COMMUNICATION FOR ORGANIZATIONS:
EXPLORING CREATIVITY
BUCO 450
FALL 2012 SYLLABUS
PROFESSOR E.L. DIPPREY
The ability to access innovative thought and engage in creative problem solving will be central to
your individual success within the workplace. A company that successfully harnesses the
collective innovation of its employees possesses a coveted and potentially durable source of
competitive advantage.
But how do the development and use of creativity and innovation differ when considered in a
professional context? How is creative performance different than ordinary performance in the
workplace? What conditions foster and protect creative performance? How does innovation
interact with workplace constraints such as time, cultural traditions, corporate values, production
demands, and management styles? What abilities and characteristics, individual and collective,
are necessary to produce “generative creativity” that adds value to the bottom line? We will
explore these questions through the lens of the thinkers and doers successfully laboring in the
vineyards of workplace creativity.
Research, ideas, and skills related to creativity in the workplace are often abstract, poorly
understood, and poorly articulated. So, an additional question will form a centerpiece of the
course. How do we identify and develop the communication skills necessary to communicate
with our creative selves? Using communication, how can we effectively work with and manage
others in the pursuit of productive innovation in the workplace?
Communication is often the tool that balances creativity and constraint. Communication reveals
interpretations of contexts; asks questions about resources for creativity and the presence of
constraints; and suggests dialogue that explores challenges, reconciles innovation and tradition,
and enables the development and capture of generative creativity.
Balance of Creativity and Constraint
Creativity
Constraint
Communication
RESOURCES
Required reading includes the text cited below as well as articles and chapters from other
texts distributed in class. Please bring the text to each class session.
Ray, Michael. Creativity in Business. New York: Broadway Books, 1986.
Please note: Some of the ideas in the readings are, for lack of a better word, “newagey”—something I would not usually assign in an academic course (or even read
myself). However, many of the ideas and heuristics are compelling and will advance
your understanding of creativity in business and of your relationship with your creative
self. Indeed, some of the ideas are far-fetched and will not resonate or be of use to you.
Creativity is idiosyncratic and personal. So, as part of your journal assignment, I will ask
you to explore the relevant aspects of the readings and discuss the insights that are of
value to you. I will also ask that you briefly discuss the ideas that do not resonate, or
seem simplistic or false, since this will also contribute to your understanding of the goals
of the course.
WHY I CREATED THIS COURSE
I believe that the ability to access innovative thought and engage in creative problem
solving is essential to our success as individuals and as organizations. To advance us
toward that goal, we’ll examine our relationship to our own creativity, use our own
developing creativity to approach complex individual problems, and then apply our
insights to begin to explore creativity and innovation in organizations.
We all have creative thinking skills and strategies. Current research in experimental
psychology suggests that creativity can be developed and refined. By exploring
strategies, wrangling with inhibitors, discussing and reflecting, and working to habituate
skills and strategies, this course will foster your creative abilities.
The ability to access innovative thought and engage in creative problem solving is a
durable source of competitive advantage—for us as individuals and for organizations. In
BUCO 450, we will work to understand and develop this advantage—and to master the
communication challenges necessary to make it a marketable skill.
BUCO 450 LEARNING OBJECTIVES
This course focuses on communication strategies that contribute to intrapersonal,
interpersonal, and organizational success through an exploration of creativity in business.
This course will sharpen your existing skills as a critical thinker, writer, and speaker, and
will demand a sophisticated performance of audience analysis as well as a sophisticated
articulation of message content and organization.
2
LEARNING OUTCOMES
As an intrapersonal communication challenge, understand one’s relationship to
one’s own creativity, and develop and exercise this understanding.
Demonstrate an understanding of creativity as a problem-solving tool and
demonstrate an ability to successfully meet the attendant communication
challenges.
Define workplace creativity, identify constraints to that creativity (including
ethical constraints), and use communication strategy (e.g. active listening) to
develop and capture generative creativity.
Demonstrate an understanding role of managerial communication in the creation
of environments in which innovation can thrive.
As an active participant, contribute to the development of a learning community
and appreciate the learning community as a productive creative endeavor.
Generate creativity, engage in innovative thinking and problem solving, and goof
around with fresh ideas as they emerge throughout the semester.
The class, like a business, is a collaborative effort; we will learn together in a team
environment. We will embark on a study of the communication challenges endemic to
creativity and innovation as a learning community.
PRIMARY ASSIGNMENTS
(Due Dates may be slightly altered depending on class size)
Creativity ‘tool’ report
(Due Sept. 20)
130 points
Semester journal—First submission
(Due Oct. 4)
185 points
HBR article review
(Due Oct. 18)
250 points
Corporate innovation and communication strategies
(Due Nov. 29 & Dec. 6)
250 points
Second journal submission
(Due Dec. 13)
185 points
Professionalism/Participation
Can only negatively affect grade
Total: 1000 points
3
TO SUCCEED IN THE COURSE
Professional behavior is expected and includes attending every class session, turning in
assignments on time, coming to class fully prepared even if you were unable to attend a
previous class, and initiating timely and diplomatic communication with me about any
troubles you are having with any aspect of the course. In short, I expect you will actively
participate in and take responsibility for your own learning (and to respect and promote
the learning process of your colleagues). Also, as in business, attention to detail will
facilitate your success in this class.
Please have respect and offer support to your colleagues as they work and develop
throughout the semester.
These behaviors will be considered as part of the professionalism portion of your overall
grade, together with the customary expectations about attendance and punctuality.
Important Note: Please silence all electronic devices before class and place them in
your bag or backpack. And unless you have an emergency situation, please do not
check your electronic messages in class. I also ask that you do not work on your
computer during class (even for taking notes); this has proved to be an unfailing
distraction to other students in the class.
My request regarding wireless devices is in keeping with the Marshall School’s
Wireless Environment Protocol. It states:
Fellow students and the professor deserve your full attention. Only then can a
productive learning environment be established. ANY e-devices (cell phones,
PDAs, I-Phones, Blackberries, other texting devices, laptops, I-pods) must be
completely turned off during class time. Upon request, you must comply and put
your device on the table in off mode and face down. You might also be asked to
deposit your devices in a designated area in the classroom. Please be respectful.
ATTENDENCE
I anticipate that you will be present in every class, and ready to begin work at the time
class is scheduled to start. Should you need to be absent – either because of an illness or
because you believe that there is something you must do that is more important than
attending class – I will expect to receive an e-mail message from you prior to the start
of class. You do not need to tell me why you will be absent. Keep in mind that an e-mail
in advance of class does not “excuse” your absence – it simply shows me that you are
taking responsibility for choosing to do something else during class time. Multiple
absences, even when accompanied by conscientious notification, may be viewed as
unprofessional behavior.
4
If you miss a class session, you still need to come to the next class fully prepared.
Please contact a classmate before the next class meeting. Ask them for
announcements, lecture notes, readings, assignments, etc. If you discussed the missed
class session with a classmate, and you still feel you need further clarification or
interpretation of the material covered, I will be glad to help. But please don’t send me an
e-mail asking me to tell you what you missed in class. Of course, if a major illness or
emergency arises, I will work with you to accommodate the situation.
Again, remember that absence from class, a pattern of lateness, or lack of participation
and/or inattention will adversely affect your grade (in the same way that such behavior
would adversely affect your performance evaluations in a professional setting).
ASSIGNMENTS
In this class, as in business, you’re expected to complete your projects on time.
Assignments are due at the beginning of the class period on the date assigned. Any
assignment turned in late may receive half credit as a starting point.
All written assignments and graded presentations must be completed; failing to complete
even a single assignment may result in an “F” in the course.
Please check your USC e-mail account regularly in case I send any assignment
clarifications.
Please indicate your full name and class meeting time on all submitted documents (and emails).
BLACKBOARD
Major assignments, most handouts, and some readings will be posted to Blackboard.
You will find them in the Content Section. The Syllabus will be posted in the Syllabus
Section.
MISSING CLASS ON A DAY AN ASSIGNMENT IS DUE
Due to scheduling constraints, making up presentations is difficult. Groups may be asked
to present even with an absent group member. If it is absolutely necessary for you to
miss a presentation and a make-up opportunity is granted, plan to deliver your
presentation at the beginning of the subsequent class session.
If you are unable to attend class on the day a written assignment is due, make
arrangements for it to be delivered to the classroom or to my mailbox in ACC 400 by the
start of class. Please ask my permission before submitting a written assignment via email if you miss class on the day work is due.
5
QUESTIONS RELATED TO ASSIGNMENTS
Please have your assignment-related questions prepared at least by the class session
preceding the due date for the assignment. It is not possible for me to answer individual,
complex questions related to assignments via e-mail the night before an assignment is
due. We will discuss each assignment multiple times; it benefits everyone to discuss
questions in the classroom. Of course, you may also make appointments to discuss
questions and ideas in office hours. If we meet to discuss assignments, I am here to help.
However, remember that I expect you to generate specific questions and ideas regarding
your work versus just asking me to “look it over” or asking me to tell you “if you’re on
the right track.”
EXAMS
The second journal submission will take the place of the final exam.
GRADING
All elective undergraduate business classes in The Marshall School of Business are held
to a target GPA of 3.3.
Because of the Marshall School targeted mean, your ultimate grade in the course is
determined by both the absolute quality of your performance and your standing in the
overall class (i.e. your ranking) at the end of the course. Striving for excellence will yield
maximum learning and an enhanced opportunity to achieve the final grade you desire.
But the influence of the Marshall grading averages is ineluctable. Most students who
work hard will achieve a final grade in the ‘B+’ for the course. Please consider
taking the course P/NP if that is most appropriate for you (you will still need to
complete all major assignments).
In terms of grading in BUCO 450:
The grade on any individual assignment will be determined by its overall impact
(and fulfillment of intent of the assignment) on its specified audience. Content
(organization and development of ideas/argument), and expression of content
(delivery), cannot be separated. Please read the assignments carefully for
specific expectations and criteria.
A central challenge in BUCO 450 is the strategic one around which this course is
built: You will explore, analyze, and synthesize complex and competing ideas
related to your own creativity and workplace creativity. Your willingness to
explore these ideas in depth—and your ability to articulate them—will ultimately
enable you to advance personal and organizational goals.
6
In the interest of equity to all students, grades are determined by the work product
you deliver. Effort, time invested, and improvement—although important factors
in your development—do not form the basis of individual or final grades.
When evaluating group work, your individual performance will be considered
separately from the group; however, the group is collectively responsible for the
content, organization, and overall impact of the project.
REVIEW OF GRADES
If an assignment is returned to you and you believe that some error has occurred in the
grading, you can, within one week of the date the assignment is returned, request—using
a memo—that I re-evaluate the assignment. If necessary, I am glad to clarify my
commentary on returned assignments (after you have had time to digest the commentary),
but if you wish to discuss your grade, you must initiate the discussion with a memo. Any
reference and discussion of grades (written or otherwise) must be initiated and
conducted with diplomacy and thoughtfulness.
If you are requesting a grade review, the original assignment or presentation evaluation
form should be attached to your memo. The memo should fully and carefully explain
why you think the assignment should be re-evaluated. Arguing that “I worked hard and
put in a lot of time” or simply saying “I don’t understand why I received this grade” are
neither full nor careful explanations. Remember that the re-evaluation process can result
in three types of grade adjustments: positive, none, and negative.
REPORTING OF GRADES
I will not post final grades, and they will not be given out by the department or by me. I
cannot provide your final grades before they are available through the university.
GRADING INSIGHTS
The assignments in this course are not “long”—presentation limits may be set at fifteen
minutes; a memo may be only one or two pages. In business, an audience’s time is
precious and difficult to elicit; messages must achieve maximum impact in a short
amount of time. This demands a comprehensive, thoughtful product that fulfills the
intent of the task at hand (the assignment).
The real rigor in the course is the demand to analyze and synthesize ideas from all
sources—the explorations, readings, discussions, exercises, guest lectures, site visits—in
each of the assignments as the semester evolves. Many of the ideas explored in the
course are contradictory. Demanding integration in all of the assignments and
discussions is a challenge, but yields more significant learning and achievement of course
objectives.
7
PARTICIPATION AND PROFESSIONALISM
Robust participation, attendance, and professionalism are baseline expectations. You do
not receive “credit” for simply coming to class and participating. Hence, participation
and professionalism (or lack thereof) will only negatively affect your grade if
expectations are not met.
Please pay particular attention to the astute preparation of self-and-peer evaluation
expectations during most assignments and exercises (these will be clearly outlined).
You learn as much from observing and critiquing presentations as you do from making
presentations. Be an attentive, active listener and participant when others are making
presentations. You will be asked to critically evaluate the performance of your classmates
as well as yourself throughout the semester. My assessment of your level of overall
professionalism in class will be deeply influenced by the thoughtfulness with which you
listen to and evaluate the work of others—and the astuteness of your self-evaluations.
COMMENTS FROM FORMER STUDENTS
“Come to class open to the value that class session has to offer. We did some off-beat exercises and read
some random stuff. But it all contributed to our ability to think and problem solve (and we had a good time
along the way).”
“You’ll get to know your classmates as you journey through an unexpected Marshall course. Trust that
that journey will result in a great class and a significant marketable skill.”
“At first, the work load seemed large for a 2-unit class, but it was reasonable. You do have to work—but
the work is intriguing, usually fun, and gives you the opportunity to work on significant problems in your
own life.”
“The work in this course dramatically reduced my stress levels and concerns about the future. I thought
the journal was going to be a drag. But I wrote for about 15 minutes each night and it forced me to
confront some stuff and move forward on it. The assignments and journaling were well worth the time,
and I appreciate that Prof. Dipprey made the assignments relevant to us.”
“I like that the course allows me to express myself in a way that is unique. I feel that in many Marshall
courses we are taught to think the same, but this course allows me to think in ways that are different from
others. I also like the idea exchange through presentations which allows me to compare my thinking with
my peers.”
“The discussions in this class really stimulate one’s thinking. You have to have an open mind and have fun
participating. NOTE!--This class helped me shine in my interview. I landed the job!”
“All the readings and discussions about creativity in business and creativity in general always inspire me
in my other courses at Marshall. I like the fact that the concepts apply to all of my other classes. It really
helps me understand material on a different level.”
ADMINISTRATIVE MATTERS
Statement on Academic Integrity—USC seeks to maintain an optimal learning
environment. General principles of academic honesty include the concept of respect for
the intellectual property of others, the expectation that individual work will be submitted
8
unless otherwise allowed by an instructor, and the obligations both to protect one’s own
academic work from misuse by others as well as to avoid using another’s work as one’s
own. All students are expected to understand and abide by these principles. SCampus, the
Student Guidebook, contains the Student Conduct Code in Section 11.00, while the
recommended sanctions are located in Appendix A.
http://www.usc.edu/dept/publications/SCAMPUS/gov/
Students will be referred to the Office of Student Judicial Affairs and Community
Standards for further review, should there be any suspicion of academic dishonesty. The
Review process can be found at: http://www.usc.edu/student-affairs/SJACS/ Failure to
adhere to the academic conduct standards set forth by these guidelines and our programs
will not be tolerated by the USC Marshall community and can lead to dismissal.
Students with Disabilities – Any student requesting academic accommodations based on
a disability is required to register with Disability Services and Programs (DSP) each
semester (this includes any type of disability for which accommodation is requested). A
letter of verification for approved accommodations can be obtained from DSP. Please be
sure the letter is delivered to me as early in the semester as possible. DSP is located in
STU 301 and is open 8:30 a.m. – 5:00 p.m., Monday through Friday. The phone number
for DSP is (213) 740-0776.
Retention of Graded Papers – Returned paperwork, unclaimed by a student, may be
discarded four weeks after grades are posted by the University and, hence, will not be
available should a grade appeal be pursued by a student following receipt of his/her
course grade.
Class Cancellation – Only official notices written on Management Communication
letterhead, dated and signed by the Chair (Professor Lucy Lee), and posted on the
classroom door, will constitute a notice of cancellation for a class session. I will try to
notify you in advance (via USC e-mail) of an unexpected class cancellation.
SERVICES
Other facilities within the Marshall School of Business offer a broad range of
informational, software, and hardware support and services. Schedules for and additional
information about these facilities can be found on the Marshall School homepage:
www.marshall.usc.edu
EMERGENCY PHONE NUMBERS
For help, call 213-740-4321
911
USC Security
Los Angeles Police or Fire Department
For information, call 213-740-9233 USC Emergency Information Line
Listen to 91.5FM
KUSC Radio
9
USC information, call 213-740-2311
MY CONTACT INFORMATION
Professor: E.L. Dipprey
Office:
ACC 404
E-mail:
dipprey@marshall.usc.edu
Office Hours: Tues./Thurs. 10 a.m. – 11 a.m. and by appointment (I encourage and
welcome appointments)
AND LASTLY…
Welcome.
10
BUCO 450 Communication for Organizations: Exploring Creativity
Professor E.L. Dipprey
Fall 2012 Learning Links / Course Calendar
This document represents the overarching themes and organization of the course including the
weekly flow of lectures, discussions, and activities. Since BUCO 450 is in great part a
discussion-based course, and each class unfolds in its own unique way, there will be some
deviation from the Learning Links plan. Any changes in specific reading and satellite
assignment due dates will be clearly announced as the semester unfolds.
Week One (Aug. 30)
Course orientation; Amabile’s Components of Creativity; Initial discussion questions—
communication challenges relating to the development of ideas in individuals, in teams,
and throughout organizations and across cultures; challenges of communicating through
technology. Discuss Journal Assignment.
Assignment: Read Syllabus + Chapters 1 & 2 (exclude pages 14 – 28); Skim Newsweek
article; Write reaction to chapters—what ideas are relevant to you? What resonates with
you? What new insights did you gain? What didn’t make sense—Begin Journaling
Assignment; Complete brainstorming of personal issues and challenges; Complete
Student Profile
Week Two (Sept. 6)
Non-linear student introductions; ‘Working on the Right Problem’ exercise (refining the
issues); Discuss Creativity Tool Assignment.
Assignment: Read Chapter 3; Prepare discussion questions; Begin Creativity Tool
Assignment.
Week Three (Sept. 13)
Discuss Chapters 1 – 3 of Ray text; Intrapersonal communication patterns and creativity;
Examining communication as the tool to balance creativity and constraint.
Assignment: Prepare Creativity Tool Assignment
Week Four (Sept. 20)
Deliver Creativity Tool Assignment (130 points)
Assignment: Read Chapters 4 & 5
Week Five (Sept. 27)
Deliver Creativity Tool Assignment (130 points); Interpersonal communication and the
development of ideas; Listening: A key to creative dialogue; ‘Intuitive’ creativity
technique: Domain Translation/Analogizing exercise; Discuss Article Presentation
Assignment
Assignment: Read Chapter 6
11
Week Six (Oct.4)
Submit First Journal Submission (185 points); Challenges of group communication:
Managing creative abrasion; Guest Speaker—Dr. Paul Frommer, Professor Emeritus, on
creating a new language for the film Avatar
Assignment: Read Chapter 7 + HBR articles for Article Presentation Assignment (How
to Kill Creativity; Creativity and the Role of the Leader; The Discipline of Innovation;
Putting Your Company’s Whole Brain to Work; Toward a Creativity-Friendly
Workplace; Active Listening [Darden]); Prepare discussion questions on assigned
chapter for Week Seven
Week Seven (Oct. 11)
‘Linear’ creativity technique: SCAMPER exercise; Discuss chapters 4 – 7(students to
lead discussion of each chapter as assigned); Organizational communication: Creating
and communicating workplace environments that foster and sustain organizational
innovation; ‘What inspires me’ exercise; Communicating through working metaphors
and symbols
Assignment: Prepare Article Presentation Assignment; Read Chapters 8 – 10 for
discussion; Continue journal assignment
Week Eight (Oct. 18)
Deliver Article Presentation Assignment (250 points); Complete mid-term course
evaluations
Assignment: Prepare discussion questions on assigned chapter
Week Nine (Oct. 25)
Deliver Article Presentation Assignment (250 points); Discuss Chapters 8 – 10 (students
to lead discussion of each chapter as assigned); Evolving corporate cultures:
cataloguing mistakes and celebrating failure?; Discuss Corporate Innovation and
Communication Strategies Assignment
Assignment: Begin to prepare Corporate Innovation and Communication Strategies
Assignment
Week Ten (Nov 1.)
The ethics of innovation; Site visit to USC Institute for Creative Technologies in Marina
del Rey. Tour begins at 1:30 pm and ends at 4:30 pm
Assignment: Either attend site visit or complete alternative assignment; Prepare
discussion questions on assigned chapter
12
Week Eleven (Nov. 8)
Chapter discussions
Assignment: Prepare ‘articulating a marketable skill’ sheet in preparation for gorilla
creativity exercise
Week Twelve (Nov. 15)
Gorilla creativity exercise—articulating a marketable skill; Cross cultural comparison
errors; Communication channel challenges (technology plus cross cultural hurdles)
Assignment: Continue to prepare Corporate Innovation and Communication Strategies
Assignment
Week Thirteen (Nov. 22)
Assignment: Rest, relaxation, regeneration, a bit of laughter and goofing around;
Continue to prepare Corporate Innovation and Communication Strategies Assignment
Week Fourteen (Nov. 29)
Deliver Corporate Innovation and Communication Strategies Assignment (250 points);
or Create-the-Exam exercise
Week Fifteen (Dec.6)
Deliver Corporate Innovation and Communication Strategies Assignment (250 points)
Week Seventeen (Dec. 13)
Journal Submission #2 (in lieu of Final Exam) (185 points)
13