process. It is where you decide on the concept that you want to
develop and come up with reasons why you want to improve the idea. It is important for you to involve
your employees and customers. Involving many knowledgeable people will enable you to better
understand the market.

Besides, it will give you an opportunity to look at the idea from different angles. At this stage also,
experts will also provide many viable ideas. There are five places where you can draw ideas for your
innovation:

Customer innovation

As you work on innovation, remember that you should have your customer in mind. Your customer
should be the inspiration for all innovations. Hence, consider the feedback that they give to come up
with an innovative idea.

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This is an important source because if you innovate something that does not meet the needs of the
customer, then the innovation is likely to fall. You can get feedback from social media platforms, and
customer feedback forms, and your employees can report to you what the customers say.

Employee Innovation

Your employees relate with the customers so closely that they know their needs. Moreover, they also
get first-hand compliments, complaints, and suggestions from customers.

When a customer wants a service or a product, they explain to your employees so they can keep tabs on
what customers want. Besides, they are positioned to identify products that are irrelevant to the
customer.

When you innovate a product, your employees will be important so as to explain how a product is used
by the customer. In contrast, if they do not feel a part of the innovation, they might disregard the
product. As a result, they may never speak well of the product.

Public Innovation

Public innovation depends on information gathered from the public. The amount of feedback received
through public innovation is a lot so you must have the required expertise and equipment to handle it.
Public innovation produces helpful information but you have to be ready to sieve through the
information to pick what is helpful.

As you consider this model, make sure you do not use it before the other: it could probably be the last
model that you employ. If you have the capacity to digest the information, you could use public
innovation.

Partner/supplier innovation

You can share your thoughts and opinions with your partners and suppliers. Opening up to them helps
them improve the goods and services they supply.

A good example is wedding planners who outsource companies to provide flowers. The wedding
company may have realized that the flowers wither after a short time and they look unattractive.

● By sharing this information with the flower company, they can brainstorm ways to keep the
flowers looking fresh for a longer time. This innovation helps your supplier and your business.
On your side, you are able to supply high-quality and more improved goods and services.

Competitor innovation

This is very challenging but very efficient when it takes place. As a fact, competitors are very careful with
the information they share but with a good strategy, you can learn a lot from your competitors.

This can only happen when you admit that there are other competent people outside your company.

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However, it does not mean that your employees are not competent enough, they are competent, but
listening to others can give you a different point of view concerning a matter.

Step 2. Advocacy and Screening

Not every idea that is generated is worth implementing, for that reason; you must screen all the ideas
presented. When screening, ensure you measure the benefits and risks of each to determine its viability.

Any idea that has a futuristic approach should be chosen for the next stage.

Moreover, participants in this stage develop the idea to enhance it. If an idea is not considered ideal,
make sure you communicate the reasons to the person who suggested the idea.

This is important, especially if the person who shared the idea is an employee so that you encourage
them to suggest more ideas, even if it are in the future. For a company that wants to instill an
innovation culture, you should take three steps at this stage;

● Ensure the evaluation and screening process takes place in a transparent way
● Create a number of avenues for employees to receive feedback and advocacy
● As an organization, you should understand that evaluating an innovative idea is a difficult
assignment.

Step 3 Experimentation

At this stage, the idea is tested using a pilot test. The test takes place within a targeted market. As you
test your product, remember that you want to know if the customers will accept it, if the product is
acceptable, and if they like the innovation. The aim is to test if the idea is a deal and suitable for the
company at a particular time.

Therefore, if an idea is too complex for the organization or it`s a premature idea, then it should not be
implemented. You should set aside premature ideas in your bank for a later date.

Apple Company once set aside an idea until the company knew it was the right time to release it to the
public. When the Mp3 player was introduced in the market, Apple held back the idea of an iPod. Apple
released the iPod three years after the Mp3 has already hit the market. The iPod idea was premature for
the market back then and would not have attracted as many customers as it did three years later.

So, even if you realize that your idea has been accepted in the market and the price is affordable, you
might want to hold back until you are sure the time is right to release it in the market. It is only through
the experimentation stage that you can get this information. So, do not assume our idea is beyond
reproach to the extent that the market cannot reject it.

However, note that experimentation can be a continuous process or a one-time activity. In some
instances, the experimentation stage generates new ideas. You can generate new ideas from this stage
by considering the feasibility of the original idea and by analyzing the information from the results

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Give the participating team enough time to experiment and analyze the results from the
experimentation. It is at this stage that you apply for intellectual rights protection.

Step 4: Commercialization

When you get to this stage, just know the product is ready for the market. The major work at this stage
is to persuade your target audience that the innovation is good for them.

To do this, explain how the innovation will be of use to them when it will be used, and demonstrate the
benefits of the innovation using the prototypes. Be very specific about the idea in regard to any
information that could attract customers to your idea.

Step 5: Diffusion and Implementation

Diffusion and implementation are two different stages: diffusion is where the company accepts the
innovation, and implementation is setting up everything that is needed to develop, utilize or produce
the innovation idea.

Knowledge brokers are used to diffuse ideas in an organization. The knowledge brokers communicate
the specification of the idea and its usability. This information helps your employees understand the
idea in a deeper way. After they understand it, they implement the idea.

Diffusion and implementation require access to production files, logistics, and market routes, amongst
others. For the idea to succeed, work in collaboration with industries and businesses, get into
partnerships, and subcontract management to ensure the innovation is fully implemented. The feedback
that you receive at this stage can be used to come up with future ideas.

Five factors have been identified to affect the extent and rate of diffusion of a new product in the
market. They include relative advantage, complexity, observability, compatibility, and trialability.

Trialability

Trialability is the ability of an innovation to be experimented on. Any innovation that can be
experimented with on a limited basis has a low level of uncertainty for potential adopters.

However, if the negative effects of experimentation are more than the positive effects, then the
customer might not be quick to adopt the innovation.

Consequently, if the customer cannot separate the desirable from the undesirable consequences of an
innovation, the trialability might reduce the chance of adoption.

Relative advantage

When you release a new product or service to the market, your customers will compare it with the
previous product or service. They will also compare it with other products or services provided by your

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competitors. Your product will diffuse easily only if it compares well in the two scenarios. This is called
relative advantage.

The higher the relative advantage, the faster your product will be adopted. For your product to have a
relative advantage, you must consider primary and secondary attributes that lead to the diffusion of
your innovation.

Primary attributes include the size and cost of the product. In contrast, secondary attributes include
compatibility and relative advantage. In most cases, the primary attributes do not matter a lot and may
remain the same for all adopts. However, secondary attributes do not matter a lot and may remain the
same for all adopters. However, secondary attributes vary from one adopter to the other.

Therefore, to overcome the challenges posed by secondary attributes, use incentives to market your
products. The incentives will increase the relative advantage while at the same time reducing the cost of
incompatibilities and subsidizing trials.

Observability

This is the measure of the results of an innovation. The more visible the results from innovation are, the
easier it is to adopt an innovation. A good example is the treatment of acne. If you came up with a
treatment that works within a short time without negative side effects, then it will be adopted very
soon.

This is because people will see the effectiveness of the medicine and seek to know what remedy the
person who had acne has used. More and more people will be more open to using your treatment,
Hence, your innovation will be adopted within a short time.

Compatibility

When talking about compatibility, it is how well the product is consistent with the existing needs,
values, and experiences of potential adopters. Compatibility has two distinct aspects: values and norms,
and existing skills and practices.

How your innovation fits in with the procedures, equipment, performance and existing skills affects the
adoption process. If your innovation is a technical innovation, the adopter may be faced with two kinds
of costs; the cost of purchasing and using the innovation and the cost of buying it.

So, if there is information about the innovation and there are trained personnel to use the innovation,
then the cost will be reduced for the adopter. In that case, they will be more receptive to acquiring the
innovation.

When it comes to norms and values, the organization or the innovation or two has to change to fit into
the existing norms and values. This reduces misalignment between the adopter and the innovation. If
your innovation is compatible, then it is easily adaptable.

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This is why it is important to carry out continuous research and development during and after the
innovation process. It ensures that your innovation remains compatible throughout its lifetime.

Complexity

This is how complicated an innovation is perceived to be. If it is difficult to use or understand, then
adopters might stay away from it. Innovations that require customers to acquire new knowledge might
take time to be adopted.

If you are trying out something that requires new knowledge or skill, you need to be patient and make
plans to provide the knowledge needed. Otherwise, you may get disappointed with the innovation.

Innovation Models,
Every person has a drive for innovation be it in small things or big ones. Therefore, we cannot assume
that innovations are a modern-day process. It began long ago but it is until 1960 that individuals started
coming up with innovation models. So far there have been six models that have been relied on for
innovations.

Technology, research and development, and market trends have contributed to the evolution of the
models over time. We will look at the six models to see the processes that the models proposed an
innovation process should take.

We will also highlight the advantages of each model and the disadvantages. Note that the disadvantages
led to the creation of new models to overcome the shortcoming of the old models. Let`s delve in.

First-generation model - technology push

The first-generation model was developed by NASA 60 as a management tool. NASA referred to the
process as the Phase-review-processes or the technology push. The process was broken down to help in
systematizing the work and controlling contractors and suppliers who were working on space projects.

Since progress to the next stage relied on completion of the previous stage, the management held a
meeting when a stage was completed. Their role was to determine whether the set objectives for the
stage had been met. They also met to decide on the progress of the project. The processes were linear
in nature and relied on engineering.

Basically, the model assumes that technology advances from scientific discovery and research and
development come before `pushed` technology innovation through engineering, marketing, applied
research, and manufacturing toward successful inventions and products as outputs.

Advantages of the model

● First, all the tasks were completed as one process had to be completed before moving on to the
next one.
● Secondly, the model reduced technical uncertainties.

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Disadvantages of the model

● The fact that all activities within a given phase had to be completed before progressing created
delays. This is because all other activities were put on hold until the management review for the
particular stage was completed.
● Another disadvantage is that the marketing phase was left out; the model mainly dealt with the
development stage of an idea.

Second-generation model - market pull

The second-generation models are similar to their predecessors except that, the model draws its
innovation idea from the marketplace. The first generation's model draws its idea from research and
development and science which are different from the second model.

Besides they are both liner structures.

Third Generation model - coupling method

The second and first-generation models had a number of limitations that the third-generation model
tries to overcome. Copper is credited to have come up with the third-generation models. The stage
acknowledges that customer satisfaction, market trends, and technology are all important in the
innovation process. Cooper developed a standardized approach for the development of a project.

The model uses the stage-gate approach in developing an innovation. Every stage has a purpose that
must be completed before moving to the next stage. If one stage is reviewed negatively, then the team
does not move on to the next stage. As a result, they continue working on the present stage until it is
positively reviewed.

According to the third-generation model, an idea originates from creativity, customer feedback, or basic
research. Evaluation of the ideas takes place in the first gate. The evaluation is based on `should meet`
and `must meet` criteria such as feasibility with the company`s policies or strategic alignment. Besides,
the stage is inexpensive and takes a short period of time.

The gate assesses the innovation idea in terms of finances, market, and technology. Further, the second
gate characterizes detailed investigation which results in a business plan. Therefore, the business plan
acts as a basis for decision-making about the idea.

Consequently, if the idea is accepted, the process of developing the product begins in stage three. In
addition, the team develops a marketing concept. Gate three produces a prototype of the product. The
prototype is evaluated to make sure it meets the specified standard stated in gate three. During the
validation stage, customer field trials, in-house product tests, trial productions, and test markets take
place.

After the product is verified, then you can plan for market launch and production start-ups. The third-
generation model allows for not only linear processes from innovation to the launch of the idea,

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Advantages of the model

● The stage-gate model is very efficient and it offers a standardized way of achieving innovation.
● Consequently, the model relies on loops of feedback which make it more interactive and
efficient.
● The process involved is transparent and the teams involved share a common understanding.
Therefore, there is communication within the team and with the top management. IBM, General
Motors, NorthernTtelcoma, and #M all use this model in all their innovations. The companies
say that the model enables them o achieve succession in their innovation processes.

Disadvantages of the model

● On the contrary, the gates are rigorous in the first stages of concept and idea generation.
● Although the model is effective, it might be inappropriate when you anticipate radical
innovations. Thus, in such a case, then a more flexible, learning-based approach is sufficient.
● The model leaves out post-launch refinement, exploitation, and optimization.

Fourth generation - an interactive model

The fourth model uses an interactive approach which is different from the linear approach that the
previous models use. Furthermore, the model looks at the innovation process as a set of parallel
activities in the organization's functions.

● Strategic vertical relationships are more so at the supplier interface.

● Horizontal strategic alliances and collaborative research and development consortia.
● Greater emphasis on cross and collaboration is so as to gain greater potential from real-time
information processing.
● Innovative SMEs create external relationships with small and large firms.

The Minnesota Innovation Research program is a good example of a fourth-generation model. The
model was developed in 1980 and is also known as the MIRP model.

It has three distinct stages that firms follow to develop an innovative idea. There is the initiation period
then the development period and finally, the implementation period. There are specific processes that
take place during each stage of the process. However, there a no boundaries between the periods. In
fact, the characteristics between periods seem to overlap.

Specifically, the development and implementation stage overlap. This is because a number of innovative
ideas develop when the innovation team interacts with the market.

The disadvantage of the model

● The model does not include the adoption, continued improvement, and introduction to the
marketplace processes.

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Fifth Generation model - network model

The fifth generation model is also known as the network model or a closed innovation model. The model
was developed in the 1990s. Closed innovation models explain the intricacy of the innovation process.

Its main focus is the involvement of the external environment. Besides, the model also focuses on
effective communication with the external environment. Since innovation relies on both external and
internal networks, the model emphasizes the need for establishing links between the two networks.

Galanakis developed an innovation model which borrows a lot from the fifth-generation model. His
model uses the thinking approach which he refers to as the `creative factory concept.` The firm is at the
center of the model. Its position signifies the role in generating and promoting innovations in the nation,
industrial signifies its role in generating and promoting innovations in the nation, industrial sector, and
the market. Hence, the model relies on three main innovation processes:

● The first process involves creating knowledge from industrial or public research.
● Secondly, in the product development process where the knowledge is transformed into a
product.
● Thirdly, product success in the market. The success of the product is dependent upon the
product`s functional competencies. Further, it also depends on the firm`s competency to
produce a high-quality product at a reasonable price and to place it in the market adequately.

Internal factors such as organizational structure and corporate strategy amongst others affect the
possess. Additionally, external factors like national infrastructure and regulations amongst others also
affect the process.

Sixth Generation model - Open innovation model

The open innovation model is also known as the sixth-generation model. The model is a network model.
It focuses on

● Internal and external ideas

● External and internal paths to markets

The open innovation model looks at how a combination of the two concepts can lead to technological
advancements. Chesbrough came up with the team's open innovation. Besides, the model presents
fewer risks when innovation. Companies that use this model enjoy a large pool of ideas to start with.
They then narrow it down to the perfect idea.

Tips for a successful innovation process

While the innovation process has many desirable benefits for companies seeking to remain above the
rest, successfully integrating innovation into the business and reaping the benefits is no easy task.

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However, you will find listed below tips on how to make the innovation process work for you and your
company.

● Create an innovation management space: This would mean putting in place systems and
structures that would not only support innovation but also evaluate the innovation process. As
such, it would translate to creating the space functionality by setting aside time and resources
for innovation. Where the company is large and too rigid in operation to diversify, a separate
department that focuses entirely on innovation is set up.
● Sharing the idea: To foster an innovation culture, you must take the initiative to communicate
the idea to the rest of the employees. The innovation process will only be realized once
everyone is aware of what they are expected to bring to the table, and they, in turn, share
similar goals and objectives as the management.
● Removing the red tape: Some company policies stifle innovation and progress. It is therefore of
paramount importance that you identify these and remove them to enhance efficiency. More
specifically, any bottlenecks in the flow of feedback between management and employees
should be dealt with and replaced with more open-door policies.
● Creative Thinking: Innovation always starts with thinking against the norm - challenging the
existing rules and set systems. This is the wheelhouse for most start-up companies as they tend
to be dynamic and versatile since they`re faced with a myriad of challenges. It is however more
challenging for larger corporations that have well-established and proven systems. Both types of
entities must nurture this vital component in their operations, the former as a means for
survival, and the latter to ensure they remain relevant.
● Teamwork: Cohesion and concerted efforts towards innovation will ensure the process takes a
place with fewer hiccups. Ensure that the leadership and the rest of the staff work together in
order to move the company forward. It is also critical that the potential of each of the
employees is known so as to ensure their strengths and weaknesses are pitted against those of
their teammates to bring about efficiency and maximum production.
● Leading from the front: The leader must set an example for the rest of the team to follow. Once
he or she works creatively and is innovative, it will be easy to motivate the rest to do the same.
● Hold people responsible: You will also need to ask people to be innovative and once you do so,
ensure that they follow through and have the freedom and power to implement their ideas. This
will encourage the staff in their work as they can see the results of their efforts.
● Ample working conditions: Employees whose welfare is well catered for are more likely to be
creative and motivated to work. Therefore, it is crucial that they are not overworked and their
workplace is comfortable.
● Rewarding performance: Employee efforts at innovation and creativity should not go unnoticed
and unrewarded. Those who prove themselves to be an asset to the company should be given
more responsibility and rewarded accordingly.

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● Encourage collaboration: Due to the diversity often found in the workplace, the company can
take advantage of this by learning about people with certain skill sets and personalities and even
having teams competing in bringing in new ideas.

https://www.cleverism.com/innovation-process-definition-models-tips/

Self-Check No. 5.1-1

The Innovation Process
Identify the following statements, write “Next” if it is a Risk of the Innovation Process, “Gen” if it is an
Importance of Innovation, and “Flexi” if it is a Benefit of Innovation.

1. ______ Market Failure

2. ______ Solving Problems
3. ______ Creativity
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4. ______ Technological failure of the innovation

5. ______ Adapting to change
6. ______ Unprecedented Risks
7. ______ Leadership
8. ______ Lack of capacity for implementation
9. ______ Maximizing globalization
10. ______ Organizational Risks
11. ______ Evolving workplace dynamics
12. ______ Experience
13. ______ Financial Strain
14. ______ Facing up the competition
15. ______ Redundancy

Answer key No. 5.1-1

The Innovation Process
Identify the following statements, write “Next” if it is a Risk of the Innovation Process, “Gen” if it is an
Importance of Innovation, and “Flexi” if it is a Benefit of Innovation.

1. Next Market Failure

2. Gen Solving Problems
3. Flexi Creativity
4. Next Technological failure of the innovation
5. Gen Adapting to change
6. Next Unprecedented Risks
7. Flexi Leadership
8. Next Lack of capacity for implementation
9. Gen Maximizing globalization
10. Next Organizational Risks
11. Gen Evolving workplace dynamics
12. Flexi Experience
13. Next Financial Strain
14. Gen Facing up the competition
15. Next Redundancy

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Information Sheet 5.1-2

Seven Habits of Highly Effective People
Interdependence is a more mature, advanced concept. It precludes the knowledge that you are an
independent being, but that working with others will produce greater results than working on your own.
To attain this level of interdependence, you must cultivate each of the seven habits laid out in the book.
The seen habits are as follows:

Be proactive
The first and most fundamental habit of an effective person is to be proactive More than just taking the
initiative, being proactive means taking responsibility for your life. Consequently, you don`t blame your
behavior on external factors such as circumstances but own it as part of a conscious choice based on
your values. Where reactive people are driven by feelings, proactive people are driven by values.

While external factors have the ability to cause pain, your inner character doesn`t need to be damaged.
What matters most is how you respond to these experiences. Proactive individuals focus their efforts on
the things they can change, whereas reactive people focus their efforts on the areas of their lives over
which they have no control. They amass negative energy by blaming external factors for their feelings of
victimization. This, in turn, empowers other forces to perpetually control them.

The clearest manifestation of proactivity can be seen in your ability to stick to the commitments you
make to yourself and to others. This includes a commitment to self-improvement and, by extension,
personal growth. By setting small goals and sticking to them, you gradually increase your integrity, which
increases your ability t take responsibility for life. Covey suggests undertaking a 30-day proactivity test in
which you make a series of small commitments and stick to them. Observe how this changes your sense
of self.

Begin With the End in Mind

To better understand this habit, Convey invites you to imagine your funeral. He asks you to think about
how you would like your loved ones to remember you, what you would like them to acknowledge as
your achievements, and to consider what a difference you made in their lives. Engaging in this thought
experiment helps you identify some of the key values that should underpin your behavior.

Accordingly, each day of your life should contribute to the vision you have for your life as a whole.
Knowing what is important to you means you can live your life in service of what matters most. Habit
two involves identifying old scripts that are taking you away from what matters most, and writing new
ones that are congruent with your deepest values. This means that, when challenges arise, you can meet
them proactively and with integrity, as your values are clear.

Covey states that the most effective way to begin with the end in mind is to create a personal mission
statement. It should focus on the following:

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● What you want to be (character)

● What you want to do (contributions and achievements)
● The values upon which both of these things are based

In time, your mission statement will become your personal constitution. It becomes the basis from
which you make every decision in your life. By making principles the center of your life, you create a
solid foundation from which to flourish. As principles aren`t contingent on external factors, they don`t
waver. They give you something to hold on to when times get tough. With a principles-led life, you can
adopt a clearer, more objective worldview.

Put First Things First

To begin this chapter, Covey asks you to answer the following questions:

1. What one thing could you do regularly, that you aren't currently doing, that would improve your
personal life?
2. Similarly, what one thing could you do to improve your business or professional life?

Whereas habit one encourages you to realize you are in charge of your own life, and habit two is based
on the ability to visualize and identify your key values, habit three is the implementation of these two
habits. It focuses on the practice of effective self-management through an independent will. By asking
yourself the above questions, you become aware that you have the power to significantly change your
life in the present.

Thus, having an independent will means you are capable of making decisions and acting on them. How
frequently you use your independent will is dependent on your integrity. Your integrity is synonymous
with how much you value yourself and how well you keep your commitments. Habits here concern
themselves with prioritizing these commitments and putting the most important things first. This means
cultivating the ability to say no to things that don`t match your guiding principles. To manage your time
effectively in accordance with habit three, your actions must adhere to the following;

1. They must be principle-centered

2. They must be conscience-directed, meaning that they give you the opportunity to organize your
life in accordance with your core values.
3. They define your key mission, which includes your values and long-term goals.
4. They give balance to your life.
5. They are organized weekly, with daily adaptations as needed.

The thread that ties all five of these points together is that the focus is on improving relationships and
results, not on maximizing your time.

Think Win/Win
Covey argues that win/win isn`t a technique, it`s a philosophy of human interaction. It`s a frame of mind
that seeks out a mutual benefit for all concerned. This means that all agreements or solutions are

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beneficial, and all parties feel satisfied with the outcome. To embody this mindset, life must be seen as a
cooperative, not a competition. Consequently, anything less than the most efficient state to be
operating within.

Therefore, to adopt a win/win mindset, you must cultivate the habit of interpersonal leadership. This
involves exercising each of the following traits when interacting with others:

● Self-awareness
● Imagination
● conscience
● Independent will

To be an effective win/win leader, Covey argues that you must embrace five independent dimensions:

1. Character: This is the foundation upon which a win/win mentality is created, and it means acting
with integrity, maturity, and an “abundance mentality” (i.e., there is plenty of everything for
everyone, and one person`s success doesn`t threaten your success).
2. Relationships: Trust is essential to achieving win/win agreements. You must nourish your
relationships to maintain a high level of trust.
3. Agreements: This means that the parties involved must agree on the desired results, guidelines,
resources, accountability, and consequences.
4. Win/win performance agreements and supportive systems: Creating a standardized, agreed-
upon set of desired results to measure performance within a system that can support a win/win
mindset.
5. Processes: All processes must allow for win/win solutions to arise.

Seek First to Understand, Then to Be Understood

If you want to improve your interpersonal relations, Covey argues that you must endeavor to
understand a situation before attempting to make yourself understood. The ability to communicate
clearly is essential for your overall effectiveness, as it`s the most important skill you can train. While you
spend years learning to read, write and speak, Covey states that little focus is given to training the skill of
listening.

If your principles are solid, you naturally want to engage and listen to people without making them feel
manipulated. Consequently, it`s through your character that you transmit and communicate what type
of a person you are. Through it, people will come instinctively trust and open up to you. While most
people listen with the intent of replying, the proficient listener will listen with the intent to understand.
This is known as the skill of empathic listening.

An empathic listener can get into the frame of reference of the person speaking. By doing so, they see
the world as they do and feel things the way they feel. Empathic listening, therefore, allows you to get a
clearer picture of reality. When you begin to listen to people with the intent of understanding them,
you`ll be astounded at how quickly they will open up.
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Once you think you`ve understood the situation, the next step is to make yourself understood. This
requires courage. By using what you`ve learned from empathic listening, you can communicate your
ideas in accordance with your listener`s paradigms and concerns. This increases the credibility of your
ideas, as you will be speaking in the same language as your audience.

Synergize
When synergy is operating at its fullest, it incorporates the desire to reach win/win agreements with
empathic communication. It`s the essence of principle-centered leadership. It unifies and unleashes
great power from people, as it`s based on the tenant that the whole is greater than the sum of its parts.
The real challenge is to apply principles of synergetic creative cooperation in your social interactions.
Covey argues that such instances of synergetic interpersonal group collaboration are often neglected
but should be part of your daily life.

At its core, synergy is a creative process that requires vulnerability, openness, and communication. It
means balancing the mental, emotional, and psychological differences between a group of people and,
in doing so, creating new paradigms of thought between the group members. This is where creativity is
maximized. Synergy is effectiveness as an interdependent reality. This involves teamwork, team building,
and the creation of unity with other human beings.

Sharpen the Saw

This seventh habit is all about enhancing yourself through the four dimensions of renewal:

1. Physical: Exercise, nutrition, and stress management. This means caring for your physical body,
eating right, getting enough sleep, and exercising regularly.
2. Social/Emotional: Service, empathy, synergy, and intrinsic security. This provides you with a
feeling f security and meaning.
3. Spiritual: Value clarification and commitment, study, and meditation. In focusing on this area of
your life, you get closer to your center and your inner value system.
4. Mental: Reading, visualizing, planning, and writing. To continually educate yourself means
expanding your mind. This is essential for effectiveness.

To “sharpen the saw” means to express and exercise all four of these motivations regularly and
consistently. This is the most important investment you can make in your life, as you are the instrument
of your performance. It`s essential to ten to each area with balance, as to overindulge in one area means
to neglect another.

However, a positive effect of sharpening your saw in one dimension is that it has a knock-on positive
effect in another, due to them being interrelated. For instance, by focusing on your physical health, you
inadvertently improve your mental health, too. This, in turn, creates an upward spiral of growth and
change that helps you to become increasingly self-aware. Moving up the spiral means you must learn,
commit, and do increasingly more as you move upwards and progressively become a more efficient
individual.

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https://www.oberlo.com/blog/7-habits-of-highly-effective-people-by-stephen-covey-summary

Self-Check No. 5.1-2

Seven Habits of Highly Effective People
Fill in the blanks

Habit 1: Be Proactive (3 pts)

1. More than just taking the initiative, being proactive means taking ____________ for your life.
2. Proactive individuals focus their efforts on the things they can ____________, whereas
reactive people focus their efforts on the areas of their lives in which they have ____________

Habit 2: Begin with the end in mind (3 pts)

3. Covey states that the most effective way to begin with the end in mind is to create a personal
mission statement. It should focus on the following:
a. What you want to be ( ____________)
b. What you want to do (contributions and ____________)
c. The ____________ upon which both of these things are ____________

Habit 3: Put First Things First (5pts)

4. To manage your time effectively in accordance with habit three, your actions must adhere to the
following:
a. They must be ____________-centered
b. They must be ____________-directed, meaning that they give you the opportunity to
organize your life in accordance with your core values.
c. They define your key ____________, which includes your values and long-term goals.
d. They give ____________ to your life
e. They are ____________ weekly, with daily adaptations as needed.

Habit 4: Think Win/Win (5 pts)

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5. To be an effective win/win leader, Cover argues that you must embrace five
independent dimensions:
a. Character: This is the foundation upon which a win/win mentality is created, and
it means acting with integrity, maturity, and an “ ____________ mentality”
b. Relationships: ____________ is essential to achieving a win/win agreement. You
must nourish your relationship to maintain a high level of trust.
c. Agreements: This means that the parties involved must agree on the desired
results, guidelines, resources, accountability, and ____________.
d. Win/win performance agreements and supportive systems: Creating a
____________, agreed-upon set of desired results to measure performance
within a system that can support a win/win mindset.
e. Processes: All processes must allow for win/win ____________ to arise.
Habit 5: Seek First to Understand, Then to Be Understood (3 pts)
6. An ____________ listener can get into the frame of reference of the person speaking.
7. While most people listen with the intent of replying, the ____________ listen with the
intent to ____________.
Habit 6: Synergize (2 pts)
8. Synergy is a creative process that requires ____________, openness, and
____________.
Habit 7: Sharpen the Saw (4 pts)
9. This seventh habit is all about enhancing yourself through the four dimensions of
renewal:
a. Physical: Exercise, nutrition, and stress ____________. This means caring for
your physical body, eating right, getting enough sleep, and exercising regularly
b. Social/Emotional: Service, empathy, synergy, and intrinsic security. This provides
you with a feeling of security and ____________.
c. Spiritual: Value ____________ and commitment, study, and meditation. In
focusing on this area of your life, you get closer to your center and your inner
value system
d. Mental: Reading, visualizing, planning, and writing. To continually educate
yourself means ____________ your mind.

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Answer Key No. 5.1-2

Seven Habits of Highly Effective People
Fill in the blanks

Habit 1: Be Proactive (3 pts)

1. More than just taking the initiative, being proacting means taking *responsibility* for your life.
2. Proactive individuals focus their efforts on the things they can *change*, whereas reactive
people focus their efforts on the areas of their lives in which they have *no control*

Habit 2: Begin with the end in mind (3 pts)

3. Covey states that the most effective way to begin with the end in mind is to create a personal
mission statement. It should focus on the following:
a. What you want to be (*Character*)
b. What you want to do (contributions and *achievements*)
c. The *values* upon which both of these things are *based*

Habit 3: Put First Things First (5pts)

4. To manage your time effectively in accordance with habit three, your actions must adhere to the
following:
a. They must be *principle*-centered
b. They must be *conscience*-directed, meaning that they give you the opportunity to
organize your life in accordance with your core values.
c. They define your key *mission*, which includes your values and long-term goals.
d. They give *balance* to your life
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e. They are *organized* weekly, with daily adaptations as needed.

Habit 4: Think Win/Win (5 pts)

5. To be an effective win/win leader, Cover argues that you must embrace five
independent dimensions:
a. Character: This is the foundation upon which a win/win mentality is created, and
it means acting with integrity, maturity, and an “*abundance* mentality”
b. Relationships: *Trust* is essential to achieving a win/win agreement. You must
nourish your relationship to maintain a high level of trust.
c. Agreements: This means that the parties involved must agree on the desired
results, guidelines, resources, accountability, and *consequences*.
d. Win/win performance agreements and supportive systems: Creating a
*standardized*, agreed-upon set of desired results to measure performance
within a system that can support a win/win mindset.
e. Processes: All processes must allow for win/win *solutions* to arise.
Habit 5: Seek First to Understand, Then to Be Understood (3 pts)
6. An *empathic* listener can get into the frame of reference of the person speaking.
7. While most people listen with the intent of replying, the *proficient* listen with the
intent to *understand*
Habit 6: Synergize (2 pts)
8. Synergy is a creative process that requires *vulnerability*, openness, and
*communication*.
Habit 7: Sharpen the Saw (4 pts)
9. This seventh habit is all about enhancing yourself through the four dimensions of
renewal:
a. Physical: Exercise, nutrition, and stress *management*. This means caring for
your physical body, eating right, getting enough sleep, and exercising regularly
b. Social/Emotional: Service, empathy, synergy, and intrinsic security. This provides
you with a feeling of security and *meaning*.
c. Spiritual: Value *clarification* and commitment, study, and meditation. In
focusing on this area of your life, you get closer to your center and your inner
value system
d. Mental: Reading, visualizing, planning, and writing. To continually educate
yourself means *expanding* your mind.
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Learning Outcome No. 2: Generate practical

action plans for improving work procedures and
processes.
Information Sheet 5.2-1
Five Minds for the Future

The 5 Minds for the Future Identified by Gardner refer to 5 characteristics of the mind that
Gardner suggests each person should aim to develop. While each person will not be able to
develop. While each person will not be able to develop them all in equal measure, we should
aim to develop aspects of them all for the balance of mind needed for the future.
Each mind has been important historically, but will become even more crucial in the future.
With these minds, a person will be well-equipped to deal with what is expected, as well as what
cannot be anticipated. In the future. While without these minds, a person will be at the mercy
of forces that he or she can`t understand, let alone control.
The 5 minds for the future as set out by Gardner are:
● The Disciplined Mind
● The Synthesizing Mind
● The Respectful Mind

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● The Creating Mind

● The Ethical Mind

The Disciplined Mind

The Disciplined mind refers to the ability to think in ways associated with major scholarly
disciplines such as history, math, and science, and major professions like law, medicine,
management, and finance as well as the ability to apply oneself diligently, improving steadily
and continuing beyond formal education.
Recent scientific research into students' intellectual understanding, including those who attend
the best schools, has revealed that despite accumulating plenty of factual o subject matter
knowledge, most students have not learned to think in a disciplined manner. If most of the
world's education system is concerned with the acquisition of the appropriate disciplinary
knowledge, habits of mind, and patterns of behaviors and the eradication of erroneous
unproductive ways of thinking, why then do many students continue to adhere to inadequate
ways of thinking? Gardner believes that it is because teachers and students do not appreciate
the differences between subject matter and discipline. Most students are studying the subject
matter, trying to commit to memory a large number of facts, formulas, and figures. They are
then tested on this information, and are thought to be good students and will succeed in their
course if they are able to contain all this information.
Disciplines represent a radically different phenomenon. A discipline constitutes a distinctive
way of thinking about the world. Distinctive ways of thinking characterize the professions and
are modeled by skilled practitioners. Studying should help students to acquire the habit of
these discipline-specific ways of thinking. Students need to understand information not as an
end in itself or a stepping stone to more advanced information, but rather as a means to better-
informed practice.
The absence of disciplinary thinking matters. Without these sophisticated ways of thinking,
individuals remain unschooled, no different from uneducated individuals in how they think of
the physical world, the biological world, the human world, the imaginative world, and the
commercial world. They have not benefited from the genuine progress achieved by learned
individuals in the past few thousand years. There are fewer and fewer occupations in which one
can progress without at least some sophistication in scientific, mathematical, professional,
commercial, and humanistic thinking. While scholarly disciplines allow you to participate
knowledgeably in the world, professional disciplines allow you to thrive in the workplace.
While facts and figures and other information are important, In today`s world of search engines
and virtual encyclopedias, nearly all desired information can be retrieved almost
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Instantaneously, but it is the mastering of the disciplined mind that sets someone apart from
others.
Gardner believes that it is essential for individuals in the future to be able to think in ways that
characterize the major disciplines. At the high school level, all students should be introduced to
and master the ways of thinking in science, mathematics, history, and at least one art form.
These few main disciplines are gateways to other sciences, the social sciences, and other forms
of art. Without acquiring these thinking patterns students will be completely dependent on
others to formulate views about the world. These forms of thinking will serve students well no
matter what profession they eventually enter. Knowledge of facts is a useful ornament but a
fundamentally different undertaking than thinking in a discipline.
At the university and graduate level or in the workplace, the target profession will determine
the relevant discipline that should be pursued and the structure and processes of these
disciplines should be mastered ahead of facts and figures.
Four Essential Steps in developing a disciplined mind:
1. Identify the important topics or concepts within the discipline. Some of these will be content
and others will be methodological.
2. Spend a significant amount of time on each topic. If it is worth studying, It is worth studying
deeply over a long period of time, using a variety of examples and modes of analysis.
3. Approach the topic in a number of ways taking advantage of the variety of ways that people can
learn. Any lesson is more likely to be understood if it has been approached through diverse
entry points, including stories, logical expositions, debate, dialogue, humor, role play, graphic
depictions, and video or cinematic presentations. A good student should draw on several bits of
intelligence in inculcating key concepts or processes.
4. Set up performances of understanding and give the student ample opportunities to perform
their understanding under a variety of conditions. While understanding is something that occurs
in the mind or brain, you cannot ascertain whether the understanding is robust or genuine
unless the student is able to mobilize their understanding publicly by answering a new question
or problem that they have not been exposed to before.

In the end, the achievement of a disciplined mind breeds a desire for more, thereby fuelling the desire
for ongoing, life-long learning. Perhaps at one time in the past, an individual could acquire his
professional license and then coast on his laurels for the next 30-50 years. But today there is no career
to which this characterization still applies. Indeed, the more important the profession is considered to
be, the more essential to continue one's education.

Equally important in the development of the disciplined mind is the other kind of discipline - referring to
the extent to which the individual has acquired the habits that allow them to make steady and unending
progress in the mastery of a skill, craft, or body of knowledge. The earliest writers about education
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stressed the importance of daily drills, study, practice, and mastery. In the future a disciplined individual
needs to continue to learn, not because she has been programmed to do so, but rather because she
realizes that given the accumulation of new data, knowledge, and methods, she must become a lifelong
student and because she has become passionate about and to enjoy the process of learning about the
world. While the process of developing a disciplined mind is arduous, It can be fashioned and its
achievement represents an indispensable milestone for the future.

The synthesizing mind

The synthesizing mind is able to select crucial information from the copious amounts available,
arraying that information in ways that make sense to self and others.
The ability to knit together information from different sources into a coherent whole is vital
today. The amount of accumulated knowledge is reportedly doubling every 2-3 years. Sources
of information are vast and disparate and individuals crave coherence and integration. Nobel
Prize-winning physicist Murray Gell-Mann has asserted that the mind most at a premium in the
twenty-first century will be the mind that can synthesize well.
Yet the forces that stand in the way of synthesis are formidable. Developing a disciplined mind
that can think systematically within one scholarly discipline or profession is difficult, never mind
trying to master a number of perspectives and then piece them together in a useful way. In
addition, individual cognition is remarkably domain-specific and is predisposed to learn skills in
certain contexts. Few individuals have expertise in inculcating the skill of synthesis.
Some common examples of synthesis could take the form of narratives, taxonomies, complex
concepts, rules and aphorisms, powerful metaphors, embodiments without words, theories,
and metatheory. In general, any synthesis entails four loosely ordered components.
1. A goal - a statement or conception of what the synthesizer is trying to achieve
2. A starting point - an idea, image, or any previous work on which to build.
3. Selection of strategy, method, and approach - here the synthesizer`s disciplinary training
comes into play. The Synthesizer must choose the format of his ultimate synthesis, and
drawing on his discipline, must proceed toward the goal.
4. Drafts and feedback - eventually the synthesizer must develop an initial synthesis and
receive feedback on it.
The mind of the young person is characterized by two powerful but contradictory features. On
the one hand, preschool children readily discern connections between many things, using their
imagination to use everyday objects as imaginary props in their adventures. Preschool children
love using metaphors to describe things. While they are excellent connectors, their connections

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are superficial and cannot be continued when trying to synthesize things in adulthood. The
natural human connecting ability is charming but hardly sufficient for adult life.
On the other hand, by middle childhood, the human connection impulse, while still there, has
been chastened or corralled to the where we shy away from proposing fresh comparisons for
fear of them being inexact or illegitimate. In this way, human beings turn out to be creatures
that are quite a context or site-specific and do not apply skills or concepts widely. Professional
training only reinforces these tendencies, making people more set in their ways of doing things
and making it more difficult to transfer lessons from one area or discipline to another. Aristotle
deemed the capacity to create apt metaphors as a sign of genius as it is such a difficult task for
the average person to make comparisons between two differing fields.
So how do you develop a synthesizing mind, and is it possible to develop a disciplined mind
while still keeping alive the potential for synthetic thinking? We have already noted the strong
tendency of young children to see and make connections easily. This cognitive skill constitutes
an invaluable deposit in one intellectual bank that can be drawn upon at a later stage of life.
Therefore we should be careful to celebrate and not censor or curtail the connections that are
effortlessly made by young minds.
Explicit instruction about forms of synthesis and hints about how to create them will be
beneficial for young synthesizers to learn. Also, the more ways that an individual can represent
the same idea or concept, the more likely they are to come up with a potent synthesis of those
ideas, so children should be encouraged to find as many ways as possible to represent an idea
from different angles. In addition, it is important for young people to be exposed to multi-
perspectivalism. This involves students acquiring a better understanding of a specific subject or
concept if they can appreciate the various perspective from different areas of study that explain
it. While the secondary-school student is not able to contribute original knowledge, they are
able to appreciate the respective strengths of two or more perspectives and are therefore in a
much stronger position to integrate or synthesize these strands of knowledge.
The stance of multi-perspectivalism is very useful in the workplace. If different professionals
from different fields working together can learn to anticipate the concerns of their colleagues
then the prospect of productive, goal-directed teamwork is enhanced. In addition, many
projects are enhanced when individuals of different economic, social, ethnic, and racial
backgrounds work together to find solutions.
In the distant past, a comprehensive synthesizing mind seemed within reach. The knowledge
accumulated far more gradually and wise persons had at least a rough grasp of the full body of
knowledge. But we live in a time where our most talented minds know more and more about
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increasingly narrow spheres. The division of labor has swept the marketplace of ideas as well
and there is no reason to expect the drive toward specialization will be stemmed. Therefore, we
need to make a concerted effort to develop this important mental capacity in society.

The Creating Mind

The creating mind is able to go beyond existing knowledge and synthesis to pose new questions, offer
new solutions, and fashion works that stretch existing genres or configure new ones.

In our globally wired society, creativity is sought after, cultivated, and praised. But it was not always so.
In most human societies, throughout most of human history, creativity was neither sought after nor
rewarded. In the past, creative individuals in society were at best a mixed blessing, often disdained,
discouraged, and even destroyed at the time of their breakthroughs. Our time is different. Almost every
task that can routinely be carried out will be sooner or later taken over by computers. Virtually all
innovation can be communicated almost instantly the world over, available to be built on by another
with the requisite disciplinary skills, understanding, and motivation. Until recently, creativity was seen as
the trait of certain individuals who could use this talent across various performance domains. However,
In recent years this viewpoint has changed as we recognize a variety of relatively independent creative
endeavors that do not stretch over to other areas.

Most creativity is the result of the interaction of three elements:

1. The individual who has mastered some discipline or domain of practice and is steadily issuing
variation in that domain.
2. The cultural domain in which an individual is working, with its models, prescriptions, and
proscriptions.
3. The social field - those individuals and institutions that provide access to relevant education
experiences as well as opportunities to perform.

Creativity occurs when an individual or group product, generated in a particular domain, is recognized
by the relevant field as innovative and exerts a genuine, detectable influence on subsequent work in
that domain. Quite simply, has the domain in which you operate been significantly altered by your
contribution?

There is a difference between creators and experts. An expert is an individual who, after a decade or
more of training, has reached the pinnacle of current practice in their chosen domain. The world
depends on experts but they are not creators. A creator stands out in terms of temperament,
personality, and stance. They're perennially dissatisfied with current work, standards, questions, and
answers. They strike out in unfamiliar directions and enjoy being different from the pack They do not
shrink away from the unexpected but seek to understand it and determine whether it constitutes a
trivial error or an important unknown truth. They are tough-skinned and robust. Creators fall frequently
and often dramatically, but it is those who are willing to pick themselves up and try again that is likely to
forge creative achievements.

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In education, an individual on strict disciplinary track masters the key literacies and then begins a study
of disciplines like mathematics, science, and history on the way to becoming an expert. But too strict an
adherence to a disciplinary track operates against the more open stances of the synthesizer or creator,
and therefore options need to be kept open in order to not stifle the development of these freer minds.

Young children, before the age of the formal school, express the height of creative powers: therefore,
the challenge of the educator is to keep alive the mind and the sensibility of the young child.
Accordingly, a generic formula can be put forth for the nurturing of creative minds in the first decade of
life. Following a period of open exploration in early childhood, It is appropriate to master literacy and
the disciplines. However, it is vital to keep open alternative possibilities and exploration, exposing
youngsters to creative persons and Introducing new pursuits. In the middle childhood years, parents
should make sure that their children pursue hobbies or activities that do not feature a single right
answer, but where they can create and invent new things.

Creating minds also need to develop multiple, diverse representations of the same entity. Such multiple
representations are ideal for new ways of thinking about an entity, problem, or question.

As students enter adolescence, they become capable of envisioning that are quite different from their
current realities. Here elders have a responsibility to introduce instances and systems that operate
according to different rules, allowing the adolescent mind to create from there.

There are many parallels between synthesizing and creating minds. Both require a baseline of literacy
and discipline. Both benefit from the provision of multiple examples, exposure to multiple role models,
and the construction of multiple representations of the same general topic. Indeed, no sharp line
separates synthesis from creation and some of the best creations emerge from attempts at synthesis.
Yet the impulses behind the two mental stances are distinctive. The synthesizers` goal is to place what
has already been established in a useful and illuminating form as possible, while the creator`s goal is to
extend knowledge and guide a set of practices along new directions. The synthesis seeks order,
equilibrium, and closure, with the creator motivated by uncertainty, surprise, and continual challenge.
No society can be composed only of creators for they are by nature establishing.

The respectful Mind

The respectful mind responds sympathetically and constructively to differences among individuals and
among groups, seeking to understand and work with those who are different, extending beyond mere
tolerance and political correctness.

Humans exhibit a deep-seated tendency to create groups, to provide distinctive marks for these
collectives, and to adopt clearly positive or negative attitudes towards neighboring groups. We are
inclined to delineate groups, to identify with and value members of our own group, and to adopt caution
when dealing with other groups. However, even if biological bases can be found for division between
groups, every generation must attempt to deal with these stereotypes and prejudices and overcome
them for peace and unity.

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While plowing war and weapons in an attempt at bringing peach in noble ideas. It is a very unlikely
solution. However, a more reasonable goal is the cultivation of respect for others. With more than 6
billion people inhabiting the planet, we need to learn how to inhabit the planet without hating one
another, wanting to kill one another, or acting on xenophobic inclinations. The concept of respect for
one another, wanting to kill one another o acting on Xenophobic inclinations. The concept of respect for
one another expressed an acknowledgment of the differences between people without seeking to
annihilate them, but to learn to live with them and value those who belong to other groups.

Detection of differences is part of human cognition and is impossible to stem, but how those differences
are labeled and interpreted is a cultural phenomenon. By the age of five, the lines of friendship or
hostility, group inclusion or exclusion, and love or hatred are already drawn. Based on what young
children observe from others, they have already begun to adopt stances toward the group's
membership. Is group A simply different from group B - which is ok, or is group A better or worse than
group B?

The tasks of educators are to fashion persons who respect differences. In order to do this we need to
provide models and offer lessons that encourage a sympathetic stance. Messages of respect or
disrespect or intolerance are signaled throughout society. Genuine measures of respect are detectable
every day when no one is actively looking. If one wishes to raise individuals who are respectful of
differences across groups, a special burden is placed on education in the social sciences, the human
sciences, the arts, and literature. These subjects cannot bypass issues of respect as they are not pure
disciplinary studies, but need to confront directly the value of respect, the cost of respect, and the
greater costs of disrespect in the long run. Terrorism has many causes, but surely a feeling of alienation
in one current abode-often felt by the millions of immigrants from Africa, Asia, and the poorer regions of
Europe-is chief among them. As one passes through the years of middle childhood and enters
adolescence, a significant amount of time should be spent dealing with issues of group membership and
conflict.

In the workplace and in civil society respect is equally important. It is evident that organizations and
communities work more effectively when the individuals within them seek to understand one another,
help one another, and work together for common goals. Examples of positive leadership are crucial here
as clear penalties for disrespect. Also, respect within an organization is difficult to maintain when those
outside the organization are deemed the enemy. After all, one's competitors are human too and after
the next merger or takeover, you might find yourself inside the former rival.

Also important in the workplace is how successful teamwork depends more on the management skills
than the technical expertise of their leaders. Team members respond favorably when their suggestions
are taken seriously and if they are encouraged to ask questions of one another, to weigh the pros and
cons of alternatives, and to advocate positions other than their own, as this approach promotes buy-in
once a decision has been made.

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There is also the case of false respect when people will act respectfully when they have something to
gain from it, or who show respect in public settings, but revert back to stereotypical jokes when they are
in private. Political correctness refers to speaking and acting positively toward a certain group just
because that group has in the past been subjected to mistreatment.

A truly respectful individual offers the benefits of the doubt to all human beings. They avoid thinking in
group terms and remain open to the possibility that their past judgment of others may have been
wrong. They are alert for a change in behavior that will reinstate a feeling of respect toward others.

The Ethical Mind

The Ethical mind is able to merge roles at work and as a citizen and act consistently with those
conceptualizations, striving towards good work and good citizenship.

We all want to live in a world characterized by good work that is excellent, ethical, and engaging. Many
people might look at the picture of professionalism in an expensive suit with impeccable manners, but if
they are executing compromised work they are not ethical members of society. We all need to be
committed individuals who embody an ethical orientation in our work. This ethical manner should also
include civic roles where each of us should have the commitment to personally work towards the
realization of a virtuous community that one can be proud of.

An ethical orientation begins at home where children observe their parents at their work and play and in
civic responsibilities. In contemporary society, peers and colleagues also assume importance from an
early age, and the quality of one`s peers proves especially critical during adolescence in the
development of ethical training.

There is no truly universal ethics or principles across all cultures and eras, yet good worker does
generally have a set of principles and values that they can state explicitly that they live by. These
principles are consistent with one another and are kept in mind constantly. The worker is transparent
and does not hide what they are doing. Ethical workers are also not hypocritical but abide by their
guiding principles even when they go against their own self-interest.

Ethical talk often seems to go against the economic forces of self-interest that form an important part of
our modern societies. The markets can be cruel and hard. Jonathan Sacks said that “When everything
that matters can be bought and sold when commitments can be broken because they are no longer to
our advantage when shopping becomes salvation and advertising slogans become our litany when our
worth is measured by how much we earn and spend, then the market is destroying the very virtues on
which in the long run it depends.”

Good work carried out ethically is easier when the worker is wearing a single occupational hat and
knows exactly what that hat does and does not entail. It is when a worker has the pressures of two or
more unaligned pressures (from clients and shareholders perhaps) that compromised work is more
likely to emerge. In the wake of scandals in the workplace, the call for ethics courses has been
ubiquitous. The business institutions charged with the education of individuals in business and the
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professions need to respond to this request. However, to date, too many business schools have been
training managers in a purely technical manner and have been content to ignore ethical issues. Any
professional must be trained in the ethical mind for the good of the individual and society as a whole,

Whether a person becomes a good worker depends on whether they are disposed to carry out good
work and are willing to keep on trying to achieve that end when the going gets tough. There are four
M`s that can help in the achievement of good work.

1. Mision - an individual should specify what he/she is trying to achieve in their activities. The
explicit knowledge of one`s goals will help the person to move forward in the right direction and
avoid trouble.
2. Models - It is important to have exposure to individuals who embody good work.
3. Mirror test (individual) - the aspiring good worker must, from time to time, look into the mirror
and see whether they are proceeding in ways in which they approve and can feel proud of.
4. Mirror test (professional responsibility) - while a young worker may be doing good work oneself,
each person has a professional responsibility to report the unprofessional behavior of
colleagues. There is an obligation to monitor what peers are doing and when necessary to call
them to account.

In conclusion, regarding the development of these 5 minds in the lives of young children, parents and
teachers should focus first on instilling a respectful mind, then a disciplined mind, followed by a
synthesizing mind, and finally, in secondary school, an emphasis on ethics. Creativity goes hand in glove
with disciplinary thinking. In the absence of relevant disciplines. It is not possible to be genuinely
creative and in the absence of creativity, disciplines can be used only to go over the status quo.

While each person may have strengths in one or more areas, we should all endeavor to develop a
balance of all 5 minds. Whatever their importance in times past, these five minds are likely to be crucial
in the world marked by the hegemony of science and technology, the global transmission of
information, and the handling of routine tasks by computers and increasing contact between diverse
populations. Those who succeed in cultivating the pentad of minds are most likely to thrive in the world.

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Self-Check No. 5.2-1

Five Minds for the Future
Fill in the blanks
The Disciplined Mind (5 pts)
Four essential steps in developing a disciplined mind:
1. Identify the important topics or concepts within the discipline. Some of these will be
content and others will be _______________
2. Spend a significant amount of time on each topic. If it is worth studying, It is worth
studying deeply over a long period of time, using a variety of examples and
_______________ of analysis.
3. Approach the topic in a number of ways taking _______________ of the variety of ways
that people can learn.
4. Set up the performance of _______________ and give students ample
_______________ to perform their understanding under a variety of conditions.
The Synthesizing Mind (5 pts)
Four Ordered Components of Synthesis
1. A goal - a statement or _______________ of what the synthesizer is trying to achieve
2. A starting point - an idea, image, or any _______________ work on which to build

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3. Selection of strategy, method, and approach - here the synthesizer`s _______________

training comes into play. The Synthesizer must choose the _______________ of his
ultimate synthesis, and drawing on his discipline, must proceed towards the goal.
4. Draft and feedback - eventually the synthesizer must develop an _______________
synthesis and receive feedback on it.
The Creating Mind (3 pts)
Most creativity is the result of the interaction of three elements:
1. The _______________ who has mastered some discipline or domain of practice and is
steadily issuing variation in that domain.
2. The _______________ domain in which an individual is working, with its models,
prescriptions, and prescriptions
3. The _______________ field - those individuals and institutions that provide access to
relevant educational experiences as well as opportunities to perform.

The Respectful Mind (2 pts)

The respectful mind responds _______________ and constructively to differences among
groups, seeking to understand and work with those who are different, extending beyond mere
_______________ and political correctness.
The Ethical Mind (5 pts)
Four M`s that can help in the achievement of good work.
1. MIssion - an individual should specify what he/she is trying to _______________ in their
activities. The explicit knowledge of one`s goals will help the person to move forward in
the right direction and avoid trouble.
2. Models - It is important to have _______________ to individuals who embody good
work.
3. Mirror test (individual) - the aspiring good worker must, from time to time, look into the
mirror and see whether they are _______________ in ways in which they approve and
can feel proud of.
4. Mirror test (professional responsibility) - while a young worker may be doing good work
oneself, each person has a professional responsibility to report the _______________

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behavior of colleagues. There is an obligation to _______________ what peers are doing

and when necessary to call them to account.

Answer Key No. 5.2-1

Five Minds for the Future
Fill in the blanks
The Disciplined Mind (5 pts)
Four essential steps in developing a disciplined mind:
5. Identify the important topics or concepts within the discipline. Some of these will be
content and others will be *methodological*
6. Spend a significant amount of time on each topic. If it is worth studying, It is worth
studying deeply over a long period of time, using a variety of examples and *modes* of
analysis.
7. Approach the topic in a number of ways taking *advantage* of the variety of ways that
people can learn.
8. Set up the performance of *understanding* and give students ample *opportunities* to
perform their understanding under a variety of conditions.
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The Synthesizing Mind (5 pts)

Four Ordered Components of Synthesis
5. A goal - a statement or *conception* of what the synthesizer is trying to achieve
6. A starting point - an idea, image, or any *previous* work on which to build
7. Selection of strategy, method, and approach - here the synthesizer`s *disciplinary*
training comes into play. The Synthesizer must choose the *format* of his ultimate
synthesis, and drawing on his discipline, must proceed towards the goal.
8. Draft and feedback - eventually the synthesizer must develop an *initial* synthesis and
receive feedback on it.
The Creating Mind (3 pts)
Most creativity is the result of the interaction of three elements:
4. The *individual* who has mastered some discipline or domain of practice and is
steadily issuing variation in that domain.
5. The *cultural* domain in which an individual is working, with its models, prescriptions,
and prescriptions
6. The *social* field - those individuals and institutions that provide access to relevant
educational experiences as well as opportunities to perform.
The Respectful Mind (2 pts)
The respectful mind responds *sympathetically* and constructively to differences among
groups, seeking to understand and work with those who are different, extending beyond mere
*tolerance* and political correctness.
The Ethical Mind (5 pts)
Four M`s that can help in the achievement of good work.
5. MIssion - an individual should specify what he/she is trying to *achieve* in their
activities. The explicit knowledge of one`s goals will help the person to move forward in
the right direction and avoid trouble.
6. Models - It is important to have *exposure* to individuals who embody good work.
7. Mirror test (individual) - the aspiring good worker must, from time to time, look into the
mirror and see whether they are *proceeding* in ways in which they approve and can
feel proud of.
8. Mirror test (professional responsibility) - while a young worker may be doing good work
oneself, each person has a professional responsibility to report the *unprofessional*
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behavior of colleagues. There is an obligation to *monitor* what peers are doing and
when necessary to call them to account.

https://vision4learning.wordpress.com/current-reading/howard-gardner-five-
minds-for-the-future/
https://tomorrowtodayglobal.com/2011/02/26/5-minds-for-the-future-a-
summary/
https://gihanperera.com/assessments/five-minds.html

Learning Outcome No. 3: Evaluate the

effectiveness of the proposed action plans.
Information Sheet 5.3-1
Action Plan: Evaluation Effectiveness
One of the steps in completing the action plan is evaluating whether an identified gap or non-conformity
has been effectively addressed. Evaluating the effectiveness of the action(s) taken to address a gap or a
non-conformity, closes the loop between identifying a problem and successfully completing the actions
to solve it. It is reasonable to assume that if a problem is worth solving, it is also worth checking that the
solution is effective.

Possible ways that can help you evaluate the effectiveness of the actions taken to address a gap or non-
conformity are to assess:

● Documentation (including records)

● Training

Date Developed: Document No.

March 25, 2023 Issued by:
Basic Page 43 of 48
Module 5 Developed by:
EDRIANNE R. DELA
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 21st Century Skills: Propose Methods of Applying Learning Innovation in Organization

Documentation
Assessing the effectiveness of documentation that has been developed - procedures, forms - focuses on
assessing how well the new or revised documentation is understood and followed by area staff. This
means staff is able to perform the required tasks and record results as outlined in the procedure. They
don't require additional support to complete the tasks nor are there gaps that require individuals to
decide on their own what steps to complete and how to do them.

Example: To test the effectiveness of the developed document, give the procedure to a staff member to
see if they can perform the tasks outlined in the document, including the completion of forms, using
only the information available in the document. This will help determine if there is enough detail in the
document. Has all the information that was identified as required to close the gap been included and
clearly described? Achieving the desired outcome does not mean including every possible detail, rather
it means that sufficient details are provided for the user to understand and correctly apply the
information. In fact, including too much detail can actually have the opposite effect.

Documents can include:

● Procedures, Job instruction, and User manuals: Does the information in the document enable
the user to properly perform the steps? Does it describe the process in enough detail? Does the
documentation enable employees to operate safely and effectively? Can the user understand
the process clearly enough to prevent problems or respond to problems when they occur? Can
the user perform all of the safety procedures? Is it easy for a new employee to get up to speed?
● Forms: Is there sufficient information provided to enable the user to accurately record the
results of monitoring and testing?

Training
After steps have been developed to address a gap or non-conformity, training is required to implement
and support these changes. Training plays an important role in creating an effective solution as it helps
people and organizations manage change to achieve the intended outcomes. Any time changes occur in
a company that affects what is done and how it's done, such as processes, goals, equipment, and
technology, all staff directly and indirectly impacted by the change require training.

After training has been completed, the effectiveness of the training must be evaluated. There are
different approaches to assess training effectiveness:

● Observation - the learner demonstrates their knowledge by performing the tasks Visually
confirming the learner performs the tasks as written indicates the training is effective. This
world also includes record review to ensure forms are being completed as required in the
procedure. Likewise, it can also show that training has not been effective or that the changes
initiated aren't effective. In that case, the company would need to determine if the
documentation is lacking or if the training to perform the tasks is inadequate to meet
requirements.

Date Developed: Document No.

March 25, 2023 Issued by:
Basic Page 44 of 48
Module 5 Developed by:
EDRIANNE R. DELA
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 21st Century Skills: Propose Methods of Applying Learning Innovation in Organization

● Skill assessment - as described above the learner has observed the new skill they`ve learned to
assess their competency. The trainer usually does this type of assessment to deem the person as
`qualified` to perform a task as part of the requirements for their role or job. The training is
deemed effective if the person is able to apply the information in the written procedure to
properly perform the required steps including the completion of forms. An example of
demonstrating a skill could be the calibration of a thermometer or monitoring device and the
completion of the calibration or monitoring form.
● Ownership - the learner teaches another staff member. Ownership puts learners in the position
of showing others how to apply new concepts or new information. Showing others, engaged
employees because they teach and learn from each other and it also gives the trainer the ability
to assess how well and consistently concepts are being applied. This approach can also detect
when staff have found better ways to complete a procedure or work around that may or may
not meet all requirements. In the former instance, this may trigger the revision of a procedure
and the latter may indicate the need to repeat and reinforce staff training to ensure they
understand why it is important to follow the procedure as written.

Example Assessing the Effectiveness of Training for new `Sampling of Finished Product` Standard
Operating Procedure (SOP)

● New SOP describing the steps in the process required to obtain a finished product sample was
developed.
● Staff training on the new sampling of finished product SOP including associated forms was
conducted
● Post training staff were provided the SOP to follow and were observed completing the steps in
the finished product sampling procedure to determine if the training was effective.
○ Did staff follow the SOP as written to correctly obtain the finished product sample?
○ Did staff follow the SOP as written to correctly document taking the finished product
sample?
● Re-training of staff on the existing or revised SOP would then be conducted followed by
assessing staff again to determine if the training was effective.

Self-Check No.5.3-1
Action Plan: Evaluation Effectiveness
Multiple Choice

1. The learner demonstrates their knowledge by performing the task.

a. Demonstration
b. Observation
Date Developed: Document No.
March 25, 2023 Issued by:
Basic Page 45 of 48
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 21st Century Skills: Propose Methods of Applying Learning Innovation in Organization

c. Performance
d. Written
2. The learners put themselves in the position of showing others how to apply new concepts of
information.
a. Relationship
b. Leadership
c. Ownership
d. Partnership
3. It plays an important role in creating an effective solution as it helps people and organizations
manage change to achieve the intended outcome?
a. Training
b. Development
c. research
d. Assessment
4. Possible ways that can help to evaluate the effectiveness of the actions taken to address a gap
or non-conformity?
a. Procedures and Forms
b. Observation and Demonstration
c. Assessment and Ownership
d. Documentation and Training
5. This type of assessment is usually done by the trainer to deem the person as qualified to
perform a task as part of the requirements for their role or job?
a. Skill Assessment
b. Self-Assessment
c. National Assessment
d. Institutional Assessment

Answer Key No.5.3-1

Action Plan: Evaluation Effectiveness
Multiple Choice

6. The learner demonstrates their knowledge by performing the task.

Date Developed: Document No.

March 25, 2023 Issued by:
Basic Page 46 of 48
Module 5 Developed by:
EDRIANNE R. DELA
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 21st Century Skills: Propose Methods of Applying Learning Innovation in Organization

a. Demonstration
b. Observation
c. Performance
d. Written
7. The learners put themselves in the position of showing others how to apply new concepts of
information.
a. Relationship
b. Leadership
c. Ownership
d. Partnership
8. It plays an important role in creating an effective solution as it helps people and organizations
manage change to achieve the intended outcome?
a. Training
b. Development
c. research
d. Assessment
9. Possible ways that can help to evaluate the effectiveness of the actions taken to address a gap
or non-conformity?
a. Procedures and Forms
b. Observation and Demonstration
c. Assessment and Ownership
d. Documentation and Training
10. This type of assessment is usually done by the trainer to deem the person as qualified to
perform a task as part of the requirements for their role or job?
a. Skill Assessment
b. Self-Assessment
c. National Assessment
d. Institutional Assessment

http://www.agric.gov.ab.ca/cropext/mcr/story_content/external_files/
M2%20Action%20Plan%20Evaluating%20Effectiveness.pdf

Date Developed: Document No.

March 25, 2023 Issued by:
Basic Page 47 of 48
Module 5 Developed by:
EDRIANNE R. DELA
RAMA Revision #