|COMM 486J: Sauder d.studio (January 2012)|
|Students will be able to…
|Sauder B.Comm Program Goals|
|Students will be…
|Brief Course Description|
|As the business environment becomes more unpredictable, organizations will demand leaders who are capable of making the most of the opportunity. Leadership will increasingly mean being comfortable managing and motivating diverse teams of creative people. Truly innovative, disruptive technologies and processes will be needed to address the world’s problems.The d.studio will challenge teams of students to deliver real-world solutions that create economic, social, and environmental value.The d.studio course provides students with a range of thinking strategies. Design tools and processes, used for decades in industry and manufacturing, offer proven, alternative approaches for managing today’s most challenging business problems. Part creative ideation, part critical analysis, and part innovative thinking for new ways of using existing information and systems, design processes and thinking strategies will become an essential tool for doing business better.|
|Course Materials & Requirements|
Textbook: Osterwalder, Alexander and Yves Pigneur. (2010) Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers.John Wiley & Sons, New Jersey.Course Package: COMM 486J Package available at UBC BookstoreJump Start
- Lockwood, Thomas. Ed. (2010) Design Thinking: Integrating Innovation, Customer Experience, and Brand Value. Foreword by Thomas Lockwood. Pp. vii-xvii Allworth Press.
- Pink, Daniel. (2005) A Whole New Mind: Why Right-Brainers Will Rule the World. Chapter 4:Design, pp. 68-99. Riverhead Books.
- Martin, R. (2009). The Design of Business: why design thinking is the next competitive advantage. Chapter 1: The Knowledge Funnel: How Discovery Takes Shape. Pp. 1-31. Harvard Business Press.
Culture of Business Innovation
- Brown, Tim. (2008). “Design thinking”. Harvard Business Review. 86(6), pp. 84-92.
- Verganti, Roberto (2009) Design Driven Innovation. Introduction: Design Driven Innovation. pp. 1-16. Harvard Business Press.
- Lockwood, Thomas & Thomas Walton, Ed. (2008) Building Design Strategy: Using Design to Achieve Key Business Objectives. Chapter 12: Visual Thinking: A Leadership Strategy. Pp 119-129. Allworth Press, New York .
- Schon, D. (1987) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books. Chapter 3: Design as Reflective Conversation with the Situation pp. 76-104 and Chapter 5: The Structure of Reflection-in-Action, pp. 128-167.
- Beckman, Sara L. and Michael Barry. (2007). “Innovation as a Learning process: Embedding Design Thinking”. California Management Review Vol 50. No.1.
- Katzenbach, Jon, R. , and Smith, Douglas K., (1993). ‘The Discipline of Teams’ in Harvard Business Review. March – April 1993, pp. 111-120.
- Kelley, Tom (2005). The Ten Faces of Innovation: Ideo’s Strategies for Beating the Devil’s Advocate & Driving Creativity throughout Your Organization. Introduction: Pp 1-15. Doubleday.
- Buchholz, Steve and Thomas Roth (1987) Creating the High Performance Team. Chapter 8: Creative Talents: Who’s Got an Idea. Pp. 127-152. Wiley.
Other learning resources:
Course Reading List:
Subject Resources for Thinking Strategies:
Technology requirements: Ideally a lap-top but not mandatory.
Activity fees:No fees.Assessment
|Project 0: BackPack Biz [no assessment]|
|Project 1: 5 Reflections + 2 Mini-Assignments||25%|
|Project 2: Eye Phone: Recording Visual Commerce||5%|
|Project 3: Using the Business Canvas to Observe and Record a Growing Business||15%|
|Project 4: in 3 parts||50%|
|Participation: Studio Engagement and in-class exercises||15%|
Week by week class schedule at a high level (subject to amendment)
|Week #||Class Topics||Activities||What Assigned & What’s due|
|WEEK 1 Jan 4||Jump Start||Introductions
The Intersection of Design and Business
|Assigned: P1: Reflection
Assigned: P2: Eye
|ASK: Observe, Discover,
|Exercise: So you think you
can see? Observations,
Insights, Problem Def’n
|Due: P2: Eye Phone
Assigned: P3: Using
|Review Interim Business
|Due: Interim Business
Due: Reflection 1
Assigned: Reflection 2
|Review of Project 2
GREENING A BIZ: Intro:
Context, Problem Defn,
|Due: Project 3
Assigned: Project 4a
|ASK: Observe. Discover.
|Studio Session||Due: Reflection 2
Assigned: Reflection 3
|ASK/TRY/DO||ASK/TRY/DO Studio Session|
|Review of P4a
GREENING A BIZ:
Opportunities & Ideas
|Due: Reflection 3
Due: P4a; Assigned: P4b
|STUDY BREAK FEBRUARY 20-24|
|TRY: Generate/Evaluate||Studio Session|
|WEEK 9 Mar 7||TRY: Ideate||SCAMPER||Assigned: Reflection 4|
|TRY: Test. Experiment||Review P4b
GREENING A BIZ: Finale
|TRY/DO: Focus||Studio session||Due: Reflection 4
Assigned: Reflection 5
Rehearsal for CityStudio
presentation on Mar 29
|DO: Communicate.||Presentation to Businesses||Due: Reflection 5|
Teahing & Learning Activities
Sample studio session (subject to variation depending on topics/activities): Wednesday 2:30-5:30pm
|2:30||Check-in and Warm-up||Part 1: 80 min|
|2:50||Content Cookie [bite-size chunks of content/theory]|
|3:10||Activity – applied exercise using the content cookie – sometimes this will be a class exercise for handing in|
|4:10||Check in: How did that (Part 1) work for you? What did you learn?||Part 2: 80 min|
|4:20||Pin-up work/group critique – possible guest critics|
|5:00||Coaching/Tutorials – Homework advice & readings|
In the middle and at the end of the course, you will be asked to give each of your group members a grade on their performance within your group. Failure to submit your peer assessment forms will result in a 0% score in your peer assessment. You should read the peer assessment form to think about how your group members will be assessing your performance and to think about what expectations you should have about your peers’ performance. We will talk in studio about best practices for collaboration and team work. We strongly suggest that in your first group meeting you should have a “team learning session” to discuss:
- Personal expectations from this course
- Expectations of one another’s performance and behaviours
- Working style and approach
You will be scoring your team members from 0-10 on the dimensions listed on the assessment form.
Studio participation grades will be based on the quality and quantity of in-studio participation. Discussions before or after studio do not count. Obviously, if you are not in studio you cannot participate. Participation includes engagement in in-studio exercises.
Studio Values, Norms and Expectations
d.studio is, first and foremost, a class in which we explore new knowledge, processes and skills for business. We will do that every day. However, studio is also more than that. It is also a place, some colleagues, and a way of working, teaching and learning— at once a classroom, a project room, a home base, a presentation and review space, a social learning center. . . . .
In sum, a full and complex agenda to balance. To help us, we will review few values, principles and expectations in Week 2 studio, that shared, should help us all accomplish all this and more.
General d.studio Etiquette
The purpose of the studio values, norms and expectations are to foster an atmosphere of mutual respect in the studio towards your fellow students and the instructor and teaching assistant.
- Tardiness. Studio sessions are to be considered like business engagements. In the business world being late for meetings is unacceptable.
- Computer etiquette. Use computers appropriately in studio.
- Food in class. Beverages in class are fine. Eating food in class is fine as long as it is not disruptive or bothersome to others.
- Entering and leaving the studio. Similar to tardiness, in business meetings coming and going is frowned upon. Naturally, there are legitimate reasons for stepping out of the studio so apply your professional judgment.
Breaches in etiquette will have a severe impact to your class participation score.
You are expected to follow the standards of the University of British Columbia with respect to academic honesty. A violation of academic honesty will result in serious consequences.
Other InformationSee UBC and Sauder D-Studio Policies on COMM 486J Vista site.