Teams and Innovation

Theme: Teams and Innovation 

Read:The Innovator’s DNA, Chapters 7-9, and an article on successful teams (they could be from sports, the military, business, or your industry).

Assignment: Synthesis and critical thinking. Teams can be a powerful force for producing innovation but at the same time can hinder innovation. Synthesize these three things: the most meaningful part of the text reading for you, the article you read on successful teams, and an experience of your own. From these sources develop a conclusion about the best ways to empower teams for successful innovation. This paper should be approximately 3-6 pages in length. Use correct APA format, including a cover page, in-text citations, and a reference page. You may write in the first person. Submit this assignment to Blackboard Assignments. The rubric below will be used to evaluate this assignment. 

 

Reading is NOT PROVIDED MUST FIND READINGS ONLINE TO RESPOND FROM

     Students demonstrate Critical Thinking when they: 

SLOs

Exemplary

Accomplished

Developing

Beginning

Identify the Issue and/or Problem

Student identifies not only the basics of the problem/issue, but recognizes the nuances of the issue.  Student can analyze connections between related problems/issues.

Student identifies not only the basics of the problem/issue, but recognizes the nuances of the issue.

Student is able to articulate the basics of the problem/issue.

Student does not identify and summarize the problem/issue, is confused or identifies a different and/or inappropriate problem/issue.

Articulate Multiple Perspectives and/or

Solutions

Student clearly articulates and evaluates personal and alternative points of view; student develops additional and/or more nuanced alternative points of view.

Student clearly articulates and evaluates personal and common alternative points of view.

Student clearly articulates personal perspective and superficially describes common alternative points of view.

Student is able to articulate a single/personal perspective on the problem/issue.

Identify and Assess Key Assumptions

Student identifies and assesses validity of key assumptions and addresses the dimensions (such as, ethical, political, social, psychological, or legal) that underlie the key assumptions.

Student identifies and assesses validity of key assumptions.

Student identifies key assumptions but does not assess their validity.

Student has difficulty recognizing key assumptions.

Identify and Assess Data and Evidence

Student conducts a thorough examination the evidence and source of evidence; evaluating its accuracy, precision, relevance and completeness.  Student is able to deduce cause and effect appropriately from data/evidence and to address existing or potential consequences.

Clearly distinguishes between fact, opinion and value judgments.

Student follows where the evidence leads without bias.

Student conducts a basic examination the evidence and source of evidence; evaluating its accuracy, precision, relevance and completeness.  Student is able to deduce cause and effect appropriately from data/evidence and to address existing or potential consequences.

Student clearly distinguishes between fact, opinion and value judgments.

Student recognizes the need to examine the data/evidence, but incompletely examines its accuracy, precision, relevance and completeness.  

Student is mostly able to deduce cause and effect appropriately from data/evidence.  Student struggles to distinguish between fact, opinion, and value judgments.

Student takes information provided as truth or denies data/evidence without adequate justification.  Student confuses data correlations with cause and effect.  Student does not distinguish between fact, opinion, and value judgments.

Synthesize Conclusions, Implications, and Consequences

Clearly identifies conclusions, implication and consequences considering context assumptions, data and evidence.  Also includes reflections upon own assertions.

Clearly identifies conclusions, implication and consequences considering context assumptions, data and evidence.

Incompletely or incorrectly identifies conclusions, implications and consequences of the problem/issue or the key relationships between other elements.

Fails to identify conclusions, implications and consequences of the problem/issue or the key relationships between other elements.

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