Problem Solving, Creativity and Solution Setting

SUBJECT OUTLINE 21854 Problem Solving, Creativity and Solution Setting

Subject coordinator Dr Moira Scerri Lecturer, Operations and Supply Chain Management Management Discipline Group UTS BUSINESS SCHOOL University of Technology Sydney City Campus | PO Box 123 Broadway | NSW 2007 e: [email protected]| ph: +61 (2) 9514 5496 o: Bldg 8 Room 6.42

Consultation times by appointment (please e-mail for an appointment)

Teaching staff Learning facilitators

Dr Moira Scerri (Lecture) Dr Ece Kaya (Tutorials)

Subject description This subject provides students with an understanding of how organizations respond to problems, disruptions and opportunities. The subject introduces students to various ways of identifying, clarifying and analyzing problems using tools and techniques recognized in the industry. Possible solutions are explored through creative processes framed around the advantages of using both divergent and convergent thinking. Implementation methods will be framed around change management strategies and the intention to generate lasting positive impact. This subject provides students with foundation skills on how change, across inter- and intra- organizational operations, can be managed, including problem and opportunity identification, creative solution development, and the considerations necessary so as to generate maximum, positive impact.

Subject learning objectives (SLOs) Upon successful completion of this subject students should be able to:

1. Evaluate inter- and intra- organizational business operations and identify problems, disruptions, and opportunities for change and improvement

2. Assess various tools, methods and frameworks to think creatively about possible solutions

3. Critique and evaluate the value of mimetic (bounded) norms versus non-mimetic and disruptive actions in the practice of business

4. Make judgments and provide an appropriate technically feasible and economically viable implementation plan for the proposed solution

Course area UTS: Business Delivery Spring 2020; City Credit points 6cp Result type Grade and marks

18/07/2020 (Spring 2020) © University of Technology Sydney Page 1 of 12

Contribution to the development of graduate attributes This subject develops the graduate attributes of critical thinking, creativity and analytical thinking. Teaching and learning activities will introduce students to a range of processes, tool, methods and techniques used in practice to create effective solutions to problems, disruptions and opportunities. The subject assessments are based on applying the learnings to real-world situations and ask students to identify problems, disruptions and opportunities and develop creative solutions and recommend implementation plans.

The subject contributes to the development of the following graduate attributes: Critical thinking, creativity and analytical skills Business practice-oriented skills

This subject also contributes to the development of following program learning objective(s) for the Masters in Management courses:

Apply critical thinking skills to formulate options and justify inventive solutions to inform decision making that responds to organisational, Indigenous and professional needs. (2.1)

Teaching and learning strategies The teaching and learning strategies used in this subject promote the development and use of different approaches such as analytical, critical and creative thinking. The teaching and learning strategies are designed to enable students to make progress in their achievement and maximise their accomplishment of the learning outcomes. Students engage in the essential content through lectures, seminar-style discussions, case studies, group work and student-led dialogue through face-to-face and online collaboration.

Students are expected to complete all allocated activities and readings, which will be available on the learning management system for each lesson before attending class. Completing activities and readings before class allows for in-class time to be spent on collaborative discussions that address interesting and challenging aspects of the material, and enable students to be creative in their approach to identifying and creating possible solutions to problems, disruptions and opportunities.

Formative feedback exercises used during tutorials prepare and assist students with assessments. For example, students will be required to share and explain the tools and methods used to analyse problems and create solutions. The exercises aim to help students identify their strengths and weaknesses and target areas that need work. The practice case study exercises help tutors recognise where students are struggling and address problems immediately through individual and collective class feedback.

Summative feedback provided to students for formally composed submissions such as the individual case study assessment (Task 1). The goal of the summative feedback is to evaluate student learning by comparing it against the prescribed assessment criteria.

Content (topics) Problem solving, disruption and opportunity assessment Critical thinking and analysis skills Analytical tools Creativity and creative processes and creativity tools Managing customer-centric models of business innovation Developing Innovative Solutions Evaluating and communicating creative solutions Implementation options and decision making

Program Week/Session Dates Description

1 Fri 31 Jul MODULE: ABOUT THE SUBJECT

Welcome, Introduction to the subject, Problem Solving and Opportunity Assessment

There are no tutorials this week

18/07/2020 (Spring 2020) © University of Technology Sydney Page 2 of 12

Notes:

There are no tutorials this week

2 Fri 07 Aug MODULE: ABOUT THE SUBJECT

SITUATING THE SUBJECT

This topic situates the subject within the changing enviroment and changing needs of industry

Mega trends How are they impacting society, the environment and industry Technological changes and impacts to society, the environment and industry Unprecedented changes call for new ways of working Skills and capabilities does industry need now and into the future

TUTORIAL

Explore major changes that are occuring in society, the environment and industry Anticipate the impacts of these changes on business, business strategy and business operations

3 Fri 14 Aug MODULE: PROBLEMS, DISRUPTIONS & OPPORTUNITIES

PROBLEM & OPPORTUNITY IDENTIFICAION AND ASSESSMENT

This topic explores how problems and opportunites are identified and opportunities assessed

Problem, disruption and opportunities Problem solving process Disruptions Opportunity assessment

TUTORIAL

Consider the mega trends and identify 3 opportunties that apply to an industry or organisation Using Opportunity assessment tools, assess and map the opportunites

4 Fri 21 Aug MODULE: PROBLEMS, DISRUPTIONS & OPPORTUNITIES

PROBLEM SOLVING

This topic defines the problem solving process and presents tools that can be used to assist in the process

Problem solving Problem types Problem definition Problem solving process Problem solving tools

TUTORIAL

Using a case study, identify problems and using problem solving tools, define the root cause of the problem.

18/07/2020 (Spring 2020) © University of Technology Sydney Page 3 of 12

5 Fri 28 Aug MODULE: PROBLEMS, DISRUPTIONS & OPPORTUNITIES

LUCID CHART AND PROBLEM SOLVING TOOLS

The material for this week will be made available online. No lecture or tutorial.

This week involves self directed learning, where you have time to learn Lucid Chart via online tutorials and apply the various visualisation tools which can aid in the illumination of the problem, disruption or opportunity and to communicate with others. Specific links will be made available and you would also search and find your own tools that may be suitable for your specific problem, disruption or opportunity.

6 Fri 04 Sep MODULE: THINKING

THEORIES, DIFFERENT PERSPECTIVES & THINKING STYLES

This topic introduces different perspective and how they may impact on the identification or definition of the problem or opportunity.

Time perspectives People perspectives Role perspectives Skills and experience Context

Convergent and divergent thinking Analytical thinking and critical thinking Rational thinking and lateral thinking Creative thinking

TUTORIAL

Using a case study apply different theories, perspectives and thinking styles to defining the problem and to exploring potential solutions

7 Fri 11 Sep MODULE: THINKING

CREATIVE THINKING

This topic focuses on creative thinking, exploring the various tools that support creative process in a problem solving context

Asking the right questions Taking a human centred approach Exploring the context Switching roles Creative thinking tools and methods

TUTORIAL

Apply the creative boot camp process with potential creative solution(s) to a business problem or to realise an opportunity

Fri 18 Sep MID-SEMESTER BREAK

18/07/2020 (Spring 2020) © University of Technology Sydney Page 4 of 12

8 Fri 25 Sep MODULE: SOLUTION SETTING

CHOOSING THE BEST ALTERNATIVE

The focus of this topic is to analyse difference decision making tools.

What is effective decision making Determining a range of "best" alternatives Satificing decision making, rational decision making, bounded rationality Criteria based decision making Best, preferred and optional solution Group based decision making

TUTORIAL

Use a structured approach to assessing alternatives, make a recommendation on which solution to implement. You will be required to present your decision making process to others in the class and provide justification for your decision.

9 Fri 02 Oct MODULE: SOLUTION SETTING

COMMUNICATING CHANGE

The focus of this topic is on managing and communicating change

Understanding change and the impact of change Levels of change Roles for change Change management models Drivers, barriers and inhbitors to change Change management plans Individual and organisational readiness for change

TUTORIAL

You will need to develop a change management plan and consider the likely drivers and inhibitors to change and how they may be overcome.

10 Fri 09 Oct MODULE: SOLUTION SETTING

IMPLEMENTATION STRATEGIES, PLANS and RISK MANAGEMENT

The focus on this topic is successful implementation of change initatives

Implementation science Implementation plans Risk management Starting the implementation process Monitoring implementation Intended and unitended consequences Integration of change

TUTORIAL

Develop an implementation plan including risk management, implementation and monitoring strategies and measures.

18/07/2020 (Spring 2020) © University of Technology Sydney Page 5 of 12

11 Fri 16 Oct MODULE: SOLUTION SETTING

PUTTING IT ALL TOGETHER

This focus of this topic will be to revise the end to end problem solving and solution setting process

Discussion on the importance and integration of all processes to the successful implementation of change initatives

TUTORIAL

Students present change management and implementation plans for their industry focused problem and get peer feedback.

12 Fr 23 Oct REVISION

There are no tutorials this week.

Additional information This subject will use Canvas, which can be found at: https://canvas.uts.edu.au/. Various resources will be made available through Canvas including the subject guide, lecture notes, weekly readings, tutorial exercises, announcements and any supplementary resources. It is your responsibility as active learners to make sure that your UTS email is checked regularly - non-receipt of any message or announcement will not be accepted as an excuse for any shortcoming.

It is your responsibility to check your UTS email and Canvas site regularly to be informed about this subject and subject requirements.

Please obtain the detailed Weekly Schedule from Canvas (Subject Information). This sets out the weekly activities in detail including important pre-class work. Detailed information about each assessment will also be posted on Canvas.

Field trips There are no field trips planned for this subject.

Additional subject costs There are no anticipated additional subject costs

Assessment The assessment for this subject is framed around a real-world problem, disruptions and opportunities selected by students in the context of their specialisation (Event Management, HRM, Not-for-Profit, Sport, and Strategic Supply Chain).

*Any student enrolled in C04289 Master of Strategic Supply Chain Management or C04281 Master of Strategic Supply Chain Management (Extension) must complete all their project/assessments tasks on a procurement and supply chain related topic/context in order to meet the requirements for CIPS (Chartered Institute of Purchasing and Supply) accreditation.

The Management Discipline Group has the following policy regarding the late submission of assessments WITHOUT an approved extension:

Late assignments submitted without an extension will accrue a penalty of 10% per day, based on the total value of the assignment. For example, if an assignment is worth 40%, the late penalty will result in a deduction of 4 marks per day the assignment is late. Marks will be deducted as full points off the awarded mark. Late penalties are applied up to a maximum of five (5) days after the due date (i.e. the maximum late penalty is 50%). Assignments submitted more than 5 days late will receive a mark of zero (0).

Assessment task 1: Project Presentation (Group)

18/07/2020 (Spring 2020) © University of Technology Sydney Page 6 of 12

Assessment task 1: Project Presentation (Group) Objective(s): This addresses subject learning objective(s):

1 and 2

Weight: 30%

Task: This task directly links to addressing Subject Learning Objective/s: 1, 2

This task directly links to adddressing Program Learning Objective/s - 2

Select three scenarios (from 6 scenarios presented), Identify the key problem, disruption or opportunity Use an appropriate analytical tool to present your problem, disruption or opportunity.

Length: It is expected that you will provide a 3,000 work report which addressed each of the scenerios (1,000 per scenario.

It is also expected that you will also use some visualisation, showing your analysis or highlighting where the problem, disruption or opportunity is eg cause and effect diagram, process map, swim lane diagram, value chain map, customer journey map or other that will support your analysis.

Due: 11.59pm Friday 11 September 2020 You will be required to submit your WORD or PDF document via TURNITIN.

Criteria: Identification of problem, disruption and /or opportunity in the context of business change Selection of appropriate analytical tool, method or approach for the identified problem, disruption or opportunity Correct application of the analytical, creative tool, method or approach

Assessment task 2: Project (Individual) Objective(s): This addresses subject learning objective(s):

1, 2, 3 and 4

Weight: 50%

Task: This addresses Subject Learning Objective/s: 1, 2, 3, 4

This addresses Program Learning Objective/s: 2

The purpose of this assessmen is to task is to:

Select the case study that is representative of your industry sector (or study stream). Identify the key problem(s), disruption or opportunity; Demonstrate the use of creativity and creative tools and methods to develop three possible solutions. Select one possible solution with justification why the solution selected is the preferred one Make recommendations to management on a change management stragtegy Prepare an implementation plan with justification and reasoning why the selected implementation plan is being recommended.

You will need to be able to demonstrate the end to end process, explaining each step and the process undertaken to arrive the recommended solution and implementation plan. Your analysis should consider theories, frameworks, tools and methods at each stage that contribute to effectively delivering a solution to a problem disruption or realising an opportunity.

Length: 4,000 word (excluding references)

18/07/2020 (Spring 2020) © University of Technology Sydney Page 7 of 12

Length: 4,000 word (excluding references)

Due: 11.59pm Friday 16 October 2020 You will be required to submit you WORD document via TURNITIN.

Criteria: Identification of problem, disruption and/or opportunity in the context of business change Explanation and demonstration of the rationale for tool selection and its application Feasibility and viability analysis of the possible options/solutions Convincing justification of the recommended implementation plan Clarity of implementation plan and implications for business managers and staff

Assessment task 3: Critical Reflection (Individual) Objective(s): This addresses subject learning objective(s):

3 and 4

Weight: 20%

Task: This addresses Subject Learning Objective/s: 3, 4

In a written reflective essay of no more than 1000 words, discuss how creativity contributed to the development of possible solutions. Also, discuss how you arrived at the justification of your preferred solution.

Length: 1,000 words

Due: 11.59pm Friday 23 October 2020 Please note, no late submissions will be accepted. You will be required to submit your WORD or PDF document via TURNITIN.

Criteria: Quality of expression and effective use of generic conventions for a written reflective essay Clarity around the definition of creativity in the context of business problem identification and solutions Convincing arguments linking the creative process to different elements of the developed solutions Convincing justification for why the recommended solution and implementation plan is selected

Use of plagiarism detection software As a quality check for written assessment items, students are required to use the plagiarism detection software Turnitin, which compares submitted assignments with documents located on the Internet and a database of published material; and all assignments previously submitted to Turnitin. The results are compiled into an originality report that generates an index of similarity with other documents. For example, a similarity index of 10% indicates that 10% of an assignment matches material that Turnitin has located electronically. Students should check the report carefully prior to submission of their assessment item for marking to ensure that material that is not original is appropriately referenced.

Students should ensure enough time is left for the software to generate an originality report before the assessment item due date.

Moderation of marks Moderation is a quality assurance process that ensures appropriate standards. It is a process for ensuring that marks or grades are awarded appropriately and consistently. The Subject Coordinator reserves the right to moderate student marks during or at the end of semester, and prior to the release of final subject results. This is in accordance with the UTS Policy for the Assessment of Coursework Subjects.

Assessment feedback

18/07/2020 (Spring 2020) © University of Technology Sydney Page 8 of 12

Formative feedback will be provided in class. Students are able to request one review of the Table of Contents of the report prior to submission.

Minimum requirements Students must achieve at least 50% of the subject’s total marks.

Required texts There are pre-learning readings or other materials for each week. These are set out in the Weekly Schedule and links to the materials are also provided in the module folder for each week on Canvas. This subject relies on pre-class preparation and in-class participation. These readings are compulsory and essential for lectures and tutorials.

Recommended texts In addition to the readings provided, there are four further recommended texts – each has a different and complementary focus. There are links to the library holdings and/or e-resources on Canvas.

Tracey, B (2015), Creativity and Problem Solving, American Management Association,

Puccio, G et, al (2018) ‘Creative problem solving in small groups: The effects of creativity training on idea generation, solution creativity and leadership effectiveness’ The Journal of Creative Behaviour pp1-19

Montag-Smit, T et al (2017) ‘Searching outside the box in creative problem solving: The role of creative thinking and domain knowledge’ Journal of Business Research vol. 81 pp.1-10

Matthews, Judy H. (2018) Visual tools for problem framing and problem solving. In Griffith,, Selena, Carrathers, Kate, & Bliemel, Martin (Eds.) Visual Tools for Developing Cross-Disciplinary Collaboration, Innovation and Entrepreneurship Capacity. Common Ground Research Networks, Champaign, IL, pp. 45-60.

Harms et al (in press) ‘The role of information search in creative problem solving’ Psychology of Aesthetics, Creativity and the Arts

References Specialised journals (a selection only)

Journal of Operations Management Management Science Operations Research Production and Operations Management International Journal of Production Research International Journal of Production Economics European Journal of Operational Reseach Computers and Operations Research See ABDC journal wesbite to see journal ranking A*, A, B or C http://www.abdc.edu.au/pages/abdc-journal-quality-list-2013.html

Academic liaison officer Dr Robert Czernkowski, Accounting Discipline Group, telephone 9514 3736 Mr Harry Tse, Economics Discipline Group, telephone 9514 7786 or 9514 5456 Dr Otto Konstantados, Finance Discipline Group, telephone 9514 7758 Dr Paul Wang, Marketing Discipline Group, telephone 9514 3692 Associate Professor Carmel Foley, Management Discipline Group, telephone 9514 5102

Any arrangements should be negotiated within the first six weeks of session.

Support Student Services Unit/Counselling: Student Services provides a range of free and confidential professional services to support different aspects of your life and learning at UTS. These services include counselling for personal and learning problems or issues. If you are experiencing difficulties with your overall study program, for whatever reason, telephone +61 2 9514 1177 (City campus).

Students with disabilities or ongoing medical conditions: If you are a student who has a disability or ongoing medical condition that requires support services you are encouraged to contact the accessibility consultants or Accessibility Service (telephone +61 2 9514 1177) for a confidential interview. Supporting documentation regarding

18/07/2020 (Spring 2020) © University of Technology Sydney Page 9 of 12

Accessibility Service (telephone +61 2 9514 1177) for a confidential interview. Supporting documentation regarding your disability or ongoing medical condition is required if you wish to apply for assessment adjustments, including alternative assessment conditions. Each faculty has appointed academic liaison officers (ALOs) who are responsible for approving assessment adjustments. Meeting with the accessibility consultants or Accessibility Service before seeking assessment adjustments from your ALO is required.

Improve your academic and English language skills: Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language and Presentation Support) service in Student Services.

HELPS (Higher Education Language and Presentation Support):HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS. HELPS is located in Student Services, Building 1, Level 5, Room 25 (CB01.05.25).

Study skills / learning support: If you are experiencing difficulty with your studies or need to develop the necessary study skills you require for your course, there is a host of useful information and websites to help you on the UTS Business School, Study and Assessment Resource website. Links on how to write better, study more effectively, available support services/staff to help, how to complete assignments; as well as tips for successful study and online study skills resources can all be accessed. In addition, HELPS provides self-help resources.

Special consideration: Special consideration consists of the exercise of academic discretion to provide equitable treatment to students whose performance in an assessment item is affected by illness, misadventure or work-related circumstances. You should only apply for special consideration when your performance in an assessment item, including examinations, has been affected by extenuating or special circumstances beyond your control. These circumstances include:

Serious illness or psychological condition: such as hospital admission, serious injury or illness, severe anxiety or depression Loss or bereavement: such as death of a close family member, family relationship breakdown Hardship or trauma: such as being a victim of a crime, sudden loss of income or employment, severe disruption to domestic arrangements Exceptional employment demands: such as active service (e.g. ADF Reserves, bushfire and SES services).

Special consideration is not automatically guaranteed and may not result in a mark adjustment

Careers Service: The UTS Careers Service aims to actively support the career development needs of all UTS students.

Statement about assessment procedures and advice Assessment of coursework subjects

All staff and students involved in the assessment of coursework subjects at UTS are subject to the Policy for the Assessment of Coursework Subjects. The policy is applicable to the assessment of all coursework subjects. This policy does not apply to thesis subjects that are taken by students enrolled in research degrees, but does apply to any coursework subjects undertaken by research degree students. It does not describe policy that relates to academic progression through a course of study.

The policy should be read in conjunction with the Procedures for the Assessment of Coursework Subjects.

Statement on copyright Australian copyright law allows you as a student or researcher to copy and use limited amounts of other people's material in your study or research without their permission and free of charge.

This applies to any sort of published or unpublished work, and includes written material, tables and compilations, designs, drawings (including maps and plans), paintings, photographs, sculpture, craft work, films (such as feature films, television programs, commercials and computer video games), software (such as computer programs and databases), sound recordings, performances and broadcasts (including podcasts and vodcasts of these) and text, including books, journals, websites, emails and other electronic messages.

18/07/2020 (Spring 2020) © University of Technology Sydney Page 10 of 12

It is important to remember that you can only use a limited amount for your study or research purposes and that you need to correctly acknowledge the author and reference their material when you use it in your work.

Incorrect or improper use of copyright protected material could result in breaking Australian copyright law, for which significant penalties apply. Incorrect or improper use of copyright protected material at UTS would result in consideration under the UTS Student Misconduct rules.

UTS Rules and the UTS Student Charter require that students familiarise themselves and comply with UTS student policies and procedures. Students should also see the copyright information advising what you can copy and how much you can use.

Copyright notice concerning teaching materials

Please remember that teaching materials and course resources provided to you at UTS are protected by copyright. You are not permitted to re-use the UTS teaching materials for commercial purposes without permission of the copyright owner. Improper or illegal use of teaching materials may lead to prosecution for copyright infringement. For further information see UTS copyright for students and researchers.

Statement on plagiarism At UTS, plagiarism is defined in rule 16.2.1(4) as: 'taking and using someone else's ideas or manner of expressing them and passing them off as his or her own by failing to give appropriate acknowledgement of the source to seek to gain an advantage by unfair means'.

The definition infers that if a source is appropriately referenced, the student's work will meet the required academic standard.

Plagiarism is a literary or an intellectual theft and is unacceptable both academically and professionally. It can take a number of forms including but not limited to:

copying any section, no matter how brief, from a book, journal, article or other written source without duly acknowledging the source copying any map, diagram or table of figures without duly acknowledging the source paraphrasing or otherwise using the ideas of another author without duly acknowledging the source.

Students are encouraged to participate in the Avoiding Plagiarism Quiz.

Other breaches of academic integrity that constitute cheating include but are not limited to: copying from another student, recycling another student's work, recycling previously submitted work, and working with another student in the same cohort in a manner that exceeds the boundaries of legitimate cooperation purchasing an assignment from a website and submitting it as original work a student requesting or paying someone else to write original work for them, such as an assignment, essay or computer program, and submitting it as their own work.

Students who condone plagiarism and other breaches of academic integrity by allowing their work to be copied are also subjected to severe disciplinary action.

Where proven, plagiarism and other breaches of academic integrity are penalised in accordance with UTS Student Rules Section 16 – Student misconduct and appeals.

Avoiding plagiarism is one of the main reasons why the UTS Business School is insistent on the thorough and appropriate referencing of all written work. Students may seek assistance regarding appropriate referencing through UTS HELPS.

Academic integrity

Academic integrity involves a good measure of trust between students, and between students and academic staff and thesis examiners. Cheating, whether in the form of plagiarism, bringing unauthorised material into exams, submitting false requests for alternative exams or special consideration, or any other form, is a breach of this trust. Cheating also subverts the aims and value of students' studies.

Refer to Good Academic Practice for further information. These principles apply to: all written reports, assignments, projects, journals and related papers any examinations, and

18/07/2020 (Spring 2020) © University of Technology Sydney Page 11 of 12

any other assessable items required to complete a subject or course.

Statement on UTS email account Email from the University to a student will only be sent to the student's UTS email address. Email sent from a student to the University must be sent from the student's UTS email address. University staff will not respond to email from any other email accounts for currently enrolled students.

18/07/2020 (Spring 2020) © University of Technology Sydney Page 12 of 12