student focus - creativity

Student Focus Creativity

An enterprise workbook on creativity and innovation

EFL B1 (intermediate) and above

This work is licensed under a Creative Commons Attribution Non-commercial Share Alike (3.0 Unported) license. Users are thus permitted without any further permission from the copyright owner. Permissions beyond the scope of this license are administered by Buckingham English. Designations used by companies to distinguish their products are often claimed as trademarks. All brand names and product names used in this book are trade names, service marks, trademarks or registered trademarks of their respective owners. The publisher is not associated with any product or vendor mentioned in this book. Published by: Buckingham English, Unit 27 City Business Centre, Winchester, SO23 7TA, UK. Telephone +44 (0) 77 99 16 66 19 (or text) Email: [email protected] Homepage: www.buckinghamenglish.com DISCLAIMER: Whilst the information herein is supplied in good faith, no responsibility is taken by either the publisher or the author for any damage, injury or loss, however caused, which may arise from the use of the information provided. Font 12 Arial Printed and bound on demand by lulu.com Cover art work by nkzs (www.sxc.hu)

i

Introduction On the next few pages are lots of questions divided into five main categories:

Leadership Innovation and development Training and learning opportunities Continuous professional development Environmental considerations

The sixth section is a chance for you gain much deeper analysis by drilling down into each section independently. These do not all have to be answered and some will be more relevant than others. They are designed to act as a snap shot of where the organisation is right now. Whether you are a teacher using this with students from a business background, an employee attempting to understand the culture you work in, an owner looking to gain insight into your own enterprise or a manager considering how creativity and innovation could be enhanced you will all find questions here relevant to your needs. These questions are not testing your intelligence, they offer you the chance to reflect on the organisation (big or small) and the culture this organisation has nurtured and developed. It uses your cognitive skills to identify and conceptualise creativity and innovation inside the organisational culture. These are your thoughts and reflections and thus it will record a very subjective sequence of responses. Everyone in the organisation will have their own opinion on these questions. For this reason there no correct answers. There are only your answers! Each page starts with the section heading followed by a numbered question. The question may or may not be important to you, so the first thing to do is to mark the importance on a scale from 1 to 10 (where 1 is low importance and 10 is high). Then the question begins to dig a little deeper with the first grid titled How? Here you can record ‘how’ this question relates (or not) to the organisation. Strength / weakness? is asking for your opinion of whether this is a positive, neutral or a negative thing. Actions? is asking what you would do in an ideal world. What actions would you take to improve this situation (even if you scored highly on the scale). Analysis: is your opportunity to reflect on your responses and consider any aspects of the response you think are positive, neutral or negative. We have tried to keep it as simple and straight forward as possible and you’re welcome to record as much or as little detail as you desire.

ii

We have included a time from matrix for action planning on page 62 and for teachers we have included a CPD Sheet on page 63. The grids look like this:

All grids are the same for sections one to five. Section six looks like this:

Each section has its own analysis (6.1, 6.2, 6.3, 6.4 and 6.5) allowing you to reflect and summarise each section independently.

iii

Contents Page(s) Section 1: Leadership 1 - 16 Section 2: Innovation and development 17 - 26 Section 3: Training and learning opportunities 27 - 39 Section 4: Continuous professional development 40 - 47 Section 5: Environmental considerations 48 - 56 Section 6.1: Leadership analysis 57 Section 6.2: Innovation and development analysis 58 Section 6.3: Training and learning opportunities analysis 59 Section 6.4: Continuous professional development analysis 60 Section 6.5: Environmental considerations analysis 61 Timetable 62 CPD sheet 63

- 1 -

Section 1 Leadership

1.1 Does the organisation recognise the need to have innovation in the organisational culture?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 2 -


1.2 What actions are being taken to enhance creativity through the use of innovation?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 3 -


1.3 Does the whole leadership chain respond positively to 1.2 above?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 4 -


1.4 What role in creativeness and innovation does the board/executive play?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 5 -


1.5 Does a strategy exist for creativity and innovation?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 6 -


1.6 Are the strategies for mobile technology and creativity separate or combined strategies?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 7 -


1.7 Does an organisational improvement plan exist?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 8 -


1.8 Does a creativity or innovation action plan exist?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 9 -


1.9 Is learning and best practice shared throughout the organisation?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 10 -


1.10 Do all staff recognise and understand the benefits of innovation?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 11 -


1.11 Are users empowered as decision makers and can they input their knowledge?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 12 -


1.12 Are staff empowered to lead through advocacy?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 13 -


1.13 Do the external partners support creativity and innovation?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 14 -


1.14 Are external partners actively involved in strategy decisions on creativity and innovation?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 15 -

Section 1 Leadership 1.15 How deep is the reach of the organisation in the local community through

creativity and innovation?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 16 -


1.16 How are internal resources allocated to creativity and innovation?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 17 -

Section 2 Innovation and Development

2.1 How is time allocated for strategic planning of innovation?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 18 -


2.2 Does cross-departmental planning exist? What shape does this take?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 19 -


2.3 How involved is management in cross-departmental planning?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 20 -


2.4 How flexible is the timetable for strategic planning?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 21 -


2.5 Does cross-departmental working exist in the organisation? What shape does this take?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 22 -


2.6 Do satellite operations exist?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 23 -


2.7 How is innovation evaluated?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 24 -

Section 2 Innovation and Development 2.8 What type & how often do special events connected to innovation happen?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 25 -


2.9 Does continuous career development exist?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 26 -


2.10 What form does continuous career development take? How is it evaluated?

How frequently?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 27 -

Section 3 Training and Learning Opportunities

3.1 Planning by staff?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 28 -


3.2 Shared creativity & best practice across departments?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 29 -


3.3 Do staff share best practice across departments, if so, how?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 30 -


3.4 Is innovation embedded in training provision?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 31 -


3.5 Do staff get training in creative and innovation? If so how often & where?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 32 -


3.6 How deeply does the organisation work with strategic partners?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 33 -


3.7 How good at sourcing external parties for training & learning is the organisation?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 34 -


3.8 Do staff plan & evaluate creative learning?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 35 -


3.9 Is personalised learning & creativity recognised through advocacy?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 36 -


3.10 Are creative skills developed & encouraged through activities? If so, how?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 37 -


3.11 Does creative skill development across the work force take place? If so, in what form?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 38 -


3.12 Do staff model creative styles of learning in the organisation?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 39 -


3.13 Who monitors the staffs creative development? How is this used to improve staff development?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 40 -

Section 4 Continuous Professional Development

4.1 How is staff’s creativity evaluated and valued?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 41 -


4.2 Does needs based provision of CPD exist?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 42 -


4.3 Are learning networks (formal or informal) established?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 43 -


4.4 Is a culture of reflective practice encouraged? Can you provide examples?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 44 -


4.5 Is reflective practice within projects encouraged? Can you provide examples?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 45 -


4.6 Does a systematic evaluation of reflective practice exist? What form does this take?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 46 -


4.7 How is performance managed? Why is it managed this way?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 47 -


4.8 Who manages and evaluates performance?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 48 -

Section 5 Environmental Considerations

5.1 How well developed are indoor spaces to support creativity?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 49 -


5.2 Are environmental impacts considered when developing new innovative or creative methods?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 50 -


5.3 Are staff involved in new design?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 51 -


5.4 Is staff training on environmental impacts and best practice updated regularly?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 52 -


5.5 Are outdoor work spaces available?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 53 -


5.6 Are visits made to other places that support best practices?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 54 -


5.7 If yes to visits, how regularly do these happen? If not, why not?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 55 -


5.8 How are these visits evaluated?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 56 -


5.9 On average, how sustainable are the results of these visits in 5.6?

1 2 3 4 5 6 7 8 9 10 How?

Strength/weakness?

Actions?

Analysis:

- 57 -

Planning Section 6.1 - Leadership 6.1.1 Priority Areas for Development.

6.1.2 Actions/potential areas for a project.

6.1.3 Which objectives will you prioritise? Why?

6.1.4 How will you ensure that the project is collaborative and result in shared ownership across all levels of staffing? How will you ensure all are treated as equal partners?

6.1.5 Desired outcomes, timescales and sustainability of outcomes

- 58 -

Planning Section 6.2 - Innovation and Development

6.2.1 Priority Areas for Development.





- 59 -

Planning Section 6.3 - Training and Learning Opportunities

6.3.1 Priority Areas for Development.





- 60 -

Planning Section 6.4 - Continuous Professional Development 6.4.1 Priority Areas for Development.





- 61 -

Planning Section 6.5 - Environmental Considerations 6.5.1 Priority Areas for Development.





- 62 -

Timetable 12

11

10

9

8

7

6

5

4

3

2

1

- 63 -

CPD Sheet

What worked well? Why? What could be improved? Why? What action is essential next time? Why? Notes:

student focus - creativity

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