School of Business Administration
MGMT 398U: Managing the Innovation Process
Syllabus
Albrecht Enders - Spring 2014
Course Description:
In this course students will experience innovation leadership via hands-on development of concepts and prototypes.
Students will learn how leaders view and manage the innovation processes in organizations. They will also learn how to
create shared value products or services through a sample of structured innovation processes and strategies including tools
from engineering, marketing, operations, strategy, finance and management. There are two major goals of this course: 1.) to
shift from the idea of resource and social compromise to a generative, innovative value creation that considers broad and
long-term goals for sustainable profitability and 2.) to train future business leaders in both conceptual and execution
strategies modern firms employ in their cross-functional innovation activity.
Course Objectives
By the end of this course students will be able to…
… articulate an organization can use cross-functional teams to integrate community value or shared value in
product/service design (1).
… communicate how to deploy cross-functional teams to identify relevant customers and communities and articulate
future innovation opportunities (2).
… communicate how to create new product concepts that simultaneously create customer, business and community
value while increasing employee engagement and community investment in new products/services (3).
… articulate and deeply understand the role innovation leaders play in the success of innovation processes in their
organizations (4).
Instructor Information
Albrecht Enders
Phone: (503) 473-6834 – email is always fastest.
Portland State University
Email: enders@pdx.edu
Required Assignments
Product Innovation for Shared Value
Quizzes 9 possible, drop one for 8 total
Integrative Paper (1)
Reflection papers (2)
Video Chats 4 total
Video Chat TEST in Week One (1)
Team Job Mapping – team assignment (1)
Individual Job Mapping (1)
Innovation Metric – team assignment (1)
Product concepting – team assignment (1)
Product prototyping – team assignment (1)
Team Evaluation (1)
Final Project/Presentation (1)
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Points per Item
1
16
4
2
1
5
11
5
5
5
8
20
Total Points
8
16
8
8
1
5
11
5
5
5
8
20
page 1
Further Course Detail
ASSIGNMENT DETAILS:
Test Video Chat (1 point): You will also need to complete at TEST CHAT in week one for one point. This is required as it will
assure you are able to use Google hangouts within our system. Please read carefully in your course news about this.
WEEK 1
Quizzes (1 point each) – individual assignment (total of 8 points): There will be nine quiz assignments that connect to the
weekly reading material. Please find the weekly quizzes in the D2L dropbox. We will drop your lowest quiz score
automatically at the end of the term.
WEEK 2 through WEEK 8
Video Chats (2 points each) – individual assignment (total of 8 points): SUCCESSFUL COMPLETION OF THESE VIDEO MEETINGS
ARE A REQUIREMENT FOR PASSING THIS COURSE. You will be asked to sign up for four 30 minute video conferencing (video
chat) sessions with your instructor and two other students. This is a chance for the instructor to check in with you and
evaluate your progress in the class. He may ask you about assignments you turned in or readings in the class so come
prepared!
WEEK 2 THROUGH WEEK 9
Team Evaluation (2 points each) – individual assignment (total of 8 points): You will be evaluating your teammates on all the
team assignment projects in this course. You will find the grading rubric in D2L.
WEEK 4, 6, 8, 9
Four Reflection Papers (2 points each) – individual assignments (total of 8 points): There will be four short reflection papers
in this course (two in week one and two in week two). They are limited to 250-300 words each. I will be seeking well-written,
thoughtful demonstrations of a deeper understanding of the reading material. Please read the rubric below very carefully.
Each reflection should include a reference to course material, some kind of insight and also a critique of some kind. PLEASE
NOTE THE WORD LIMIT for this assignment, as this will be a grading component.
WEEK 1, 2
Criteria
Depth of
Reflection
Quality of Content
or Analysis
Quality of
Expression
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Superior (90% to 100%)
The written work demonstrates an
in-depth reflection on the theories,
concepts, and/or strategies
presented in the course materials or
activity of the day (as assigned for
each specific reflection). Viewpoints
and interpretations are insightful
and well supported. Clear, detailed
examples are provided, as
applicable.
The written work makes sense given
the reading or day’s activities upon
which the student is reflecting. At
least one component offers a
valuable and thoughtful insight and
another component offers a critique
of the reading or day’s activities (as
assigned).
Writing is clear, concise, and well
organized with excellent
sentence/paragraph construction.
Thoughts are expressed in a
coherent and logical manner. There
are no more than three spelling,
grammar, or syntax errors per page
of writing. Meets word limit.
Sufficient (80% to 89%)
The written work demonstrates
good reflection on the theories,
concepts, and/or strategies
presented in the course materials
or activity of the day (as assigned
for each specific reflection).
Viewpoints and interpretations are
meaningful and well supported.
Appropriate evidence is provided to
support ideas.
The written work relates fairly well
to the reading or day’s activities
upon which the student is
reflecting. At least one
component offers an insight and
another component offers a
critique of the reading or day’s
activities (as assigned).
Writing is mostly clear, concise, and
well organized with good
sentence/paragraph construction.
Thoughts are expressed in a
coherent and logical manner. There
are no more than five spelling,
grammar, or syntax errors per page
of writing.
Minimal (70% to79%)
Response demonstrates a minimal
reflection on the theories, concepts,
and/or strategies presented in the
course materials or the day’s
activities (as assigned). Viewpoints
and interpretations are unsupported
or supported with flawed arguments.
Examples, when applicable, are not
provided or are irrelevant to the
assignment.
The written work relates only
minimally to the reading or day’s
activities upon which the student is
reflecting. An insight or a critique
of the reading or day’s activities (as
assigned) is missing or does not meet
expectations for quality or
thoughtfulness.
Writing is unclear and/or
disorganized. Thoughts are not
expressed in a logical manner. There
are more than five spelling,
grammar, or syntax errors per page
of writing. This written work reads
like a first draft.
Unacceptable (69% or below)
Response demonstrates a lack of
reflection on the theories,
concepts, and/or strategies
presented in the course materials
or the day’s activities as assigned.
Viewpoints and interpretations are
missing, inappropriate, and/or
unsupported. Examples, when
applicable, are not provided.
Reflection excludes essential
components and/or does not
address the requirements indicated
in the instructions. Many parts of
the assignment are addressed
minimally, inadequately, and/or
not at all.
Writing is unclear and
disorganized. Thoughts ramble and
make little sense. There are
numerous spelling, grammar, or
syntax errors throughout the
response. It appears the writer did
not give care or attention to the
quality of expression in this work.
page 2
Integrative Paper – individual assignment (16 points): Use all the relevant readings and classroom material thus far to
summarize an approach to shared value and innovation leadership. This assignment will be graded on 1.) writing quality, 2.)
demonstration that you comprehend the overall concepts we’ve discussed 3.) application of said materials in your paper.
The paper should be between three to five pages and is worth 16 points. You’ll want to write a few drafts of this paper to be
sure it is the best quality possible.
WEEK 3
Team Job Mapping - team assignment (5 points):
Here is the basic outline of this assignment that will become more clear after you reviewed the assignment lecture in D2L:
1.) Create a job map with your teammates that analysis the following job: Remove rodent from house.
2.) The job map should have at least five job steps.
3.) Define two to four outcome statements per job step (approximately 20 outcome statements).
4.) Follow the Ulwick process as closely as possible and use his language.
5.) Feel free to use the lecture material to help you with this project.
This assignment will be graded on the following: 1.) how well you followed the format/process diagrams, 2.) accuracy of
articulating the job map and the outcome statements and 3.) completeness and quality of overall job map.
WEEK 4
Individual Job Mapping - individual assignment (11 points):
Here is the basic outline of this assignment that will become more clear after you reviewed the assignment lecture in D2L:
1) Select a specific job and create a job map.
2) The job map should have at least eight job steps.
3) Define three to five outcome statements per job step (approximately 40 outcome statements).
4) Follow the Ulwick process as closely as possible and use his language.
5) Feel free to use the job mapping team assignment to help you with this project.
This assignment will be graded on the following: 1.) how well you followed the format/process diagrams, 2.) accuracy of
articulating the job map and the outcome statements and 3.) completeness and quality of overall job map.
WEEK 5
Innovation Metric – team assignment (5 points):
Here is the basic outline of this assignment that will become more clear after you reviewed the assignment lecture in D2L:
1) Use your team’s job map (remove rodent from the house) and solicit input from at least eight customers (three
customers per individual). Look for missing job steps and outcome statements
2) Discuss your findings with your team and complete your job map
3) Decide on a prioritization strategy (e.g.: quick survey, customer session, team collaboration) and select four outcome
statements that present the largest innovation opportunity.
4) Identify four business and community outcome statements (two each) by role-playing the Victor mousetrap
company and the community that surrounds their factory (see assignment lecture).
5) Use the vital few outcome statement from above and complete the “innovation metric” as described in the
assignment lecture.
This assignment will be graded on the following: 1.) how well you followed the format/process, 2.) accuracy of articulating
the job map and the outcome statements and 3.) completeness and quality of overall job map.
WEEK 6
Product Concepting – team assignment (5 points):
Here is the basic outline of this assignment that will become more clear after you reviewed the assignment lecture in D2L:
1) Populate the Pugh matrix with your vital few outcome statements (innovation metric).
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2) Use the Victor mousetrap as your industry standard to complete the Pugh matrix.
3) Create at least five product concepts as a team (divergent thinking) that improve on all outcome statements in your
Pugh matrix. Use pencil and paper to articulate your product concepts.
4) Evaluate your product concepts in the Pugh matrix
5) After your initial evaluation select the best elements of each concept (or new ideas that emerged during the
evaluation process) and try to create higher value concepts. Ideally you want to discover at least two concepts that
have significant improvements on most outcome statements (see assignment lecture).
6) Select the three best concepts for your next assignment.
This assignment will be graded on the following: 1.) how well you followed the format/process, 2.) how the submitted
sketches overlap with the results in the Pugh matrix and 3.) completeness and quality of overall assignment.
WEEK 7, 8
Product Prototyping – team assignment (5 points):
1. Prototype your three winning concepts through appropriate technologies/materials (see assignment lecture).
2. Try to improve and complete the three product concepts in the physical space and get them as close to a functioning
prototype as possible.
3. Evaluate your prototypes in the Pugh matrix. Be sensitive to new ideas emerging during the evaluation process and
try to integrate these insights into your prototypes after you have the evaluations process completed.
4. Perform a final team evaluation on your improved prototypes and select your final product concept as a team.
This assignment will be graded on the following: 1.) how well you followed the format/process, 2.) how the submitted
prototypes overlap with the results in the Pugh matrix and 3.) completeness and quality of overall assignment.
WEEK 8, 9
Final Project – Individual assignment (20 points): This final project involves an application of course materials to your own
professional life. The product will be a narrated PowerPoint to be viewed and evaluated by your peers and instructors. You
will find detailed instructions in D2L.
WEEK 10
ETHICS
Academic honesty is a requirement for this course. Please see the academic integrity policy within the D2L course Table of
Contents.
LATE ASSIGNMENTS
The timely submission of assignments is very important in this course. A late assignment will lose 10% of value per day of
delay. Be sure to finish and submit your assignments on time for full credit.
GRADING SCHEME
A = 93 – 100%
A- = 90 – 92%
B+ = 87 – 89%
B = 83 – 86%
B- = 80 – 82%
C+ = 77 – 79%
C = 73 – 76%
C- = 70 – 72%
D+ = 67 – 69%
D = 63 – 66%
D- = 60 – 62%
F = below 60%
Instructor Profile
Albrecht Enders was most recently V.P. of Product Development at A-dec, the dental equipment manufacturing company
with the largest market share in the United States. Prior to A-dec, Mr. Enders managed product innovation at Siemens
Gammasonics outside of Chicago, Illinois. He has a master’s degree in mechanical engineering from Fachhochschule
Darmstadt and has lived in the United States since 1984. When he is not teaching in the PSU MBA program or in the online
undergraduate program, Mr. Enders consults via his firm endersgroup on innovation processes and innovation leadership.
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School of Business Administration
MGMT 398U: Managing the Innovation Process
Reading List
Key to Locating Readings:
PU = Purchase book on your own. You can find it at many of the online stores.
H = Harvard Business Publishing: Follow the HBP link in D2L to get to the HBP course page. It is called Product Innovation for Shared Value. Select and
purchase articles there. Link to course in HBP: https://cb.hbsp.harvard.edu:443/cbmp/access/25691042
E = E-Reserve: Follow the link in D2L to PSU e-Reserve. This will give you access to the reading material in the e-reserve library. Select the appropriate articles
for each week. No need to purchase these articles or book chapters.
P = PDF in D2L: Follow the reading links in the D2L course content area. This will give you direct access to the specific article assigned for each week. No need
to purchase these articles.
Week One:
H: Porter & Kramer (2011) Creating Shared Value: How to reinvent capitalism and unleash a wave of innovation and growth.
Harvard Business Review.
H: Kim, C. & Mauborgne, R. (2004) Blue Ocean Strategy. Competing in overcrowded industries is no way to sustain high
Performance. The real opportunity is to create blue oceans of uncontested market space. Harvard Business Review.
Week Two:
H: Dyer, J.H., Gragersen, H.B. & Christensen, C. (2009) The Innovator’s DNA. Five discovery skills separate true innovators from the rest of us.
Harvard Business Review.
H: Isaacson, W. (2012) The Real Leadership Lessons of Steve Jobs. Harvard Business Review.
Week Three:
P: Destler, D. (2010) Siemens ECAM Case: A New Clear Image of Holistic Design. CATALYST/IDSA.
E: Stickdorn,M. & Schneider, J. (2011) This is Service Design Thinking. Chapter: How Does Service Design Work? (pages 118 – 143).
E: Stickdorn,M. & Schneider, J. (2011) This is Service Design Thinking. Case: University of Pittsburg Medical Center and Carnegie
Mellon University (pages 266 – 279).
Week Four:
H: Ulwick, A. & Bettencourt, L. (2008) Giving Customers a Fair Hearing. MIT Sloan Management Review.
H: Bettencourt, L. & Ulwick, A. (2008) The Customer-Centered Innovation Map. Harvard Business Review.
Week Five:
H: Hauser, R. & Clausing, D. (1988) House of Quality. Harvard Business Review.
H: Unruh, G. (2008) The Biosphere Rules. Harvard Business Review.
Week Six:
E: Morgan J. & Liker J. (2006) The Toyota Product Development System, Integrating People, Process, and Technology
Chapter 4: Front-Load the PD Process to Explore Alternatives Thoroughly (pages 39 – 66).
P: Pugh, S. Concept Selection – A Method That Works. Engdesign.doc/rf
Week Seven:
PU: Greenberg, S.; Carpendale, S.; Marquardt, N.; Buxton, B. (2012) Sketching User Experiences, The Workbook. Elsevier, Inc.
Week Eight:
H: Pfitzer, M.; Bockstette, V.; Stamp, M.(2013) Innovating for Shared Value. Harvard Business Review.
H: Eccles, R.; Serafeim, G. (2013) The Performance Frontier. Innovating for a Sustainable Strategy. Harvard Business Review.
MGMT 398U: Managing the Innovation Process
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Weekly Learning Objectives
Week 1:
1. Demonstrate that you can use the discussion forum area in D2L, contribute to a sense of learning community (hobbies)
and explain what you’d like to learn in this course.
2. Demonstrate that you understand the overall course strategy and course syllabus.
3. Explain the concept of Shared Value and Blue Ocean Strategy and how they can change the scope and mindset of
businesses.
4. Illustrate how the concept of Shared Value integrates with Blue Ocean Strategy.
Week 2:
1. Describe the difference between innovation and business leadership.
2. Summarize key innovation leadership behaviors and principles.
3. Illustrate how innovation leadership connects to Shared Value innovation.
Week 3:
1. Summarize the basic innovation processes and structures for product and service innovation.
2. Synthesize the concepts of Shared Value, Blue Ocean Strategy and Innovation Leadership.
3. Articulate the role of innovation leader in the context of the innovation processes defined thus far.
Week 4:
1. Recite how Job Mapping helps find future innovation sweet spots
2. Collaborate with your team members and complete the job mapping process in a team setting.
3. Articulate the benefit of cross-functional teams learning and using job mapping to gain a customer-centric mindset across
all functional areas of a firm.
Week 5:
1. Recite how the ECAM customer engagement process can help identify future innovation sweet spots.
2. Observe how basic sustainability concepts affect product design.
3. Complete the job mapping process individually.
4. Articulate the role of leaders/managers and cross-functional teams in the ECAM case example.
Week 6:
1. Observe how to transition from the planning phase into the concepting phase of the innovation process.
2. Recite how the convergence process can help create conceptually robust product ideas/concepts
3. Collaborate and integrate customer, business and community needs into an innovation metric consistent with the concept of Blue Ocean
Strategy.
Week 7:
1. Collaborate and develop Shared Value product concepts.
2. Collaborate and evaluate Shared Value product concepts.
3. Articulate the role leaders/managers play in making the pursuit of shared value concepts possible at a firm level.
Week 8:
1. Describe Shared Value and Sustainability strategies.
2. Collaborate and develop Shared Value product prototypes.
3. Collaborate and evaluate Shared Value product prototypes.
Week 9:
1. Examine and reflect on all course content and develop your final course project. Include the perspective of leaders as protectors and
facilitators of the innovation process in firms.
2. Create and complete a narrated PowerPoint presentation that demonstrates excellence in the management of the innovation process, e.g.
an ability to persuade and inspire organizational contributors from all functions to protect, value and participate in the innovation process.
Week 10:
1. Develop and submit your final course project integrating all course content including emphasis on the role of product development as a
catalyst for system-level change in organizational emphasis including mission, vision and leadership requirements.
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