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Module Title: Professional Development: Leading Strategic Change through Creativity and Innovation Assignment title: Critical Analysis of a Case Study Module Learning Outcomes 1 Critically evaluate approaches to organizational strategy and managing change in professional practice. 2 Critically review the application of creativity and innovation in changing an organizational strategy to achieve a business objective 3 Critically reflect on the leadership qualities for effectively managing strategic change with creativity and innovation in relation to professional development PSRB Learning Outcomes 1. Understand how to develop a strategy 2. Know how to develop a strategy 3. Understand the scope and context of strategic change 4. How to propose a strategy for leading strategic change In order to meet these Learning outcomes, you will critically assess strategies for Change and Change Management. You will explore the complexity of innovative strategic plans, implementation plans and how to apply analytical techniques, theories, models. The assignment is based on a critical analysis of a real organisational issue and includes a presentation of findings. The assignment consists of three tasks which are equivalent in total to an assessment of 3,500 words. NOT ALL of the tasks are written tasks. Task 2 requires the production of Audio / Visual materials in addition to a written task. In order to complete this assignment, you must:  submit a written report meeting the needs of Task 1,  submit a series of related Audio / Visual materials and supporting notes which meet the needs of one of the three options identified in Task 2, and  submit the written Reflective element identified in Task 3. Task 1 - Strategy Report (1,400 words – 40% of the marks)

Produce a 1,400 word report as follows: 1. Using appropriate tools, critically evaluate the operating environment (Drivers of Change) of your chosen case study company 2. Complete a strategic analysis 3. Propose a strategic change management plan Task 2 – Launch Materials (30% of the marks) Having proposed a strategic change management plan in Task 1, complete the task below based on your findings from Task 1 to communicate the change. The task Imagine the new strategy or change has been in progress for a number of months. What are the outcomes of the change? Based upon your analysis in Task 1, design and present one new innovative product, service and/or process for your case study company. You will include promotional visual materials for the product/service/process, including as a minimum a) the product name, b) the product logo, c) the product tagline, d) a relevant information leaflet. Your 500-word Supporting Notes must be included as a WORD d ocument. Task 3: (1,000 words – 30% of the marks) Write a critical reflective personal and professional account, answering the following question: What skills and behaviours do I need to develop in order to creatively implement a programme of innovative change in a range of contemporary organisations? This includes reflecting upon your own leadership style and the implications of this style for leading a team. You will include an audit of your existing leadership skills and a plan as to how you will develop two specific skills or behaviours. Keynotes 1.. All submissions are closely scrutinised for evidence of collusion or plagiarism. 2. Your assessment of the organisation’s strategic position and your ensuing analysis MUST be based upon the Case Study interview you have selected. 3. In your responses, you are allowed to make reasonable research-based assumptions to the case study details provided. However, the case study should not be changed or compromised in any way. If your analysis is not based on the case study interview you will lose significant marks. If you use a different case study to those provided you will fail and receive 0% grade. A “different case study” includes misrepresenting the contents of the case study interview. 4.Some wider research is beneficial but it must not detract from your prime focus which is the case study interview and module-related models and content .

5.You need to apply a selection of the models, tools and methods that have been referred to in the module resources on AULA and discuss their relevance to the client’s situation as you understand it from the Case Study interview. 6. You will lose significant marks by using models and theories which are not part of the Module content. 7. You will lose significant marks by not applying evidence from the case study to those models and theories. Presentation of Materials: Your Task 1 report must: Include a cover sheet with your ID number (NOT YOUR NAME), your chosen employer case study and your word count. • Be typed in Word – DO NOT upload PDF versions of your work. • Include page numbers, • Be written in Arial font size 12, • Be 1.5 spaced, Please note that tables/diagrams/charts, appendices, and the reference list are not included in the word count. However, do not rely on appendices for information which directly supports your report - appendices are not marked. Do not rely on extensive use of tables to support your report – you are marked on the quality of your analysis, not the quantity of words per se. Your Task 2 materials must: Meet the needs of the assignment brief. Shorter launch presentations than that stipulated may be failed. Submissions which do not include a range of relevant materials will lose substantial marks. Supporting notes which do not evidence the student’s academic and creative thought- process will lose substantial marks. Your Task 3 Personal and Professional reflection must: • Be typed in Word – DO NOT upload PDF versions of your work. • Include page numbers, • Be written in Arial font size 12, • Be 1.5 spaced, Marking Guide – Task 1 Task 1 - Strategy Report (1,400 words – 40% of the marks)

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Produce a 1,400 word report which completes sub-tasks 1 to 3 below: 1. Using appropriate tools, critically evaluate the operating environment of your chosen case study company 2. Complete a strategic analysis 3. Propose a strategic change management plan It is expected that appropriate models, academic sources and good practice theory will be applied and be academically rigorous to support your work. Your work must be based on Module related learning materials. You will lose marks if this is not the case. Your report must be based on the case study interview – you will fail if this is not the case. We expect that the Task 1 report which consists of 1,400 words will be structured as follows: 1. Cover Sheet and Contents Page (This does not add to the word count) 2. A Short introduction to the Case Study company (100 words), based on the case study interview 3. Define Drivers of Change. Use Burke & Litwin to outline external and internal pressures. Apply case study evidence with detail to EITHER Burke & Litwin OR PESTLE OR McKinsey 7s analysis in the form of a table. There is no need to cover all the components of Burke & Litwin / PESTLE / McKinsey 7s. To reiterate - you can use Burke & Litwin to outline Drivers of Change AND analyse Drivers of Change. If you are using Burke & Litwin to analyse Drivers of Change, you do not have to use PESTLE or McKinsey 7s. NOTE - Tables do not add to the word count. Do NOT use SWOT. (500 words). 4. Strategy - Define, Model, Evidence, Apply highlighting the current strategy and the proposed strategy using the same Strategy model. (300 words) 5. Change and Change Management - Define, Model, Evidence, Apply highlighting the process by which you will manage the change programme recognising the effect that the change will have on employees. (500 words) 6. the last page is References - don't forget to cite relevant information throughout. References do not add to the word count. This analysis will inform the content of Task 2. and support your reflection in Task 3. Marking guide Task 2: We will need to see substantial results from your Creativity and Innovation thoughts. The information leaflet for instance must consist of multiple pages, with written detailed content on each page which relates to the case company and your strategy for change. The Supporting notes (approx. 500 words, no more) are your opportunity to reflect on the process through which you arrived at the finished items which made up your Task 2 submission. The process should be based on your use of the materials related to Creativity and Innovation available to you in Short Course 2 and are both academic and reflective in nature. Reflective, because you are looking back on the process. Academic, because you are considering this process from a model-based approach to the topics of Creativity and Innovation. The assumption is that you developed that logo design, that leaflet, that tag line, etc. not only based upon your understanding of the needs of your case study company, the changes required, and the impact of those changes but also by using the technique(s) and processes which you learnt about in Short Course 2. The Supporting Notes should also include a short consideration as to how the work could be improved. This work will then lead into your Task 3 Reflection.

Marking Guide Task 3: Learning Outcome 3 of the module asks you to "Critically reflect on the leadership qualities for effectively managing strategic change with creativity and innovation in relation to professional development." To help you meet that Learning Outcome, we ask you in Task 3 to: Write a 1,000-word critical reflective personal and professional account, answering the following question: What skills and behaviors do I need to develop in order to creatively implement a programme of innovative change in a range of contemporary organizations? The key aspects here are the requirement for you to critically reflect on your leadership qualities in relation to a professional development plan. This is not simply a reflection on how you got on with the module and the academic topics of leading/managing, strategy, change, creativity, and innovation. We are asking you to plan to bridge the gaps that you identified in your existing skills, behaviors and understanding as you were working through the materials. We focus on Personal Development Planning, but because this is a professional module, we approach this planning from the viewpoint of you being in a leadership role, if not already, then certainly in the future. We expect that the 1,000-word reflection will cover: 1. Definition of Reflection 2. Model of reflection used and a brief explanation as to how it supported your thoughts (not a detailed review of the components of the model); 3. Define Leadership; assess your own MBTI leadership style and use a leadership model to describe how you would lead a team. This will impact your Audit in 5. below. 4. a summary of your Learning Style and your reflection on the implications of this for your Leadership development. This will impact your SMART objectives in 6. Below. 5. Identify relevant Key Leadership Skills (from the content on AULA) and audit your current personal and professional Skills and Behaviours in order to identify the gap between current and required - this will be in the form of a table. 6. Personal and Professional Development Plan - Identify 2 skills and or behaviours you want to develop. The focus will be on resolving gaps related to "creatively implementing a programme of innovative change" using SMART objectives. This plan will be in the form of a table; 7. the last page is References - don't forget to cite relevant information throughout. References do not add to the word count. CASE STUDY – TRANSPORT SCOTLAND (INTERVIEW ) Susan- Good afternoon, Martin. Thank you for taking part in supporting our postgraduate students in this collaboration with our university in partnership with CMI, Chartered Management Institute. So welcome. Martin- Thank you very much.

Susan- So firstly it would help if you could start by telling us a little bit about who you are and the organization you represent and what it does. Martin- Good afternoon, everyone. My name is Martin Polland. I currently work for the Scottish government or the agency, one of the agencies within the Scottish government called Transport Scotland. For those of you south of the border, it’s very similar to the DFT or Highways England. Probably more of a Highways England-type approach that we have in Scotland here. I was approached by Sue through the Institute of Highway Engineers, so I’ve been a member of the Institute of Highway Engineers for probably 21, 22 years and I became Senior Vice President as of yesterday with… annual general meeting and due to take over as President in 2 years’ time which is 1) an exciting time and 2), I’m going to be very honest, very terrifying time as well, so. Susan- Well congratulations. Martin- We’ll see how I go. Thank you very much. My background is in, is in road maintenance so I’m a Civil, Chartered Civil Engineer and have predominately been involved now in utility work or, or predominately road maintenance. So within Transport Scotland, I look after the north of Scotland, north of Perth, all the way up to the very top of Scotland for the trunk road, looking after the structural maintenance, so that’s the major resurfacing schemes that you’ve probably seen in your travels on the motorway network and also look after some major rock fall sloops stop stuffers restfully thankfully. We’re involved in some major probably, I think we’re up-spend of about £17 million up there doing works to try and mitigate the risk of rock falls from the, from the rock at the side of the road coming down onto the road networks so wide and very varied variety of works that I get involved in. Susan- Yes excellent. Wow goodness me. So, can you tell us a little bit about how your organization is, is structured? Martin- Yes. As I said, we’re an agency of the Scottish government so effectively we report to Scottish ministers. Our role is to effect, to report to Scottish ministers. Transport Scotland has a very wide and varied transport portfolio, so we include aviation, we include freight, canals, and analytics, and there are so many different, different departments within us. So, I’ll really speak about my role as such. My role reports to the cabinet secretary which is currently Michael Matherson. Susan- Wow. Martin- So it comes down from there. So, it comes down from cabinet secretary down to our chief executive down to a list of directors. I think there are currently 6 directors, or 5 directors, 6, sitting under our chief executive and I report via a managerial team through to one director, Hugh Gillies, he’s, my director. He’s got quite, as you can imagine, a broad remit as well because we’re covering the whole of Scotland, truck road network, we’re looking at controlling the vehicles and cars, you know the cars situation we’re dealing with now, we‘re looking at the weather, we deal with winter maintenance now, which is one of my jobs as well, I forgot to add. So a huge remit across the whole of Scotland so that’s how we’re currently set up. So effectively we’re feeding information to cabinet secretary to help them inform political decisions for move them forward as well. Susan- Right yes. And that’s a big part isn’t it, getting the students to look at strategy, particularly in leadership and management, that kind of thing so that’s useful. Thank you. So

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it may seem a little obvious but can you tell us about any current and potential future issues that your organization is facing? Martin- OK obviously the situation we’re in just now with the COVID-19 situation has a dramatic impact on all aspects of life, UK, never mind worldwide you know, so the way, what we’re currently doing just now, we’re working from home, so the office has effectively been closed so that’s brought its own challenges. Working from, getting everyone set up to work from home, IT facilities. I think we’re trying to play catch-up I think with IT and in fairness they’re doing a pretty good job. So the challenges for us, we have that, that challenge of COVID-19, so looking at my day job I’ll sort cover the challenges we have; weather in Scotland. We do… Susan- Of course. Martin- We do experience some slight weather in Scotland, some storms coming in. I always chuckle when I hear you’ve got a centimetre of snow south of the border and the place is ground to a stand-still and we’re probably up to our knees in it, moving, but moving slowly may I add. Yes so the challenges, we’ve got that, weather, we’ve got fluctuating budgets as such as well. I’m certainly moving forward that the financial situation that we’re in just now won’t be the same moving forward as well. What it’s going to be I honestly don’t know. I know we’ve been given extra money this year, capital amounts of money to try and re-kick, re-kick the economy in Scotland, get things moving again as well, but clearly there’s going to be some big challenges, not just for the Scottish government but also for the national government to try and kick, funding for future years as well. Susan- Yes indeed. Yes. Martin- Yes. Other challenges, obviously I live in a political world. We have political masters as such as well and we go through a regular, a regular changeover of political staff then as well. Thankfully for the last number of years, I’ve only been with Transport Scotland may I add for 18 months or so. So back to my previous role, it was almost like every 4 years or 5 years we’d have a new raft of local councillors who’d come in and effectively what you try doing is re-, I’m not saying re-educate, but re-feed the knowledge of your processes and procedures in place and then in 4 years down the line, if they were not successful in re-election, you were having to start that whole process again. So we developed a suite of information to try and help them and almost like, I don’t like using the word ‘idiots guide’, but like a very basic guide of; this is what we do, this is how we do it and here’s what helps inform your decisions on moving forward as well. Yes so there are always challenges and what we’re doing, obviously challenges as well for delivering the work in Scotland because the trunk road work network moving between Edinburgh and Glasgow, for any bodies been between Edinburgh and Glasgow in peak times in the morning you virtually cannot move in the place, it’s probably very similar to the M25 so it’s actually delivering work can be a real problem as well. So we look at, we monitor traffic flows, we monitor peak traffic flows, we monitor tourist seasons and a lot of the work we do is done overnight now as well which can bring its own challenges from a health and safety point of view, but we try to mitigate the disruption to the travelling public as much as possible to try and keep things moving. There are times when you can’t do that, but again we do good PR, we tweet, we Facebook, we do all that sort of stuff now we’re involved as well. Susan- Yes, thank you. That’s really interesting. Thank you.

Martin- Yes. Susan- So you touched on this a little bit in terms of how leadership directs the business, so how, with you and your colleagues, I don’t want you to repeat yourself obviously, but just that sense of you know, you as leaders have an impact on the organisation, I know you have your political leaders, but just talk me through that a little bit in terms of how you steer through change. Martin- Yes. Absolutely yes. So everything comes down from our chief exec to our director level, comes down through our bandings to C1s and C2s and goes through just like a grading structure for people. So our chief executive is very passionate and very, very, very up for, staff involvement and that’s one thing; if this is for students, if you ever become chief exec or something in the future you won’t be a good chief exec if you don’t take your people with you. You need to have your people with you at all times. In previous roles I’ve seen chief, probably chief executive level not engaging with staff at a lower level and it creates, it almost creates that buffer and a level of resentment from staff then as well. Whereas working where I’m now it’s almost the flip opposite. It’s very much engaged down. You’re encouraged to speak out. You’re engaged to share ideas because that what’s drives forwards. Not one person can drive the whole, the whole vehicle forward, you need everybody feeding that as well. Down to the director level, our director now has a monthly get, we did have a monthly get- together. We’re now doing it virtually and we call it BGTE, so it wasn’t Britain’s Got Talent, it’s a breakfast get-together. Susan- I like that. Martin- The first one always, the first one I went to I thought ‘What is this going to be like?’ so that you’re given some fruit and bits and pieces. And what they do is they bring people in from various parts of the business to talk about what they’re doing and from my point of view it gives me that from being siloed to be able to have that vision to look out to see what impact my works have on other parts of the business and also what impact they have on my part of the business so it was really, from knowledge sharing point of view and a getting to know people point of view, I find that absolutely fantastic. I find I find that leadership very embracing and welcoming as well. Having been in leadership before they haven’t been so embracing. Again, , due to certain things, personalities can play a play and also workload can play a place as well, but I think taking the time to speak to your staff so again if any students ever make it to that level remember the people because you’re nothing without your people with you. Susan- That’s true. Thank you. That’s good to hear you say that because I often teach that in the classroom so thank you for hearing it from someone with your experience and your position is really supportive. So how would you describe the culture of the business? Obviously, you’ve said it’s sort of political, but if you just talk to us a little bit about that that would be helpful. Martin- Yes, the culture of the business, obviously we’re led by political leaders, but I think it’s quite an embracing culture that we do. It’s a very open culture. As I said, you’re, you’re encouraged to share your views with people. What we do as well, each of the staff, we have, we have a monthly get together with the staff as well, so the higher level gets together, but the managers also have, have a, we call it one to one’s with the staff as well. Very informal, very relaxed, often over a cup of coffee and I think you get the best out of people as well if

you can have that, that to influence. It’s almost like a how’s things?’, ‘what are you finding challenging?’, ‘how can I help you’- type approach. So again, that comes from the very top and all the way down and it feeds back up through again as well. And I honestly do, I can’t say this enough, I find the culture really embracing and really, it’s almost like a breath of fresh air; driven. You see that drive from the top and if you see someone cares about you from the top, I think you give that wee bit more then as well. It really, really, really helps as well. Yes, so it’s a good culture we live in. We’re encouraged, we’re professional engineers, and there are very few people within our organisation who are not chartered engineers. Susan- Right. Martin- So working at a certain level and you’re trusted. So you may be sitting talking about, I don’t know, football on a Monday morning for 5 minutes over a cup of coffee, but your leaders, your direct line managers know that they’re going to get the best out of you so don’t be draconian. I’ve worked for people in the past who have said you need to be at your office for 8 hours a day. No, no, no. If you can get 5 or 6 hours really good work out of somebody, rather than being sat at your desk for 8 and producing for 3 or 4 of them. So it’s about trust as well. Trust your people. Listen to you, people. Take judgement. Don’t, don’t think you everything is my view as well. So I think I enjoy the culture where I’m working now. I think that probably portrays, comes across pretty strongly as well, you know. And I’m not being paid to say that may I add as well! Susan- That’s good. Yes it does make such a difference, doesn’t it? Like you say, because you’re learning from so many different people from so many different levels and you’re so right to listen to your people because you know in my day most managers knew most of the people’s jobs or how to do them, but of course that’s not the case anymore. Martin- No. Susan- So you’ve really got to have that element of trust. Brilliant. Thank you. Martin- Definitely not and it’s not, it’s not as if you can’t go to anyone in my organisation and ask what I call is a ‘daft boy question’; the question you don’t know, you think is a silly question. The only silly question is the question you don’t ask. Susan- Yes good point. Yes. Like that, yes. Thank you. So when change has occurred in your organisation how has it been approached? Martin- Ok I’ll talk about probably a previous role rather than a current role, because change, it’s changed just now because I’m only about 18 months in. So change in previous roles, is usually driven… local government, driven from cash savings, and efficient savings over the years. I’ve seen a number of people in local government who drop off, drop off, drop off over the years. Again I’m not getting political it’s just a statement of fact. Susan- Yes. Martin- So changes are often difficult to drive through as well. What, what we did in previous roles we’d sit down and discuss it, again take ideas from people and engage with unions as well. So my previous workload, work role had 3 different unions that were involved, I was involved in. So I would sit down and speak to unions about that and of course, I think getting engagement from people early does help. Don’t, don’t try and spring surprises on them. Be honest and upfront. Yes, there are some difficult decisions to make, but I think trying to make them together is very, very, very productive and I think if you try and do it the other way it can be very unproductive as well and you’ll get more barriers put in your way as well. There

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are lots of things I’ve tried to introduce in the past as well that I’ve not managed to introduce, but again it’s listening to people's ideas, listening to their reasoning behind things and trying and see if there are different solutions. You don’t always know the answer. People around about you have the answer sometimes as well so you need to be open to ideas. Susan- Yes, no that’s brilliant. Thank you. So in terms of communication then, how, well first of all, what do you find the most effective methods? And then for the second is, how are decisions made and then communicated? Martin- Yes. I think effective, the most effective methods up until probably March of this year would be face-to-face communications. Obviously, we live in a different world now and we’re going to need to adjust to that as well I think through time we have and we probably will further as well, but I always like face-to-face communications. I like, if I was ever, I manage that direct labour workforce so road works all the way up through, and if there was something coming I would go and speak to them. So I’d collect everybody at the depo and I would go and speak to them face to face. There’s nothing worse than receiving a piece of paper after or finding out, even worse, that a decision has been made that’s going to affect you directly without hearing it directly first. That’s something I’ve always realised, you know. Susan- Yes. Martin- Don’t be frightened to give good news, but also really don’t be frightened to give bad news either. It you’re going to be a good leader and a good in the future as well you need to be able to be confident to deliver, both good and bad news as well. So don’t shy away from if there’s a difficult decision to be relayed you need to do that, but have good rationale behind why you are going to do so and prepare before you do it as well. That’s one thing I’ve learnt as well. Don’t go in, don’t go in unprepared. Go in prepared thinking the answer to the questions you’re going to be asked and possible answers because, and again you won’t think of everything, but that’s something I’ve always done in my career. I’ve always thought if I’m going to deliver this what might I be asked? What can I say, to appease that as well? So just embrace people. Try, try and take people with you on the journey because it's, you’ll find if you don’t very quickly people will turn against you and your job will become a thousand times more difficult. Susan- Absolutely. That’s so true. Yes. Thank you. That’s good examples as well. So, can I ask you, you talked a little bit about management and development, do have any systems in place for management and development in your organisation? Martin- Yes. Yes, we do. Within the current organisation I’m working for, Transport Scotland, we do yes. There’s, there’s, there’s placements available. We also bring in graduate engineers so they’re fresh from university and we bring graduates in and we do what they call a rotation system. Susan- I see. Martin- So they’ll go round every part of the business for I think it’s between every 6 and 8 months they go round the business. So they’ll learn a bit of this and learn a bit of that and what you’re trying to do is again what I spoke about earlier, rather than having that siloed effect, you’re, you’re getting that broad brush of a look and I think it gives a graduate engineers a choice then of where they would like to go because civil engineering such a broad spectrum, the things that you’re learning, a lot of people think structures, maintenance, whereas we’re giving everybody a chance to look round about and say what would you like to

do as well? And I think that’s a brilliant thing. As managers, in previous roles as well, I was trained as a manager in my previous roles so we go through a management and development programme, lasts around about 18 months or 2 years depending on your learning and your production of documents at the end and again I found that very good for learning like corporate skills and learning, corporate systems and procedures and stuff like that as well and more importantly a chance to speak to other people who are coming up through the system to see what they’re learning, to see what issues they’re having because often what we found is issues I was having, the people besides me were having as well so it’s not saying the processes are always right either and if you can feedback on those processes and review those processes I think that’s very, very, very useful as well for the organisation and refresh them as well. Often these are out of date. I mean I’m sure most people’s internet policies had said before March this year that Teams and Zooms and all that are not allowed and I think you need to refresh them now and have a look at them as well and see what works best and again speak to people and see how it goes. Susan- Yes that is so true. Did you have, did the managers have any mentoring or coaching schemes in your..? Martin- Yes, Yes they do. Yes, yes. They have that in place just now within Transport Scotland and previous roles have that as well have had that as well. Yes it’s encouraged through in Scotland…a collective society called The Society of Chief Transportation Officers in Scotland. It’s called SCOTS if anybody wants to look it up. You’ll find that’s, that’s the 32 councils that collaboratively work together and what they’ve done as well is they’ve developed a management programme so they drip-feed people into this, this thing. So you may not be working for your employer in the future, but you may working in local government somewhere else if you wanted to move house or whatever moved you around the country and effectively that would allow you then to have that skill base to kind of manage someone else within a local authority in Scotland as well. So it’s a really good process that they’ve had up and running. There are about 20-odd people a year who have taken up that. I think this is the third or fourth year it's run now as well. Susan- Excellent. That’s really helpful thank you. That’s brilliant. So that concludes everything that we wanted to ask you so that’s been really interesting information that you’ve given us, thank you. Martin- You’re welcome. Susan- Thank you very much indeed. Thank you so much Martin for joining us today and for your contribution. Much, much appreciated. Thank you. Martin- You’re very welcome and good luck to all the students. Susan- Thank you. I’m sure they’ll appreciate that. TO BE INCLUDED 1. Drivers of change using Burke &Litwin Model or PESTLE model (whichever one apply best to the case study) 2. Remember to define, model, evidence and apply.

3. Use Ansoffs Matrix for strategy model 4. Ensure to get citations from CMI website 5. Define change and its effects using either Kubler-Ross grief cycle model or Blockers and champions model. 6. Incoporate types of change – is it planned or emergent? Is it revolutionary or Evolutionary 7. Use the CMI design thinking to analyse the supporting notes for task 2 - he model used here was developed by the Hasso Plattner Institute of Design at Stanford 8. The Supporting notes (approx. 500 words, no more) are your opportunity to reflect on the process through which you arrived at the finished items which made up your Task 2 submission. The process should be based on your use of the materials related to Creativity and Innovation available to you in Short Course 2 and are both academic and reflective in nature. Reflective, because you are looking back on the process. Academic, because you are considering this process from a model-based approach to the topics of Creativity and Innovation. The assumption is that you developed that logo design, that leaflet, that tag line, that podcast etc. not only based upon your understanding of the needs of your case study company, the changes required, and the impact of those changes but also by using technique(s) and processes which you learnt about in Short Course 2. The Supporting Notes should also include a short consideration as to how the work could be improved. You are likely to fail this task if your submission does not include relevant Supporting Notes. Learning Outcome 2 requires you to "Critically review the application of creativity and innovation in changing an organisational strategy to achieve a business objective." Assignment Tasks 1 and 2 require you to develop an innovative framework to deliver a change management strategy in a changing organisational context. So we have focused this week in understanding the relevance of the term “innovation” in such phrases as • The "application of creativity and innovation"; • An "innovative strategic plan"; • An "innovative framework." This week’s content has been designed to give you an overview of the term “innovation” and particularly to help you understand the difference between “Creativity” - the idea, and “Innovation” – the implementation, the practice, the added value. As regards the assignment, your task is to ensure that the reader is aware that you know the difference between the two terms, that you are presenting materials which are not only good ideas (Creative), but add value (Innovation), and that you understand the implications of both Creativity and Innovation for the team, the organisation and for you.

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You do this by adding some relevant content within the Supporting Notes of Task 2 and ensuring that your development as an Innovator is part of the content and plan in Task 3.

6601242_384274229_2041698030915

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